The new Walford: guide to reference resources     

Eve Hollis 《Health information and libraries journal》2006,23(3):233-234

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Toward a justice-centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context     

April Luehmann  Yang Zhang  Heather Boyle  Eve Tulbert  Gena Merliss  Kyle Sullivan 《科学教学研究杂志》2024,61(2):319-357

We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work.  相似文献   

Retaining non‐traditional students: lessons learnt from Pasifika students in New Zealand     

John Benseman  Eve Coxon  Helen Anderson  Melani Anae 《高等教育研究与发展》2006,25(2):147-162

As New Zealand tertiary education has undergone extensive review processes, debate has centred not only on the need to extend the participation rates of groups previously under‐represented, but also how to retain these under‐represented groups once they are recruited into tertiary programmes. This paper draws on a large‐scale study of the factors that influence successful completion of tertiary qualifications for Pasifika students. Using a diverse range of data sources throughout New Zealand, the study identified a range of factors that impede retention, as well as positive factors that help increase retention. Its findings support the contention that the capacity of educational facilities to retain students is a function of the interface between student and institution, and the institution and the community.  相似文献   

Linking research and teaching: Are research-active staff members different teachers?     

Eve Mägi  Maarja Beerkens 《Higher Education》2016,72(2):241-258

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Siblings bridging literacies in multilingual contexts     

Ann Williams  Eve Gregory 《Journal of Research in Reading》2001,24(3):248-265

It is a common assumption that economically disadvantaged and ethnic‐minority families are unlikely to share similar educational aims, beliefs and values to those of teachers. Such families are assumed to participate in very different home literacy practices from those of the school and children’s early reading difficulties have been attributed to such cultural differences. However, such dissonance is not always found. This paper explores the reciprocity of beliefs and literacy practices between two schools and their respective communities in London’s East End. The literacy practices, both in school and out of school, of Bangladeshi British and Anglo‐British primary school children were monitored and play activities between siblings recorded and analysed. The results showed older siblings reflecting the values of both community and school as they blended practices from each domain in their play with their younger brothers and sisters.  相似文献   

The effectiveness of Nurture Groups: preliminary research findings   总被引：1，自引：0，他引：1  

Paul Cooper  Ray Arnold  & Eve Boyd 《British Journal of Special Education》2001,28(4):160-166

Interest in Nurture Groups continues to grow. As Rebecca Doyle's article in the previous issue of this journal demonstrated, practitioners are enthusiastically exploring nurture-based practice as one approach to the inclusion of pupils with social, emotional and behavioural difficulties. In this article, Paul Cooper, Professor of Education at the University of Leicester, Ray Arnold and Eve Boyd, both researchers with the Nurture Groups project, provide a report on their research to date. This interim report raises some important questions for policy makers and practitioners as well as indicating ways forward into further enquiry.  相似文献   

Exploring teachers' knowledge of children's literature   总被引：1，自引：1，他引：0  

Teresa Cremin  Marilyn Mottram  Eve Bearne  Prue Goodwin 《Cambridge Journal of Education》2008,38(4):449-464

In the context of the current debate about teaching reading, research to ascertain primary teachers' personal and professional reading practices was undertaken. The study explored teachers' reading habits and preferences, investigated their knowledge of children's literature, and documented their reported use of such texts and involvement with library services. Questionnaire responses were gathered from 1200 teachers. The data were analysed and connections made between the teachers' own reading habits and preferences, their knowledge of children's literature, their accessing practices and pedagogic use of literature in school. This paper reports on part of the dataset and focuses on teachers' knowledge of children's literature; it reveals that primary professionals lean on a narrow repertoire of authors, poets and picture fiction creators. It also discusses teachers' personal reading preferences and considers divergences and connections between these as well as the implications of the teachers' limited repertoires on the reading development of young learners.  相似文献   

International co-operation in educational research     

Eve Malmquist  Hans U. Grundin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(3):339-356

In the first part of the essay the authors discuss certain issues of international co-operation in educational research: objectives of co-operation; the ideal of universalism; language and culture differences; the organization of co-operation. The discussion draws upon the results of the authors' extensive literature reviews and of their inquiries among researchers, research directors and research financing agencies in several countries. The second part presents the authors' recommendations regarding the future development of international co-operation in educational research, pointing out that its development as a viable scientific discipline is a prerequisite for its successful utilization as an instrument of educational policy-making. It is suggested that three areas of co-operation be given the highest priority in the near future:

-retrieval and dissemination of information relevant to educational research;

-development of research methods and techniques and the training of researchers; and

-critical analysis and synthesis of research results with the aim of producing new, more reliable knowledge.

It is emphasized that the organisation needed in order to establish the proposed co-operation must both have strong support from national governments and enjoy considerable freedom in its implementation of a given policy of co-operation.  相似文献   

Child-perceived teacher emotional support,its relations with teaching practices,and task persistence     

Kikas  Eve  Tang  Xin 《European Journal of Psychology of Education - EJPE》2019,34(2):359-374

European Journal of Psychology of Education - This study examined relations between child-reported teacher emotional support, teaching practices, and children’s task-persistent learning...  相似文献   

Choosing and Using Fiction and Non‐fiction 3‐11. By Margaret Mallett     

Eve Bearne 《Literacy》2011,45(2):99-99

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