Young black children and science: Chronotopes of narratives around their science journals     

Maria Varelas  Justine M. Kane  Caitlin D. Wylie 《科学教学研究杂志》2012,49(5):568-596

We explored 30 Black Kindergarten‐2nd grade students' spoken narratives around pages of their science journals that the children selected as best for showing them as scientists. Because in all narratives, space–time relationships play an important role not only in situating but also in constituting them, we focused on such relationships using Bakhtin's (1981) construct of chronotopes. Our chronotopical analysis aimed at fleshing out the temporal and spatial features that were present in the children's journal pages, and in the children's ways of talking both about these features and about being scientists. Our goal was to better understand ways in which African‐American children identify with science and scientists in particular contexts: an interview with an adult who had visited their class throughout that year and a class where they were offered various opportunities to engage with science. Using six cases that maximized the variety of understandings we could develop vis‐à‐vis our research question, we show how the children's narratives were filled with differing space–time relationships in which the children found ways to showcase their agency. Thus, we provide insights into how the children authored relationships with science and scientists, negotiated the past with the present and possible future, and contextualized their narratives within various time‐spaces that had meaning for them. Moreover, multiple people populated the children's chronotopes and became intertwined with the space–time relationships that underlined their conceptions of themselves vis‐à‐vis science and scientists. Despite the varied conceptions of science and scientists that the children portrayed, their narratives communicated a high level of confidence in being able to do science and be scientists, and initiative in learning. The children's narratives were filled with hope, “able‐ness,” knowledge, affect, and possibility. These findings point to several considerations for practice. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 568–596, 2012  相似文献   

Institutional conceptualisations of teacher education as academic work in England   总被引：1，自引：0，他引：1  

Viv Ellis  Jane McNichollAnna Pendry 《Teaching and Teacher Education》2012

Through an analysis of job recruitment texts, and interviews with academic leaders, this article shows how the university-based teacher educator is produced as a category of academic worker in England. Focussing on the discursive processes of categorisation provides insights into how English universities conceptualise teacher education. Variations in conceptualisations are noted within and between institutions, with the teacher educator produced as a hybrid or exceptional category. Often, variations are produced around a practitioner/researcher contradiction. The article concludes by asking whether such variations and potential lack of coherence matter, in the context of national policy and funding constraints, and internationally.  相似文献   

The development of national standards for adult educators in Namibia     

Justin Ellis  Brent H. Richardson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,8(2):375-385

Since gaining independence from South Africa in 1990, Namibia has placed considerable emphasis on education, including adult learning. As a means of improving the quality of adult learning, the Namibian Ministry of Education commissioned the development of national standards in 2010 to express competency requirements for adult educators. Particular attention was paid to the views of adult learners who participated through thirty focus groups. The participatory process revealed that the work of an adult educator is more complex and demanding than had previously been appreciated. The required competencies were categorised under four headings: (1) Knowledge as an adult educator, (2) Practice as an adult educator, (3) Relationships as an adult educator and (4) Ethics and professionalism as an adult educator. The Namibia Qualifications Authority, acting under its legislative mandate of setting occupational standards for occupations, jobs, posts and positions, approved the national standards in 2011.  相似文献   

Current International Data for Tvet and their Limitations     

Simon Ellis 《Prospects》2005,35(3):367-380

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Seeking Shared Practice: A Juxtaposition of the Attributes and Activities of Organized Fossil Groups with Those of Professional Paleontology     

Kent J. Crippen  Shari Ellis  Betty A. Dunckel  Austin J.W. Hendy  Bruce J. MacFadden 《Journal of Science Education and Technology》2016,25(5):731-746

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Psychosocial antecedents of variation in girls' pubertal timing: maternal depression, stepfather presence, and marital and family stress   总被引：1，自引：0，他引：1  

Ellis BJ  Garber J 《Child development》2000,71(2):485-501

Drawing on Belsky, Steinberg, and Draper's evolutionary theory of the development of reproductive strategies, we tested a model of individual differences in girls' pubertal timing. This model posits that a history of psychopathology in mothers results in earlier pubertal maturation in daughters, and that this effect is mediated by discordant family relationships and father absence/ stepfather presence. The model was supported in a short-term longitudinal study of 87 adolescent girls. In the primary test of the model, it was found that a history of mood disorders in mothers predicted earlier pubertal timing in daughters, and this relation was fully mediated by dyadic stress and biological father absence. In families in which the mother's romantic partner was not the biological father, dyadic stress accounted for almost half of the variation in daughters' pubertal timing. Stepfather presence, rather than biological father absence, best accounted for earlier pubertal maturation in girls living apart from their biological fathers. We propose that stepfather presence and stressful family relationships constitute separate paths to early pubertal maturation in girls.  相似文献   

Professor Kagan responds     

Sidney A. Ellis 《Academic Questions》1995,8(4):11-12

Letters

Professor Kagan responds  相似文献   

College student learning from televised versus conventional classroom lectures: A controlled experiment     

Lee Ellis  Dan Mathis 《Higher Education》1985,14(2):165-173

In a controlled experiment, students in two sections of introductory sociology were exposed either to conventional classroom lectures or to the same lectures broadcast live in an adjacent room on a television monitor. Except for the first round of six lectures, when technical problems appeared to have lowered test performance by the experimental groups, learning under the two lecturing modes was statistically equivalent. Self-reported class attendance, also, seemed to have been unaffected by lecturing modes. This study confirms the general pattern of results from a number of prior, albeit less rigorously designed, studies of live vs. televised lecture courses.  相似文献   

Learning Through Benchmarking: Developing a Relational, Prospective Approach to Benchmarking ICT in Learning and Teaching     

Robert A. Ellis  Roger R. Moore 《Higher Education》2006,51(3):351-371

This study discusses benchmarking the use of information and communication technologies (ICT) in teaching and learning between two universities with different missions: one an Australian campus-based metropolitan university and the other a British distance-education provider. It argues that the differences notwithstanding, it is possible to develop a useful and rigorous benchmarking relationship between such institutions that draws on previous benchmarking research and improves the approach by benchmarking key processes, not just outcomes. By defining a process used to embed ICT in subjects and using this as a focus of the benchmarking, a relational and prospective approach to quality assurance for ICT can be clarified, one which promotes coherence amongst the benchmarks that can be used for the purposes of improvement.  相似文献   

Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study     

Aurora Chang  Sabina Rak Neugebauer  Aimee Ellis  David Ensminger  Ann Marie Ryan  Adam Kennedy 《Studying Teacher Education》2016,12(2):152-169

Faculty in the School of Education have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e. where courses focus primarily on theoretical principles of practice through textbooks and university-based classroom discussions) to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in the second implementation year of our redesigned teacher education program, Teaching, Learning, and Leading with Schools and Communities (TLLSC) and how these unique experiences inform our teacher educator identities. Through a collaborative self-study, we sought to make meaning of our transformation from a faculty delivering a traditional model to educators collectively implementing a field-based model, by analyzing the diverse perspectives of faculty at different entry points in the TLLSC development and implementation process. We found that our participation in an intensive field-based teacher preparation model challenged our notions of teacher educator identity. In a culture of iterative program design, this study documents the personal and professional shifts in identity required to accomplish this collaborative and dynamic change in approach to teacher education.  相似文献