Archiving     

Kent Kleinman 《Archival Science》2001,1(4):321-332

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The Effect of Scaffolding Strategies for Inscriptions and Argumentation in a Science Cyberlearning Environment     

Cindy L. Kern  Kent J. Crippen 《Journal of Science Education and Technology》2017,26(1):33-43

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Designing for culturally responsive science education through professional development     

Julie C. Brown  Kent J. Crippen 《International Journal of Science Education》2016,38(3):470-492

Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students’ needs and promotes academic excellence. Although professional development programs can foster science teachers’ growth as culturally responsive educators, effective supports to this end are not well identified. This study examined associations between specific Science Teachers are Responsive to Students (STARTS) program activities and United States high school life science teachers’ understanding and enactment of culturally responsive science teaching. Findings suggest: (a) critically examining their practices while learning of students’ needs and experiences enabled teachers to identify responsive instructional strategies and relevant science topics for culturally responsive teaching; (b) evaluating culturally responsive exemplars while identifying classroom-based needs allowed teachers to identify contextually appropriate instruction, thereby yielding a robust understanding of the purpose and feasibility of culturally responsive science teaching; and (c) by justifying the use of responsive and reform-based instructional strategies for their classrooms, teachers made purposeful connections between students’ experiences and science instruction. We propose a set of empirically based design conjectures and theoretical conjectures to generate adaptable knowledge about preparing culturally responsive science teachers through professional development.  相似文献   

Pitfalls in the evaluation of principals     

William C. Harrison  Kent D. Peterson 《The Urban Review》1986,18(4):221-235

This paper describes the characteristics of a statewide principal evaluation system. Present empirical knowledge of the ways school principals are evaluated is almost nonexistent (Harrison, 1985); because of this we will employ a design drawn from studies of evaluation in other settings (Dornbusch and Scott, 1975), of teachers (Natriello and Dornbusch, 1981) and control of principals (Peterson, 1984). A questionnaire was used to gather information about the ways principals are evaluated as reported by principals and superintendents. The authors find that even when an evaluation system is detailed, specific, and statewide, inconsistencies develop because of the special nature of principals' work. The systems appear to break down in the sampling of performance and outputs and in the communication of negative feedback-key areas if principals are to improve their performance. Suggestions for research and practice are presented.Presented at the annual meeting of the American Educational Research Association in San Francisco, 1986.  相似文献   

Towards multidimensional approaches to research on rural science education     

Eleanor Abrams  Michael Middleton 《Cultural Studies of Science Education》2017,12(1):167-176

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Situating graphs as workplace knowledge     

Richard Noss  Arthur Bakker  Celia Hoyles  Phillip Kent 《Educational Studies in Mathematics》2007,65(3):367-384

We investigate the use and knowledge of graphs in the context of a large industrial factory. We are particularly interested in the question of “transparency”, a question that has been extensively considered in the general literature on tool use and, more recently, by Michael Roth and his colleagues in the context of scientific work. Roth uses the notion of transparency to characterise instances of graph use by highly educated scientists in cases where the context was familiar: the scientists were able to read the situation “through” the graph. This paper explores the limits of the validity of the transparency metaphor. We present two vignettes of actual graph use by a factory worker, and contrast his actions and knowledge with that of a highly qualified process engineer working on the same production line. We note that in neither case the graphs were transparent. We argue that a fuller account that describes a spectrum of transparency is needed, and we seek to achieve this by adopting some elements of a semiotic approach that enhance a strictly activity-theoretical view.  相似文献   

Research assessment as a pedagogical device: Bernstein,professional identity and Education 1 in New Zealand     

Sue Middleton 《British Journal of Sociology of Education》2008,29(2):125-136

Recent restructuring of research funding for New Zealand’s higher education institutions is ‘outputs‐driven’. Under the Performance Based Research Fund, units of assessment of research quality are individuals, every degree teacher receiving a confidential score of A, B or C (if deemed ‘research active’) or ‘R’ (‘Research Inactive’). Despite its relatively high number of A and B rated individuals, Education’s collective ranking was low. I interviewed staff and draw on Bernstein to explore how this process affects professional identity formation, a process involving engagement with changing ‘official’ external identities. I overview Bernsteinian concepts, historicise Education’s changing official identities and illustrate how these enabled and constrained participants’ self‐definitions before, during, and immediately after, the quality evaluation. The imposition of audit culture reproduces old theory/practice binaries.  相似文献   

Erratum to: Why the Boys are Missing: Using Social Capital to Explain Gender Differences in College Enrollment for Public High School Students     

Sarah Klevan  Sharon L. Weinberg  Joel A. Middleton 《Research in higher education》2016,57(2):258-259

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Postscript to infant mental health: From theory to intervention     

James T. Kent  David B. Friedman 《Child abuse & neglect》1984,8(2):271

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Argument as Professional Development: Impacting Teacher Knowledge and Beliefs About Science     

Kent J. Crippen 《Journal of Science Teacher Education》2012,23(8):847-866

Using a case study method, the experiences of a group of high school science teachers participating in a unique professional development method involving an argue-to-learn intervention were examined. The participants (N?=?42) represented 25 different high schools from a large urban school district in the southwestern United States. Data sources included a multiple-choice science content test and artifacts from a capstone argument project. Findings indicate although it was intended for the curriculum to be a robust and sufficient collection of evidence, participant groups were more likely to use the Web to find unique evidence than to they were to use the provided materials. Content knowledge increased, but an issue with teacher conceptions of primary data was identified, as none of the participants chose to use any of their experimental results in their final arguments. The results of this study reinforce multiple calls for science curricula that engage students (including teachers as students) in the manipulation and questioning of authentic data as a means to better understanding complex socioscientific issues and the nature of science.  相似文献