Improving Students’ Diagram Comprehension with Classroom Instruction     

Jennifer G. Cromley  Tony C. Perez  Shannon L. Fitzhugh  Nora S. Newcombe  Theodore W. Wills  Jacqueline C. Tanaka 《Journal of Experimental Education》2013,81(4):511-537

The authors tested whether students can be taught to better understand conventional representations in diagrams, photographs, and other visual representations in science textbooks. The authors developed a teacher-delivered, workbook-and-discussion–based classroom instructional method called Conventions of Diagrams (COD). The authors trained 1 experienced teacher to deliver COD to two 10th-grade biology classes (n = 31) and compared gains in diagram comprehension from COD to those from a business-as-usual control condition (n = 30) in 2 classrooms taught by the same teacher. Students in the COD condition showed statistically significantly greater growth in comprehension of literal and inferential biology diagrams. The control condition in some cases advantaged high-spatial, high-knowledge students, whereas the COD condition for the most part did not. Entries in the COD workbooks were analyzed for amount of student effort. Students with a combination of low pretest biology knowledge and low effort showed much lower gains from pretest to posttest on the inferential biology diagrams measure than did other students in the COD condition.  相似文献   

The Risk of Delivering Disturbing Messages to Zoo Family Audiences     

Maggie Esson  Andrew Moss 《The Journal of environmental education》2013,44(2):79-96

One of the roles of the modern zoo is to provide environmental education. Zoo visitation comprises primarily family groups seeking to spend time together. There is potential for tension between message and audience expectation as zoos seek to raise awareness of the effects of irresponsible human behavior on the environment. This may unsettle family visitors. This study explored levels of tolerance of the zoo audience to a disturbing exhibition covering broad environmental themes. Results showed that participants were prepared to reflect on the content and at times feelings were sufficiently strong for zoo visitors to challenge one another's beliefs. The delicate positioning of zoos as environmental education providers is discussed.  相似文献   

‘Some people even died’: Martin Luther King,Jr, the civil rights movement and the politics of remembrance in elementary classrooms     

John S. Wills 《International journal of qualitative studies in education》2013,26(1):109-131

This article examines the interpretive practices and cultural texts that shape what teachers and students remember and forget during the annual observance of the King holiday in two second‐grade classrooms. Drawing on data from an ethnographic case study of the curriculum in use and theory and research on collective memory, the author analyzes the contest between two commemorative narratives, one focused on King’s boyhood experiences of discrimination and his advocacy of non‐violent protest to end segregation, the other on remembering discriminatory practices in the South and the violence perpetrated by Whites against civil rights protestors. After discussing the nature of mnemonic socialization in these classrooms and the consequences of this struggle over collective memory for students, the paper concludes with a call to reconceptualize classrooms as ‘critical mnemonic workspaces’ where teachers and students are able to draw on a diversity of cultural resources for remembering multiple, even contradictory, pasts.  相似文献   

Researching without representation? Language and materiality in post-qualitative methodology     

Maggie MacLure 《International journal of qualitative studies in education》2013,26(6):658-667

The article imagines a materially informed post-qualitative research. Focusing upon issues of language and representation, under the influence of Deleuze’s Logic of Sense, it argues for research practices capable of engaging the materiality of language itself. It proposes the development of non- or post-representational research practices, drawing on contemporary materialist work that rejects the static, hierarchical logic of representation, and practices such as interpretation and analysis as conventionally understood. The article explores the ontological and the practical implications of this state of affairs, via a re-reading of a fragment of what would have been called data. Offering relief from the ressentiment and piety that have characterised qualitative methodologists’ engagements with scientific method, the ‘post’ could therefore be read as signalling the demise of qualitative research. Or at least, as inaugurating a qualitative research that would be unrepresentable to itself.  相似文献   

Theory generation and practice improvement: a mental health service perspective     

Valerie Stead  Maggie Mort  Julia Davies 《Educational Action Research》2013,21(1):61-77

This article presents findings from four problem-based research sites that comprise a larger action research project within primary care mental health services. The projects explored in this article are ongoing and involve working with small networks within specific areas: a GP practice counseling service, a Community Mental Health Team, a GP attached social worker scheme and a rural health cross-disciplinary team. By taking a constructivist approach, and through use of grounded theory techniques, the findings share some common features with Action Research and demonstrate two key aims of problem-based methodology, mainly practice improvement and theory generation (Robinson, 1993). First, they illustrate that a particular understanding of mental health service users can be reached from exploring the way in which they are excluded. Four excluded identities are presented (absent, mediated, difficult and elusive). Secondly, within the understanding that the success of problem-based research can be determined by the effectiveness of actions taken in the local setting (Edwards & Talbot, 1994), the article explores how reflection of user perspectives can move the research forward. Actions taken to improve the service include incremental changes and new initiatives, as well as the development of new avenues of research, thus adding to other action research within healthcare services (Hart & Bond, 1997).  相似文献   

Paid maternal leave is associated with infant brain function at 3 months of age     

Natalie H. Brito  Denise Werchan  Annie Brandes-Aitken  Hirokazu Yoshikawa  Ashley Greaves  Maggie Zhang 《Child development》2022,93(4):1030-1043

The first months of life are critical for establishing neural connections relevant for social and cognitive development. Yet, the United States lacks a national policy of paid family leave during this important period of brain development. This study examined associations between paid leave and infant electroencephalography (EEG) at 3 months in a sociodemographically diverse sample of families from New York City (N = 80; 53 males; 48% Latine; data collection occurred 05/2018–12/2019). Variable-centered regression results indicate that paid leave status was related to differences in EEG power (ps < .02, R²s > .12). Convergent results from person-centered latent profile analyses demonstrate that mothers with paid leave were 7.39 times as likely to have infants with EEG profiles characterized by increased higher-Hz power (95% CI, 1.9–36.9), potentially reflecting more mature patterns of brain activity.  相似文献   

Modern foreign language education for learners with additional support needs in Scotland     

Jane Essex  Maggie Gurney MacAskill 《Support for Learning》2020,35(4):440-453

The face of Modern Foreign Language education (MFL) in Scotland is changing. A major policy shift in Scottish education in 2012 set out the aspiration that all students up to the end of third level education in Scottish schools would have the opportunity to learn not one but two languages, in addition to their mother tongue. Over the last 20 years, there has been, concurrently, an undertaking by the Scottish government, in a series of policy documents, committing to provision that will ensure that students with additional support needs (ASN) receive equality of access to a broad and balanced education. This paper draws upon policy documents and published research in the area to review the extent to which the vision of language learning of all has been made available to students with ASN and the documented benefits associated with MFL education for those with ASN. Drawing upon case studies of inclusive MFL pedagogies, it identifies successful strategies that can be deployed by teachers. It then considers some of the mechanisms by which the current gaps in provision have arisen and proposes possible remedial steps, drawing on both an analysis of policy and case studies of effective practice.  相似文献   

An analysis of the rhetoric and practice of educational partnerships in the UK: an arena of complexities,tensions and power     

Maggie MacLure 《教育政策杂志》2013,28(4):393-416

The article presents a critique of the discourse of ‘systematic review’ in education, as developed and promoted by the EPPI‐Centre at the University of London. Based on a close reading of the exhortatory and instructional literature and 30 published reviews, it argues that the approach degrades the status of reading and writing as scholarly activities, tends to result in reviews with limited capacity to inform policy or practice, and constitutes a threat to quality and critique in scholarship and research. The claims that are made for the transparency, accountability and trustworthiness of systematic review do not therefore, it is argued, stand up to scrutiny. The article concludes that systematic review is animated, not just by dissatisfaction with the uncertainties of educational research (a dissatisfaction that it shares with the ‘evidence‐informed movement’ with which it is associated), but by a fear of language itself.  相似文献