Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice     

Stacy Olitsky 《科学教学研究杂志》2007,44(1):33-56

This study explores the relationship between interaction rituals, student engagement with science, and learning environments modeled on communities of practice based on an ethnographic study of an eighth grade urban magnet school classroom. It compares three interactional events in order to examine the classroom conditions and teacher practices that can foster successful interaction rituals (IRs), which are characterized by high levels of emotional energy, feelings of group membership, and sustained interest in the subject. Classroom conditions surrounding the emergence of successful IRs included mutual focus, familiar symbols and activity structures, the permissibility of some side‐talk, and opportunities for physical and emotional entrainment. Sustained interest in the topic beyond the duration of the IR and an increase in students' helping each other learn occurred more frequently when the mutual focus consisted of science‐related symbols, when there were low levels of risk for participants, when activities involved sufficient challenge and time, and when students were positioned as knowledgeable and competent in science. The results suggest that successful interaction rituals can foster student engagement with topics that may not have previously held interest and can contribute to students' support of peers' learning, thereby moving the classroom toward a community‐of‐practice model. © 2006 Wiley Periodicals, Inc. J Res Sci Teach  相似文献   

Defining Quality Child Care: Multiple Stakeholder Perspectives     

Amanda W. Harrist  Stacy D. Thompson  Deborah J. Norris 《Early education and development》2007,18(2):305-336

Multiple perspectives regarding the definition of quality child care, and how child care quality can be improved, were examined using a focus group methodology. Participants were representatives from stakeholder groups in the child care profession, including child care center owners and directors (3 groups), parents (3 groups), child caregivers (3 groups), policy makers (1 group), and social service providers (1 group). Qualitative analysis revealed 6 components of quality that were consistently discussed across all participant groups: (a) communication and rapport, (b) caregiver practices, (c) staff characteristics, (d) finances and resources, (e) visibility and involvement, and (f) professionalism. Analyses highlighted differences among stakeholder groups and the complex interplay among quality components. Findings are compared to previously documented perspectives on child care quality, and a conceptual model is presented that (a) summarizes findings about how proximity to child impacts definitions of quality and (b) highlights the central role played by child care center directors. Implications for child care practice and policy are discussed.  相似文献   

Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses     

Emily Q. Rosenzweig  Chris S. Hulleman  Kenneth E. Barron  Jeffery J. Kosovich  Stacy J. Priniski  Allan Wigfield 《Journal of Experimental Education》2019,87(2):332-352

A growing body of research suggests that interventions promoting students’ utility value for a subject can improve their academic outcomes. However, numerous questions remain regarding how much to adapt prior intervention materials to promote utility value in new educational contexts and how implementation constraints of an educational context may impact the success of these interventions. In this study, using a design-based process we developed and tested three utility value interventions in a new educational context (online high school math). We found that one of the interventions increased utility value compared to control conditions, but we also encountered constraints on intervention implementation that limited the effectiveness of our intervention and the conclusions we could draw from this work. We use our experience as a case study to illustrate the costs and benefits of making certain implementation choices when partnering with practitioners to administer utility value interventions in new contexts.  相似文献   

The impact of AVID tutoring on developing a teacher identity Bradley Bowen,Stacy Duffield     

Bradley Bowen  Stacy Duffield 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):365-385

ABSTRACT

There is extensive research demonstrating the benefit tutoring has on the tutee. However, minimal research exists about the impact tutoring has on the tutor, and particularly, how being a tutor influences pre-service teacher development during teacher preparation. Using qualitative measures, we documented the influence participating in the tutoring program, Advancement Via Individual Determination (AVID), has on a pre-service teacher’s development of their teacher identity, predominantly in the areas of pedagogical knowledge and practice. We revealed how the AVID tutoring program influenced the tutors’ development of their teacher identity, implications of the findings, and areas for future research and practice.  相似文献   

Structure, agency, and the development of students’ identities as learners     

Stacy Olitsky 《Cultural Studies of Science Education》2006,1(4):745-766

This paper focuses on the role of dominant school discourses in structuring how students position themselves and others relative to a community centered on science. The study was conducted in a diverse, eighth grade classroom in an urban magnet school. I argue that dominant discourses portray a limited view of available subject positions, in that the purpose of learning science is associated with a dichotomous view of people as being either college-bound or not. I explore how these limited subject positions can pose contradictions with some students’ interests, constrain students’ visions of possibilities, exacerbate disadvantages based on race and class, and interfere with students acquiring identities as science learners. However, there are also possibilities for resistance, agency and self-definition through students’ talk. Stacy Olitskycurrently works as a researcher for the Math and Science Partnership of Greater Philadelphia and is a lecturer at the University of Pennsylvania. She has a doctoral degree in Education and Sociology from the University of Pennsylvania. She has spent the past several years working on a longitudinal, ethnographic study of science education in an urban magnet school. Her research interests include the relationship of identity and science learning, interaction rituals in classrooms, in-field and out-of-field science teaching, the influence of social capital and cultural capital on science learning, activity theory and classroom change, and students’ experiences with school choice.  相似文献   

Peer deviancy training and peer coercion: dual processes associated with early-onset conduct problems     

Snyder J  Schrepferman L  McEachern A  Barner S  Johnson K  Provines J 《Child development》2008,79(2):252-268

The prospective relationships of conduct problems and peer coercion and deviancy training during kindergarten (mean age = 5.3 years) to overt and covert conduct problems in third-fourth grade were examined in a sample of 267 boys and girls. Coercion and deviancy training were distinct peer processes. Both were associated with earlier child conduct problems but were differentially associated with child impulsivity, verbal ability, anxiety, peer rejection, and deviant peer affiliation. Coercion by peers predicted overt conduct problems and peer deviancy training and the interaction of deviancy training and coercion predicted covert conduct problems in third-fourth grade. Peer deviancy training occurs in early childhood and may serve as an independent risk mechanism in addition to peer coercion for early-onset, persisting conduct problems.  相似文献   

Evaluation of an unstructured afterschool physical activity programme for disadvantaged youth     

Timothy K. Behrens  John M. Schuna Jr.  Mina L. Liebert  Stacy K. Davis  Kelly R. Rice 《Journal of sports sciences》2016,34(22):2140-2144

The purpose of the study was to conduct an evaluation of an unstructured afterschool physical activity (PA) programme (Keep it Moving!; KIM) in an ethnically diverse and low socio-economic status (SES) school district. PA of students in 3rd–5th grades (N = 205) at four elementary schools were assessed during spring 2012. An ActiGraph accelerometer was utilised to examine objectively measured time and steps in differing intensity levels. Standard data reduction procedures were used to process collected data and characterise PA. Students averaged approximately 54 min of accelerometer wear-time during the KIM programme, 10.4 ± 6.1 min (19.2%) of which were spent in sedentary behaviour, 28.2 ± 8.3 min (52.1%) in light PA and 15.6 ± 6.6 min (28.7%) in moderate-to-vigorous intensity PA. Within the cadence band of 1–19 steps/min participants accumulated the highest time-derived PA (16.4 ± 6.3 min). In total, children averaged 1811.9 ± 527.5 steps during the entire KIM programme. Results from the programme indicated that elementary-aged students received additional PA through the KIM programme. The mean value of accumulated steps during the afterschool PA programme represented 12–16.5% of the minimum steps/day target (depending upon gender) identified for elementary-aged school children. These data represent unique findings from a high-need population that may be helpful for researchers and practitioners alike.  相似文献   

Attributes of meaningful learning experiences in an outdoor education program     

Stacy T. Taniguchi  Patti A. Freeman  A. LeGrand Richards 《Journal of Adventure Education & Outdoor Learning》2005,5(2):131-144

This phenomenological study sought to identify the attributes of meaningful learning experiences as found in an outdoor education program. Thirteen students in the Wilderness Writing Program at Brigham Young University were the sample of this study. Their participation in outdoor recreational activities and their reflections about their experiences were analyzed. Through written journal entries, group discussions, observations, and writing assignments, a qualitative analysis identified attributes that occurred in their meaningful learning experiences. Meaningful learning was defined as a realization of a person's weaknesses, strengths, and potentials. This realization came through experiences with attributes of a degree of perceived risk, which led to a feeling of awkwardness, followed by a purifying process, or sublimation. A reflective period allowed for reconstruction of a person's view of himself or herself and this was closely tied with feedback from others in the group.  相似文献   

Breaking the Mold: Lessons Learned from a Teacher Education Program’s Attempt to Innovate     

Ann Cranston-Gingras  Patricia M. Alvarez McHatton  David H. Allsopp  Karen Colucci  David Hoppey  Stacy Hahn 《The New Educator》2019,15(1):30-50

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A comparative study of two pre-service teacher preparation programmes in the USA and Romania     

Florin D. Salajan  Stacy K. Duffield  Adina E. Glava  Catalin C. Glava 《Compare》2017,47(4):483-498

This article presents an overall exploratory comparison of two specific pre-service teacher preparation programmes at two research-intensive institutions of higher education in the USA and Romania. The main conclusions suggest that US and Romanian teacher candidates differ very little in their ratings of their respective programmes in terms of learning in the programme, preparation for general teaching and twenty-first century skills. The largest differences were recorded for the university supervisor and cooperating teacher constructs, which the US teacher candidates rated considerably higher than their Romanian peers, namely in the quality and extent of applied field and clinical experiences, which merit further exploration.  相似文献