Good,now keep going: challenging the status quo in STEM pipeline and access programs     

Wiseman  Dawn  Herrmann  Randy 《Cultural Studies of Science Education》2019,14(1):129-137

Cultural Studies of Science Education - This contribution engages in conversation with McMahon, Griese, and Kenyon (this issue) to consider how the SURE program they describe represents a pragmatic...  相似文献   

Millennial generation preservice teachers inspiring the design of teacher education     

Marita Mäkinen  Jyri Linden  Johanna Annala  Angela Wiseman 《欧洲师范教育杂志》2018,41(3):343-359

The article presents an interpretive phenomenological approach (IPA) to preservice teachers’ experiences of their current secondary teacher education programme (STEP) in Finland. The focus of the study is the millennial generation cohort in which new teachers comprise a key group to be studied because they will contribute to the future of education. Thirteen preservice teachers participated in the study. Their experiences are interpreted through the lenses of generation theory and contemporary teacher education research. The findings include three phenomenological themes that are core elements of STEP: time balance, reciprocal participation and meaningfulness. These themes are discussed and suggestions made for ways to transform teacher education to make it more relevant.  相似文献   

Book reviews     

Stephen Wiseman  Jürgen Steinack  Volker Gold  Edouard Bayer  Albert Husquinet  Gilbert L. de Landsheere  Louis Andrianne  Bernard Trouillet  Jack Heinz Sislian  Georg Viewegee  Mabel B. Denny 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(1):120-137

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Teacher awareness program on child abuse: a randomized controlled trial     

P McGrath  M Cappelli  D Wiseman  N Khalil  B Allan 《Child abuse & neglect》1987,11(1):125-132

Teachers have a significant role in preventing, detecting and reporting child abuse and neglect. They are hindered in fulfilling this role by a serious lack of knowledge of the law, of school board policies, and of maltreatment. A comprehensive professional development workshop was developed and presented to elementary school teachers. The package was evaluated by means of a randomized controlled trial. The workshop proved to be effective in increasing and maintaining knowledge.  相似文献   

Incorporating Short Term Dynamic Psychotherapy Principles into Career Counseling: A Theoretical and Practical Approach     

Ofra Nevo  Hadas Wiseman 《Journal of Career Development》2002,28(4):227-245

There is wide agreement among career counselors that there should not be a dichotomy between personal and career themes in career counseling. This article offers a Developmental Career Counseling (DCC) model that incorporates Short-Term Dynamic Psychotherapy (STDP) principles, specifically, James Mann's (1973) model, into a career counseling process. Common principles of STDP and their relation to principles of DCC are discussed: developmental life-span approach, limited time, importance of working alliance, rapid and early assessment, central focus, active and directive counselor participation, therapeutic flexibility, dealing with termination and specific criteria for client suitability to work in STDP and DCC. The model is illustrated through a DCC case of 8 sessions that focused on issues of self-esteem. The implementation of insights, techniques, and processes, borrowed from STDP and incorporated into career counseling, are demonstrated and implications for the practice of DCC are discussed.  相似文献   

Shedding further light on the effects of various types and quality of early child care on infant-mother attachment relationship: the Haifa Study of Early Child Care     

Sagi A  Koren-Karie N  Gini M  Ziv Y  Joels T 《Child development》2002,73(4):1166-1186

The Haifa Study of Early Child Care recruited a large-scale sample (N = 758) that represented the full SES spectrum in Israel, to examine the unique contribution of various child-care-related correlates to infant attachment. After controlling for other potential contributing variables--including mother characteristics, mother-child interaction, mother-father relationship, infant characteristics and development, and the environment--this study found that center-care, in and of itself, adversely increased the likelihood of infants developing insecure attachment to their mothers as compared with infants who were either in maternal care, individual nonparental care with a relative, individual nonparental care with a paid caregiver, or family day-care. The results suggest that it is the poor quality of center-care and the high infant-caregiver ratio that accounted for this increased level of attachment insecurity among center-care infants.  相似文献   

Emerging Conceptual Understanding of Complex Astronomical Phenomena by Using a Virtual Solar System     

Elhanan Gazit  Yoav Yair  David Chen 《Journal of Science Education and Technology》2005,14(5-6):459-470

This study describes high school students' conceptual development of the basic astronomical phenomena during real-time interactions with a Virtual Solar System (VSS). The VSS is a non-immersive virtual environment which has a dynamic frame of reference that can be altered by the user. Ten 10th grade students were given tasks containing a set of observe–explain questions without mentoring. The findings showed that all participants used the VSS as a visual thinking tool and developed a scientific understanding of the causes of the day–night phenomena. However, alternative dynamic misconceptions of the Earth–Moon–Sun system emerged as a result of (1) cognitive difficulty in coordinating visual information from different perspectives; (2) misinterpreting salient features of the VSS visual representation; (3) ignoring the 3D nature of the Moon's relative motion, together with incorrect perception of the Moon's and the Earth's relative size and distance; and (4) the inability to mentally shift away from the Earth's frame of reference. These findings have significant bearing on our understanding of the educational potential and possible pitfalls of learning via virtual reality environments. The learning should be accompanied by suitable scaffolding and guided reflection to minimize the emergence of alternative astronomical conceptions. Designing additional navigation tools would empower the learners' perceptual and cognitive system.  相似文献   

Modern pedagogy,local concerns: the Junkyard on the kibbutz kindergarten     

Deborah Golden  Ora Aviezer  Yair Ziv 《Paedagogica Historica: International Journal of the History of Education》2018,54(3):355-370

This paper focuses on the “Junkyard” (chatzar grutaot) – a unique educational environment and practice developed in kindergartens on the Israeli kibbutz in the 1940s and 1950s, and still in wide use today in kibbutz kindergartens. The Junkyard, consisting of artefacts of the adult world that are no longer in use, is an ever-changing set-up in which children’s free play is encouraged, with minimal rules for use of time, space, objects, and social relations. Anchored in the writings of its two founding educators, as well as in writings of and interviews with its advocates and instructors over the years, this paper shows how the Junkyard drew on widespread ideas about early childhood development and education, at the same time as it responded to local conditions and concerns. The paper argues that a unique conjunction of factors – material and structural, educational and pedagogical, ideological and cultural – facilitated the process by which the Junkyard was inserted relatively smoothly into the kibbutz educational landscape, in lasting ways.  相似文献   

Key educational experiences and self-discovery in higher education     

Gad Yair 《Teaching and Teacher Education》2008

This study investigates key educational experiences in higher education. Key experiences are short and intense instructional episodes that students remember to have had a decisive effect on their lives. Data comes from a sample of 3045 key educational experiences, focusing on the 11.6% that relate to higher education. The paper uses a qualitative analysis to describe different features of key experiences in higher education. The results suggest that key experiences involve a process of self-discovery where students find features about themselves they knew nothing of previously. They also help to characterize three main contexts for self-discovery in higher education. First, key experiences take place in academically challenging circumstances that get students to embark on identity adventures. Second, challenging circumstances also provided ripe ground for sage advice that professors provided their students with. These words of wisdom became leitmotifs for students’ lives henceforth. Finally, the results indicate the importance of second chance opportunities for self-discovery and identity rehabilitation in higher education.  相似文献   

Rater effects: Ego engagement in rater decision-making     

Cynthia S. Wiseman 《Assessing Writing》2012,17(3):150-173

The decision-making behaviors of 8 raters when scoring 39 persuasive and 39 narrative essays written by second language learners were examined, first using Rasch analysis and then, through think aloud protocols. Results based on Rasch analysis and think aloud protocols recorded by raters as they were scoring holistically and analytically suggested that rater background may have contributed to rater expectations that might explain individual differences in the application of the performance criteria of the rubrics when rating essays. The results further suggested that rater ego engagement with the text and/or author may have helped mitigate rater severity and that self-monitoring behaviors by raters may have had a similar mitigating effect.  相似文献