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81.
Maria S. Rivera Maulucci 《Cultural Studies of Science Education》2011,6(2):413-434
One of the central challenges globalization and immigration present to education is how to construct school language policies,
procedures, and curricula to support academic success of immigrant youth. This case-study compares and contrasts language
experience narratives along Elena’s developmental trajectory of becoming an urban science teacher. Elena reflects upon her
early language experiences and her more recent experiences as a preservice science teacher in elementary dual language classrooms.
The findings from Elena’s early schooling experiences provide an analysis of the linkages between Elena’s developing English
proficiency, her Spanish proficiency, and her autobiographical reasoning. Elena’s experiences as a preservice teacher in two
elementary dual language classrooms indicates ways in which those experiences helped to reframe her views about the intersections
between language learning and science learning. I propose the language experience narrative, as a subset of the life story,
as a way to understand how preservice teachers reconstruct past language experiences, connect to the present, and anticipate
future language practices. 相似文献
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In the present special issue, the performance of current computational models of classical conditioning was evaluated under three requirements: (1) Models were to be tested against a list of previously agreed-upon phenomena; (2) the parameters were fixed across simulations; and (3) the simulations used to test the models had to be made available. These requirements resulted in three major products: (a) a list of fundamental classical-conditioning results for which there is a consensus about their reliability; (b) the necessary information to evaluate each of the models on the basis of its ordinal successes in accounting for the experimental data; and (c) a repository of computational models ready to generate simulations. We believe that the contents of this issue represent the 2012 state of the art in computational modeling of classical conditioning and provide a way to find promising avenues for future model development. 相似文献
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Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and collectivist orientations, (2) cultivating joy from/within the margins, (3) naming and dismantling inequities, and (4) repositioning students—practices that have profound implications for improving the school science experiences of underrepresented students in science, including girls of color and other marginalized students. Finally, we highlight the ways in which women of color negotiate, repurpose, and transform institutional and disciplinary barriers to reimagine the world(s) of school science. 相似文献
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Aisenson Gabriela Legaspi Leandro Pablo María Valenzuela Viviana Czerniuk Renee Miguelez Violeta Vicente Moulia Lourdes Larriba Gerardo Solano Lila Alonso Diego Eduardo 《International Journal for Educational and Vocational Guidance》2022,22(3):739-758
International Journal for Educational and Vocational Guidance - This article presents results of an investigation that explored the school pathways of young Argentine unskilled workers without a... 相似文献
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This article examines gender representations of family and parental roles among young people aged 11 to 14 years. It is based on the qualitative analysis of 792 essays written by Portuguese girls and boys attending compulsory education. The adolescents' texts express normative images and cultural representations about gender that are plural and indicative of several displacements and incongruences. When considering the most important representational patterns, both girls and boys emphasise what they conceive as a set of gaps between the culturally transmitted norms of gender equality and the concrete realities they observe in various daily circumstances, notably in the family, which is still marked by inequity and gendered dichotomised patterns. 相似文献
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Eduardo Cascallar Monique Boekaerts Tracy Costigan 《Educational Psychology Review》2006,18(3):297-306
The role of assessment is central to the current work in the field of self-regulation research, to the conceptualizations derived from empirical work, and to the operationalisation of its concepts in individual and classroom implementations. The various instantiations of the concept of self-regulation, all presuppose a detailed accounting of many different components, with each of them being represented by a variety of proxy variables which can be measured to establish the appropriate level at which the individual or group in question is functioning or performing. A review of the literature reveals a very diverse set of models and assessment instruments, many attempting to establish constructs with serious definitional problems, and conceptual overlaps. It is necessary then to establish their validity and the exact nature of their participation, as well as a clear differentiation between them. The assessment instruments which have been used so far are equally diverse, addressing the demands of the various components of the self-regulation models used and the different aspects emphasized in the research, including socio-cultural, cognitive, and volitional aspects. It is essential, to study carefully the relationship between assessment and the elements of the self-regulation process. This careful analysis will lead to a refinement of the instruments used, to the development of appropriate assessment methodologies and strategies, and to a richer conceptualization of the self-regulatory process (SR) based on empirical assessment data to inform the theory and model construction. 相似文献
89.
Maria S. Rivera Maulucci 《Cultural Studies of Science Education》2008,3(1):17-42
This study reports a subset of findings from a larger, ongoing study aimed at exploring interactions between teacher identity,
learning, and classroom practices in a social justice teacher education program at a selective liberal arts college in New
York. This case-study explores the journey of Elena, as an immigrant, a student, and a pre-service teacher candidate towards
becoming a social justice educator. Elena reflects upon her school language experiences as an immigrant youth, her learning
in a social justice teacher education program, and her field experiences in an international high school. The analysis spans
macro-, meso-, and microlevels to explore the ways globalization, particularly immigration, as well as schooling policies
for English language learners interact with aspects of Elena’s core identity, particularly in school settings. The findings
show some of the ways language and literacy verified and/or denied aspects of Elena’s core identity; specific instances where
second language proficiency was cast as power and privilege versus disadvantage according to ethnic, language, and class categorizations;
and the struggles Elena, and other immigrant youth may face given the focus on English language acquisition and high stakes
accountability in schools, at the expense of students’ primary language proficiency and affirmation of core identity markers.
相似文献
Maria S. Rivera MaulucciEmail: |
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