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Tape recordings were made of six white and six black ninth-grade northern boys speaking identically worded answers to typical school questions. Black students were given significantly higher grades than white students by 56 white and 50 black southern teachers. Black teachers gave significantly higher grades than white teachers, but no significant interaction was found between students' and teachers' ethnic group. The study is a partial replication of a previous study in which it was found that black students were given significantly lower grades than white students by northern white teachers. 相似文献
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Plummer Julia D. Crowl Michele M. Tanis Ozcelik Arzu 《Research in Science Education》2021,51(5):1269-1286
Research in Science Education - Informal science educators’ (ISEs) work with young children has received limited attention in the literature. We investigated ISEs’ goals for... 相似文献
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Michele Crowl Adam Devitt Henri Jansen Emily H. van Zee Kenneth J. Winograd 《Journal of Science Teacher Education》2013,24(1):93-110
Involving people outside of a science course can foster learning for students enrolled in the course. Assignments involving friends and family provided such opportunities in an undergraduate physics course for prospective teachers. These assignments included reflecting upon prior experiences, interviewing friends and family members, engaging them in exploring physical phenomena, and teaching them with relevant websites. The six strands of science learning articulated in Learning Science in Informal Environments (National Research Council in Learning science in informal environments: People, places, and pursuits. National Academies Press, Washington, DC, 2009) provided a framework for analyzing the prospective teachers’ responses. Through such assignments, the instructor created opportunities for the prospective teachers to use and build upon knowledge learned in class as well as to gain confidence and experience in facilitating the learning of others. 相似文献
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Heather Toomey Zimmerman Lucy Richardson McClain Michele Crowl 《Research in Science Education》2013,43(5):1917-1938
This analysis uses a sociocultural learning theory and parent–child interaction framework to understand families’ interactions with one type of scientific tool, the magnifier, during nature walks offered by a nature center. Families were video recorded to observe how they organized their activities where they used magnifiers to explore in the outdoors. Findings include that families used magnifiers for scientific inquiry as well as for playful exploration. Using the concept of guided facilitation where families develop roles to support their joint endeavor, three roles to support family thinking were found to be: (a) tool suggester, (b) teacher, and (c) exploration ender. Some families struggled to use magnifiers and often, parents and older siblings provided support for younger children in using magnifying lenses. Implications to informal science learning theory are drawn and suggestions for future family learning research are offered: (a) inclusion of sociocultural and situated perspectives as theories to study informal learning in outdoor spaces, (b) further study on the role of siblings in family interactions, (c) design-based research is needed to encourage family role-taking when engaging in science practices, and (d) new conceptualizations on how to design informal programs that support science learning while leaving space for visitors’ personal agendas and interests that can guide the families’ activities. 相似文献
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Emily H. van Zee Henri Jansen Kenneth Winograd Michele Crowl Adam Devitt 《Journal of Science Teacher Education》2013,24(4):665-691
The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices. 相似文献
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The Minnesota Marking Attitude Scale was administered to 33 regular education and 20 special education teachers. Results showed that regular educators believed that marks have a positive influence on students while special educators believed marks have neither a positive nor a negative influence (p < .005). Special educators believed to a greater extent than did regular educators that marks should be manipulated in order to influence student behavior (p < .05) and that different standards should be used to evaluate different students (p < .001). Teachers also marked students' written short answers to two typical school questions. No significant differences were found between the marks assigned by the two groups of teachers to either set of answers. Assigned marks, attitude scores, and years of teaching experience were not significantly correlated with each other. Results are discussed in terms of implications for mainstreaming. 相似文献
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