Letters     

James H. Borland Ph.D  Willard L. White Ph.D.  Joseph S. Renzulli Ed.D. 《Roeper Review》2013,35(4)

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Responses     

Michael E. Walters Author Ed.D.  Virgil S. Ward Ph.D. 《Roeper Review》2013,35(4):267-268

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Describing students of the African Diaspora: Understanding micro and meso level science learning as gateways to standards based discourse   总被引：1，自引：1，他引：0  

Ed Lehner 《Cultural Studies of Science Education》2007,2(2):441-473

In much of the educational literature, researchers make little distinction between African-American students and students of the African Diaspora who immigrated to the United States. Failing to describe these salient student differences serves to perpetuate an inaccurate view of African-American school life. In today’s large cities, students of the African Diaspora are frequently learning science in settings that are devoid of the resources and tools to fully support their success. While much of the scholarship unites these disparate groups, this article details the distinctive learning culture created when students from several groups of the African Diaspora learn biology together in a Brooklyn Suspension Center. Specifically this work explains how one student, Gabriel, functions in a biology class. A self-described black-Panamanian, Gabriel had tacitly resigned to not learning science, which then, in effect, precluded him from any further associated courses of study in science, and may have excluded him from the possibility of a science related career. This ethnography follows Gabriel’s science learning as he engaged in cogenerative dialogue with teachers to create aligned learning and teaching practices. During the 5 months of this research, Gabriel drew upon his unique lifeworld and the depth of his hybridized cultural identity to produce limited, but nonetheless important demonstrations of science. Coexistent with his involvement in cogenerative dialogue, Gabriel helped to construct many classroom practices that supported a dynamic learning environment which produced small yet concrete examples of standards based biology. This study supports further investigation by the science education community to consider ways that students’ lifeworld experiences can serve to structure and transform the urban science classroom.

Ed LehnerEmail:

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Changing the conception of mathematical knowledge in intellectually able,math avoidant women     

Dorothy D. Buerk Ed.D. 《Roeper Review》2013,35(4)

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Letters to the editor     

Alex L. Savitz  Kyle R. Carter Ph.D.  Susan Kontos Ph.D.  Dorothy Dodd Ed.D. 《Roeper Review》2013,35(3)

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Linking at the US National Library of Medicine     

Kent A. Smith  Ed Sequeira 《Learned Publishing》2001,14(1):23-28

The development of services provided by the National Library of Medicine (NLM), which dates back to 1836, is described. MEDLINE, a database of 10-plus million references and abstracts to the world's biomedical literature, was put on the World Wide Web for free searching in 1997 as a system called PubMed, whose use has grown to over 250 million searches per year. PubMed features a variety of links between MEDLINE references and related information – full-text journal articles, DNA sequence data, medical knowledge bases, etc. – at websites within and outside NLM. PubMed is a major component of a larger NLM system, Entrez, which integrates access to a number of genome-related databases with linking features similar to those of PubMed. The newest linked service, which became a reality in February 2000, is PubMed Central, the National Institutes of Health's free repository for primary research reports in all the life sciences.  相似文献   

“How I should set about preparing a lesson on …”     

F.S. Popham M.A. M.Ed. Ph.D. 《British Journal of Religious Education》1939,6(1):36-41

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沙奎尔·奥尼尔——蜜糖成熟时     

John Ed  Bradley 《当代体育》2009,(2):26-29

一 眼前的这个男人显得有些不高兴，他不能入睡，脑中的想法在飞速地旋转着。这是二月的一个黎明时分。此刻，这个人独自坐在位于奥兰多濒临Lake Butler的一幢价值550万美元的豪宅里沉思。慢慢地，一种焦虑感让他不能自已。  相似文献   

David F. Treagust: congenial soul, science educator, and international research leader     

Kenneth Tobin  Leonie Rennie  Grady Venville  Hye-Eun Chu  Peter Fensham  James Gallagher  Reinders Duit  Wolfgang Graeber  Ed van den Berg  Brian Hand  Stephen Ritchie  Justin Dillon 《Cultural Studies of Science Education》2011,6(3):783-793

For almost a half century David F. Treagust has been an exemplary science educator who has contributed through his dedication and commitments to students, curriculum development and collaboration with teachers, and cutting edge research in science education that has impacted the field globally, nationally and locally. A hallmark of his outstanding career is his collaborative style that inspires others to produce their best work.  相似文献   

The Meaning-Based Adult Day Care Program Managed by Nurses for Filipino Older Persons     

Pearl Ed G. Cuevas 《Educational gerontology》2015,41(9):635-641

The study aimed to develop a meaning-based adult day care program managed by nurses for Filipino older persons. Meaning-based nursing care is intended to serve as a guide in creating meaningful, focused, and structured activities for nurses in adult day care.

A mixed methods research design was used in the study. This method involved the development of a training module, meaning-based nursing care, training of registered nurses, training evaluation of nurses, and referral for interdisciplinary team meetings and consultations. Meaning-based care was approaches that address the meaning of experiences for older persons in the process of conducting adult day care services.

The study gave evidences to the ability of nurses to manage a program for older persons. Thus, the study recommends the use of the nursing model developed to prescribe guidelines in the conduct of meaning-based adult day care programs and services.  相似文献