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Author:
Publisher: BRILL
ISBN: 9463512330
Category : Education
Languages : en
Pages : 135
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Book Description
This book narrates two teachers’ experiences creating and leading an elementary after-school science program at a public housing authority. The narrative employs a reflexive ethnographic approach to examine the reflections of each teacher during one academic year. The book explores the teachers’ understandings of socially just teaching, their pedagogical transformations, and a vision of how science as a discipline was important in terms of enacting a culturally sustaining pedagogy. The reflexive ethnographic perspective enables consideration of the implications of teachers’ positionality in teaching science to marginalized and/or underrepresented students in informal learning contexts. Through these examinations, the book explains how collaboration was vital in the teachers’ efforts to become insiders in the setting and engage in culturally sustaining pedagogy. The book also narrates the teachers’ development leading to articulation of a framework identified as the zone of pedagogical potential. Finally, the book uses the teachers’ reflections to consider the affordances of learning science. The book concludes with a discussion of the implications from this research for promoting equitable practices in informal settings, as well as the potential for those practices being useful in formal settings. Thus, the book should be of interest to researchers, teachers, educators, and students of education and in particular science education.
Author:
Publisher: BRILL
ISBN: 9463512330
Category : Education
Languages : en
Pages : 135
Get Book Here
Book Description
This book narrates two teachers’ experiences creating and leading an elementary after-school science program at a public housing authority. The narrative employs a reflexive ethnographic approach to examine the reflections of each teacher during one academic year. The book explores the teachers’ understandings of socially just teaching, their pedagogical transformations, and a vision of how science as a discipline was important in terms of enacting a culturally sustaining pedagogy. The reflexive ethnographic perspective enables consideration of the implications of teachers’ positionality in teaching science to marginalized and/or underrepresented students in informal learning contexts. Through these examinations, the book explains how collaboration was vital in the teachers’ efforts to become insiders in the setting and engage in culturally sustaining pedagogy. The book also narrates the teachers’ development leading to articulation of a framework identified as the zone of pedagogical potential. Finally, the book uses the teachers’ reflections to consider the affordances of learning science. The book concludes with a discussion of the implications from this research for promoting equitable practices in informal settings, as well as the potential for those practices being useful in formal settings. Thus, the book should be of interest to researchers, teachers, educators, and students of education and in particular science education.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309133831
Category : Education
Languages : en
Pages : 404
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Book Description
What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of scienceâ€"about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€"teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.
Author: Greg Landgraf
Publisher:
ISBN: 9781937589356
Category : SCIENCE
Languages : en
Pages : 0
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Book Description
"Scientific projects from insects to outer space"--Cover.
Author: Donald A. Beattie
Publisher: JHU Press
ISBN: 9780801874406
Category : History
Languages : en
Pages : 356
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Book Description
"Transports the reader behind NASAs facade, and into the 1960s' politics, planning sessions, turf battles, camaraderie, and jealousies of the world's major space agency. An absorbing, insightful, and revealing critical history." -- The Observatory
Author: United States. Division of Vocational Education
Publisher:
ISBN:
Category : Vocational education
Languages : en
Pages : 922
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Book Description
Author:
Publisher:
ISBN:
Category : Vocational education
Languages : en
Pages : 1328
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Book Description
Author: Chris Oxlade
Publisher: Capstone
ISBN: 1410944883
Category : Juvenile Nonfiction
Languages : en
Pages : 34
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Book Description
Learn about the different types of materials and appliances that are in the many different types of homes.
Author: G.B. Lakshmi
Publisher: Discovery Publishing House
ISBN: 9788171418046
Category : Science
Languages : en
Pages : 296
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Book Description
Contents: Introduction, The Conception, Fundamental Issues, Structural Setup, Objectives and Goals, Methods of Teaching, Teaching Aids, Systematic Learning, The Curriculum, Planning the Lessons, The Practicals, Assessment Process, Extra Curricular Programmes, Search for Talent, Teacher s Role.
Author: Carole McCartney
Publisher: Routledge
ISBN: 1134013302
Category : Social Science
Languages : en
Pages : 221
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Book Description
This book provides an account of the development of forensic identification technologies and the way in which this has impacted upon the legal system. It traces the advent of forensic identification technologies, focusing on fingerprinting and forensic DNA typing, and their growing deployment within the criminal justice system. It also elucidates the ways in which these new technologies are accelerating procedural changes to investigative practices, and shows the ways in which in some areas human rights (such as privacy rights and rights against discrimination) are coming under threat. The use of forensic evidence in criminal investigations and trials is analysed in detail. This book uncovers the way in which this new reliance on forensic technologies has gained a foothold within the criminal justice system, and the risks and dangers that this can pose. The National DNA Database provides a particular focus of attention. The author seeks to move beyond an approach that has seen forensic DNA profiling as error free, situating her analysis within broader risk discourses.
Author: Jessica Enoch
Publisher: Southern Illinois University Press
ISBN: 0809337169
Category : Language Arts & Disciplines
Languages : en
Pages : 262
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Book Description
This feminist rhetorical history explores women’s complex and changing relationship to the home and how that affected their entry into the workplace. Author Jessica Enoch examines the spatial rhetorics that defined the home in the mid- to late nineteenth and early twentieth centuries and considers how its construction and reconstruction—from discursive description to physical composition—has greatly shaped women’s efforts at taking on new kinds of work. In doing so, Enoch exposes the ways dominant discourses regarding women’s home life and work life—rhetorics that often assumed a white middle-class status—were complicated when differently raced, cultured, and classed women encountered them. Enoch explores how three different groups of women workers—teachers, domestic scientists, and World War II factory employees—contended with the physical and ideological space of the home, examining how this everyday yet powerful space thwarted or enabled their financial and familial security as well as their intellectual engagements and work-related opportunities. Domestic Occupations demonstrates a multimodal and multigenre research method for conducting spatio-rhetorical analysis that serves as a model for new kinds of thinking and new kinds of scholarship. This study adds historical depth and exigency to an important contemporary conversation in the public sphere about how women’s ties to the home inflect their access to work and professional advancement.
