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Author: Randy K. Yerrick
Publisher: Routledge
ISBN: 1135627983
Category : Education
Languages : en
Pages : 326
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Book Description
Establishing Scientific Classroom Discourse Communities: Multiple Voices of Teaching and Learning Research is designed to encourage discussion of issues surrounding the reform of classroom science discourse among teachers, teacher educators, and researchers. The contributors--some of the top educational researchers, linguists, and science educators in the world--represent a variety of perspectives pertaining to teaching, assessment, research, learning, and reform. As a whole the book explores the variety, complexity, and interconnectivity of issues associated with changing classroom learning communities and transforming science classroom discourse to be more representative of the discourse of scientific communities. The intent is to expand debate among educators regarding what constitutes exemplary scientific speaking, thinking, and acting. This book is unparalleled in discussing current reform issues from sociolinguistic and sociocultural perspectives. The need for a revised perspective on enduring science teaching and learning issues is established and a theoretical framework and methodology for interpreting the critique of classroom and science discourses is presented. To model and scaffold this ongoing debate, each chapter is followed by a "metalogue" in which the chapter authors and volume editors critique the issues traversed in the chapter by opening up the neatly argued issues. These "metalogues" challenge, extend, and deepen the arguments made. Central questions addressed include: *Why is a sociolinguistic interpretation essential in examining science education reform? *What are key similarities and differences between classroom and scientific communities? *How can the utility of common knowledge and existing classroom discourse be balanced toward alternative outcomes? *What curricular issues are associated with transforming classroom talk? *What other perspectives can assist in creating multiple access to science through redefining classroom discourse? Whether this volume improves readers' science teaching, assists their research, or helps them to better prepare tomorrow's science teachers, the goal is to engage them in considering the challenges faced by educators as they navigate the seas of reform and strive to improve science education for all.
Author: Randy K. Yerrick
Publisher: Routledge
ISBN: 1135627983
Category : Education
Languages : en
Pages : 326
Get Book Here
Book Description
Establishing Scientific Classroom Discourse Communities: Multiple Voices of Teaching and Learning Research is designed to encourage discussion of issues surrounding the reform of classroom science discourse among teachers, teacher educators, and researchers. The contributors--some of the top educational researchers, linguists, and science educators in the world--represent a variety of perspectives pertaining to teaching, assessment, research, learning, and reform. As a whole the book explores the variety, complexity, and interconnectivity of issues associated with changing classroom learning communities and transforming science classroom discourse to be more representative of the discourse of scientific communities. The intent is to expand debate among educators regarding what constitutes exemplary scientific speaking, thinking, and acting. This book is unparalleled in discussing current reform issues from sociolinguistic and sociocultural perspectives. The need for a revised perspective on enduring science teaching and learning issues is established and a theoretical framework and methodology for interpreting the critique of classroom and science discourses is presented. To model and scaffold this ongoing debate, each chapter is followed by a "metalogue" in which the chapter authors and volume editors critique the issues traversed in the chapter by opening up the neatly argued issues. These "metalogues" challenge, extend, and deepen the arguments made. Central questions addressed include: *Why is a sociolinguistic interpretation essential in examining science education reform? *What are key similarities and differences between classroom and scientific communities? *How can the utility of common knowledge and existing classroom discourse be balanced toward alternative outcomes? *What curricular issues are associated with transforming classroom talk? *What other perspectives can assist in creating multiple access to science through redefining classroom discourse? Whether this volume improves readers' science teaching, assists their research, or helps them to better prepare tomorrow's science teachers, the goal is to engage them in considering the challenges faced by educators as they navigate the seas of reform and strive to improve science education for all.
Author: Tomáš Janík
Publisher: Waxmann Verlag
ISBN: 3830972083
Category : Education
Languages : en
Pages : 286
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Book Description
The history of methods of observation illustrates a gradual development from lay observation to systematic scientific observation. Over the past centuries, observing scientists have learned to take advantage of various research tools. Just as natural scientists came to appreciate the aid of the microscope to observe very small objects and telescopes to observe very distant objects, we have come to see video technology as a tool for social scientists to observe phenomena that are too complex to be studied by the naked eye. The investigative potential of such video studies lies in the fact that complex phenomena and events captured on video are available for analysis that can focus ex-post facto on various aspects of the material under investigation. Video study is a complex methodological approach, which enables the employing of various strategies, methods or techniques for generating, collecting and analysing video data, i.e. audiovisual data grounded in rich situational contexts. The book is structured in three sections which comprise chapters that focus on a specific power of video technology in classroom research. The chapters in section I focus on the power of video to describe the dynamics of teaching and learning in the classroom. They present various video studies conducted in the past fifteen years that aimed to describe the practices of teaching. The chapters in section II focus on the use of video in investigating the effects of teaching on student learning. They present approaches that build on video studies in order to link data about classroom processes with data about learning outcomes. The chapters in section III discuss possibilities offered by the use of video in professional development of teachers. Contributors: Peter (Reggie) Bowman, Geraldine Blomberg, Hilda Borko, David Clarke, Inger Marie Dalehefte, Erin Marie Furtak, Constanze Herweg, Dana Hübelová, Jennifer Jacobs, Tomáš Janík, Marcela Janíková, Kirsti Klette, Eckhard Klieme, Petr Knecht, Mareike Kobarg, Karen Koellner, Milan Kubiatko, Peter Labudde, Cameron Mitchell, Petr Najvar, Veronika Najvarová, Christine Pauli, Manfred Prenzel, Kurt Reusser, Rolf Rimmele, Kathleen Roth, Katharina Schwindt, Simona Šebestová, Tina Seidel, Richard J. Shavelson, Kathleen Stürmer, Elke Sumfleth, Maik Walpuski
Author:
Publisher: BRILL
ISBN: 908790097X
Category : Education
Languages : en
Pages : 299
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Book Description
This book brings together selected papers from a conference focusing on Redesigning Pedagogy, organized by the Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore. The papers are organised around seven key themes: Literacy Education, Relations of Power, Reflection, Meaning Making, Evaluation, and Mathematics and Science. There are two distinctive features in this title. First is its international focus. In addition to providing readers with an introduction to pedagogy in Singapore, it contains discussions on the environments in Australia, Canada, Hong Kong, South Africa, and the United States. A second focus is a strong commitment to transnational research. Although influenced by the theoretical perspectives of Bourdieu, Luke, and others, the authors are primarily focused on classroom practices. This title will be of interest to students, researchers, and practitioners who are interested in broad thematic and comparative issues. With a number of chapters on Literacy Education, Mathematics, and Science, it will also be of appeal to those more interested in content specific areas.
Author: Valarie L. Akerson
Publisher: Routledge
ISBN: 1000149617
Category : Education
Languages : en
Pages : 290
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Book Description
This volume brings together evidence-based approaches to interdisciplinary language arts and science instruction. Firmly grounded in the research showing cognitive parallels between the two subjects, and reflecting the many recommendations in recent years for using interdisciplinary instruction at the elementary level, its goal is to help teachers effectively use this kind of instruction in elementary classrooms. The book is organized around three themes: *Introduction to Interdisciplinary Science and Language Arts Instruction; *The Influence of Interdisciplinary Science and Language Arts Instruction on Children’s Learning; and *Research on Preparing Elementary Teachers to Use Interdisciplinary Science and Language Arts Instruction Each chapter summarizes the research on its focal topic. Examples of research applied to practice, and questions and prompts for discussion and reflection help readers apply what they are reading in their own classroom contexts. Teacher educators and prospective and practicing elementary teachers everywhere will benefit from this overview of current research and practice in interdisciplinary science and language arts instruction.
Author: Nora Shuart-Faris
Publisher: IAP
ISBN: 1607529955
Category : Language Arts & Disciplines
Languages : en
Pages : 414
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Book Description
Author: David M. Callejo Pérez
Publisher: Springer Science & Business Media
ISBN: 9460914187
Category : Education
Languages : en
Pages : 233
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Book Description
This book attempts to re-imagine the purpose of the doctorate, which has historically been used to prepare leaders who will work to improve the sciences (social and physical), humanities, and professions, while articulating curriculum as a living shape where students, faculty, and institution melded in a humanist and creative process. This idea, seriously eroded by the explosion in doctoral degrees between the early 1970s (20,000 doctorate per year) and last year (to over 46,000)—and an explosion in doctoral and research universities that has created a crossroads for the doctorate in America. We believe the value of a doctorate is Intellectual Capital, and are particularly interested in encouraging reflection as an important characteristic of a successful quality doctoral program. We posit that a “good doctoral” experience fosters active engagement in reflection on all elements of our work—the intellectual, advisory, and pedagogical work of faculty, curricular opportunities, as well as the intellectual of the doctoral candidates through an avocation that drives research and theory in our fields. Specific issues raised in this edited volume include comprehensive analysis of programs, rethinking evaluation and programmatic coherence, doctoral degrees beyond the discipline, subject, and field, and implications of individual identity. Along with authors’ chapters, we paid attention to encourage reflection as an important characteristic of a quality doctoral program; positing that “good doctoral” experiences foster active engagement in reflection on all elements of the doctoral experience, including program and curricular issues, personal relationships, work, and the creation of a community of scholars.
Author: Margo Gottlieb
Publisher: Corwin Press
ISBN: 1452234787
Category : Education
Languages : en
Pages : 257
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Book Description
With the rigorous content of College and Career Readiness standards, academic language use has moved to the forefront of educational priorities. School leaders and teachers must ensure that academic language becomes the focus of new curricula, instruction, and assessment, with special attention to linguistically and culturally diverse students. Margo Gottlieb and Gisela Ernst-Slavit's six-book series on academic language is already the definitive resource on the topic. This companion volume provides a concise, thorough overview of the key research concepts and effective practices that underlie the series. It includes, Definitions and examples of the dimensions of academic language, A step-by-step template to incorporate academic language use into plans for student learning, Graphic models that illustrate the construct of academic language and its classroom application, Language is the most fundamental building block of education. Be sure your school is as strong as it can be with this indispensable book.
Author: Pullen, Darren Lee
Publisher: IGI Global
ISBN: 1605666742
Category : Law
Languages : en
Pages : 340
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Book Description
"This book will help readers understand the ways in which literacy is changing around the world, and to keep up to date with literacy research and reporting techniques"--Provided by publisher.
Author: Marissa Rollnick
Publisher: Springer Science & Business Media
ISBN: 904813224X
Category : Education
Languages : en
Pages : 182
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Book Description
Higher education internationally is in a state of transition and transformation, leading to an increase in the level of participation, and a consequent increase in number of non traditional and underprepared students. The appearance of these students provides a particular challenge in the sciences where adequate grounding is crucial. One response to this challenge has been the provision of access, foundation or "second chance programmes" which operate on different models internationally. In South Africa, where the push for equity is strong in the wake of the apartheid era, programmes have generally been established at all tertiary institutions with some of the most successful of these programmes based at universities characterised by a high research output. Consequently in the last decade there has been a great deal of research into the effectiveness of these programmes both at a micro and macro level. Similar research in other countries exists, but is patchy and often based on small groups of students. This book provides valuable information on what research has to say about disadvantaged and under prepared science students and how they learn - what works and what does not work. It provides an examination of issues related to the programmes, their structure, student selection and adjustment. Issues such the learning of these students, their communicative ability and laboratory work come under the spotlight. Although examining the issue internationally, the book draws heavily on lessons from South Africa where there has been considerably experience of such programmes.
Author: Gregory J. Kelly
Publisher: Routledge
ISBN: 1351139908
Category : Education
Languages : en
Pages : 321
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Book Description
Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. The three dimensions of learning identified in the Next Generation Science Standards (NGSS) create a need for research methods that examine the sociocultural components of science education. With cutting-edge studies and examples consistent with the NGSS, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers.
