1,721,088 research outputs found
Research study 1: chemistry teacher development towards a tetrahedral orientation in the teaching of chemistry
No full text[Extract] This study investigates Northern Qikiqtani (Baffin Island) of Nunavut Inuit Middle Years (Grades 5 to 8) students' perceptions of learning success and the classroom
pedagogical and interactive processes influencing their success. It focuses upon investigating the premise that successful classroom learning environments at the individual-microsystem level of Bronfenbrenner's bio-ecological model are responsive to the social interactive patterns and norms of a school’s community, that is, the exo- and mesosystem. The project attempts to determine from the perceptions of Aboriginal students what teaching practices contribute to their success as learners. This authority is then used to question the protocols of the mainstream classroom and, in response, promote a dynamic and synergistic relationship between home and community culture and school culture (Ladson-Billings, 1995).
This questioning ultimately and purposely "problematizes" teaching by upsetting the orthodoxy of classrooms by encouraging teachers to ask about the nature of student-teacher relationship, their teaching, the curriculum, and schooling. By creating this disequilibrium, educators are pushed to seek resolution of these issues so that their classrooms move towards becoming more culturally responsive as they employ a culturally preferred pedagogy. Through a variety of data collection methods, Inuit students, and to a lesser extent their Inuit and non-Inuit teachers,
identify a variety of pedagogical and interactive processes that influence their educational success and learning, in particular their learning in science. Most processes identified as contributors to learning are seen to be culturally located. Of significance is the importance students place on teachers that care not only for them as people, but also for their performance as learners. Based upon this information presented by students, a profile of what constitutes the characteristics of an effective teacher in promoting learning within a positive learning environment in Inuit schools is presented
Research study 5: fostering chemistry teacher candidate development
No full text[Extract] Although teacher education programs overall contribute to teacher candidates' development, it is commonly regarded that candidates' professional growth is primarily associated with their practicum experiences. The purposes of the practicum experience for teacher candidates in teacher education are a well documented and contested topic of discussion (e.g., Dalzell, 1997; Glickman, 1992; Paris & Gespass, 2001). One of the more common themes evident in this literature is the focus on the development of teacher candidates in their multi-dimensional role as teachers during the practicum (Ralph, 2001, 2002, 2003). Although the literature is well established in describing the goal of teacher education in regard to the identification of the capabilities teacher candidates might develop in their multidimensional role as teachers, less attention is given to the processes that foster development of the teacher candidate. Specifically, little attention is given to how the environment of the practicum and, more importantly, the interplay between the individual and practicum environment constructively influence this developmental process
Research study 2: learners and learning in middle-years classrooms in Nunavut
No full text[Extract] The establishment of the territory of Nunavut in 1999 emanated from a deep-rooted and overwhelming call through years of lobbying by the Inuit of northern Canada to move towards self-governance in all aspects of Inuit society. In no context was there greater resonance of voice for self-determination than in the domain of education. Through the establishment of Nunavut, Inuit in policy gained self-rule and control over their own institutions including schools. Since 1999, Nunavut has moved towards the establishment of an Education Act (Government of Nunavut, 2008) thatsets the course for future developments in education across Nunavut. As the past-Minister of Education, Ed Picco, purported in legitimizing the length of time it had taken to come to a collectively accepted document, "Nunavummiut want a made-in-Nunavut Education Act that reflects Inuit values and culture. We want to ensure [it provides the foundation for] the best quality of education for our children" (Picco, 2006)
Overview, conclusions and implications
No full textThis final chapter provides an overview of our volume with attention to the central premise of the underlying Australian Research Council (ARC) Linkage project: the value of young peoples' participation in Flexible Learning Options. The preceding chapters examine the social, economic and political contexts in which FLOs operate, their philosophies of education and praxis, and their qualitative and quantitative impacts. To conclude, we consider the ramifications of these research findings in the domains of educational practice and policy in Australia
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Junior secondary school students' conceptions about plate tectonics
Full text linkThere are ongoing calls for research that identifies students' conceptions about geographical phenomena. In response, this study investigates junior secondary school students' (N=95) conceptions about plate tectonics. Student response data was generated from semi-structured interviews-about-instances and a two-tiered multiple-choice test instrument developed and validated by the researchers. There were three main findings: (1) students held many alternative conceptions about plate tectonics, most of which have not been reported in previous research; (2) students' alternative conceptions most commonly concerned the formation of landforms at tectonic plate boundaries; and (3) students were especially confused about the cause of subduction at an oceanic-continental convergent plate boundary. The findings of this study can assist geography teachers and researchers to develop innovative pedagogies that consider students' pre instructional alternative conceptions and promote conceptual change learning
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
The Research Files Episode 40: Indigenous perspectives on quality teaching
Full text linkIn this episode of The Research Files, we speak to Adjunct Professor of Curriculum and Pedagogy at James Cook University, Brian Lewthwaite. He\u27s the lead author of a research project exploring the perspectives of Indigenous Australians on effective teaching practice and he joins us to talk about phase one of this study
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