Results 191 to 200 of about 689,600 (329)

Attending to Preservice Teachers' Assets: Beliefs and Practices for Supporting Expansive Sensemaking in Elementary Science

Science Education, EarlyView.
ABSTRACT Preservice elementary science teachers' beliefs and practices influence the kinds of adaptations they make to curriculum materials and the extent to which they are able to enact justice‐oriented science lessons. Through this qualitative study, we explored the beliefs and practices of five focal preservice teachers through an analysis of their ...
Jessica Bautista, Elizabeth A. Davis
wiley   +1 more source

Making visible the clinical practice of mentalization-based therapy as illustrated by the therapy session material. [PDF]

Discov Ment Health
Keinänen M, Teräsahjo T.
europepmc   +1 more source

Adaptive, but Equitable? Exploring the Impact of Machine Learning‐Based Adaptive Support on Educational Debts in Undergraduate Chemistry

Science Education, EarlyView.
ABSTRACT Students' diverse levels of knowledge and competence—shaped by individual interests and educational debts, including structural, systemic, and institutional barriers—create substantial cognitive heterogeneity in instructional settings. Adequately addressing this heterogeneity is challenging.
Paul P. Martin, Marcus Kubsch, Brandon J. Yik, Benjamin T. Burlingham, Nicole Graulich   +4 more
wiley   +1 more source

No safety without agency: Trauma-informed public involvement. [PDF]

PLOS Ment Health
Inge E, Warner G, Aronsson AP.
europepmc   +1 more source

Collective (Un)Learning: A Self‐Examination of Science Teacher Educators' Evolving Translanguaging Pedagogy for Eliciting and Elevating Student Ideas

Science Education, EarlyView.
ABSTRACT This study centers the idea that it is not just what science teacher educators (STEs) teach, but how they teach it, that matters. To prepare future teachers who can enact more equitable and transformative reform‐oriented science instruction with multilingual learners, research must explore what STEs are doing, and how, to develop preservice ...
María González‐Howard, Karina Méndez Pérez, Sage Andersen, Carla Robinson, Leticia Garza   +4 more
wiley   +1 more source

An Integrative Appraisal Model of Epistemic Curiosity. [PDF]

Affect Sci
Erdemli A, Audrin C, Sander D.
europepmc   +1 more source

Why Do They Do What They Do? A Model That Describes and Connects the Drivers of Learning Assistant Facilitation Practices

Science Education, EarlyView.
ABSTRACT Learning assistants (LAs) help implement evidence‐based teaching in undergraduate active‐learning courses and support student learning through their facilitation. Here, we present a drivers‐of‐LA‐action model with empirical evidence that connects across the macro level of LA‐supported course design and the micro level of LA‐student ...
Nicolette M. Maggiore, Jessica M. Karch, Vesal Dini, Ira Caspari‐Gnann   +3 more
wiley   +1 more source

The need for cultural sensitivity and epistemic justice in applying neuroscience advances in the Global South. [PDF]

Front Hum Neurosci
Olalde-Mathieu VE, Licea-Haquet GL.
europepmc   +1 more source

Sliding Doors: Frame Uptake and Rejection by Learners in a Museum‐Based Climate Learning Experience

Science Education, EarlyView.
ABSTRACT Science education efforts that support public understanding of modern climate change are critically needed. However, implementing climate‐related learning experiences can be challenging, as public audiences tend to experience a wide range of understandings of and emotions around the issue. In light of these challenges, many scholars have posed
Lynne Zummo, Benjamin Janney, Kaitlyn Kinshella, Jordan Giron, Marc Whiting, Ajla Auker, Hailey Sherman, Monika Lohani   +7 more
wiley   +1 more source

Mentalization and Emotion Regulation in Adolescent Attachment: A Scoping Review. [PDF]

Children (Basel)
Salavou V, Papanikolaou K, Pehlivanidis A, Giannakopoulos G.   +3 more
europepmc   +1 more source