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111	Understanding high school students’ science internship: at the intersection of secondary school science and university science Hsu, Pei-Ling 28 August 2008 (has links) In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education. science internship science eduction authentic science discourse studies internship interaction internship experience discourse analysis conversation analysis phenomenography activity theory
112	Understanding high school students’ science internship: at the intersection of secondary school science and university science Hsu, Pei-Ling 28 August 2008 (has links) In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education. science internship science eduction authentic science discourse studies internship interaction internship experience discourse analysis conversation analysis phenomenography activity theory
113	Relationships of power: exploring teachers' emotions as experienced in interactions with their peers. Martin, Judith Violet 24 August 2009 (has links) Emotions play a significant role in the lives of teachers, especially in their interactions with their workplace peers. This research uses a case study approach to explore this topic through the medium of an asynchronous on-line discussion group. Twelve public school teachers, eight women and four men, from BC, Canada, volunteered to participate anonymously in a 12 week on-line forum. The study was guided by three research questions: 1) How do teachers make sense of their emotional interactions with their peers? 2) How do these understandings change through discussion with a group of peers over 12 weeks? 3) What understandings of the emotional processes of school culture emerge when teachers discuss and reflect on these emotional aspects of their work in a collaborative setting? The participants responded to weekly focus questions and also initiated their own discussion topics. They were introduced to alternative perspectives of emotion, including the social constructionist, feminist, and discursive. They were asked to focus on everyday interactions with their peers and to suggest what the emotions they experienced and observed achieved within the group. They were also encouraged to pay attention to the feeling rules in their staff meetings and to notice which emotions they thought were deemed appropriate to be expressed and which were deemed inappropriate. Initially the participants used a number of strategies based on the individualized and psychological perspectives of emotions to make sense of their interactions. During the discussion group they were able to discuss their interactions in a safe non-judgemental setting and to reinterpret them in light of new information. Competition, patriarchy, and neo-liberal education policies were seen to influence the dynamics of the workplace. Two mechanisms which appeared to link the teachers’ individual, private experiences of emotions with the culture of the school were the use of the words “positive” and “negative” and the norms embedded in the feeling rules of each school. These mechanisms both constrained and allowed the expression of certain emotions, opinions, and points of view in the workplace, thereby highlighting the political role of emotions. Symbolically the forum represented a collective space within an individualized world. education emotion teacher interaction peers asynchronous on-line workplace collectivity culture school feeling rules norms competition patriarchy positive negative staff meetings social construction discursive feminist collaborative Canada BC process neo-liberal politics individualized collective emotional process experience public discussion group case study

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