Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Photovoice (4)
- Gender (3)
- Nature of science (3)
- Civic participation (2)
- College Teaching (2)
-
- Critical Theory (2)
- Critical events analysis (2)
- Early Childhood Education (2)
- Early childhood education (2)
- Emotions (2)
- Empowerment (2)
- Environmental perspectives (2)
- Environmental science (2)
- Environmental views (2)
- Indigenous knowledge (2)
- Kenya (2)
- Photo-Elicitation (2)
- Photo-Talk (2)
- Photo-based vignette interviews (2)
- Portraiture (2)
- Positionality (2)
- Qualitative inquiry (2)
- Religious beliefs (2)
- Rural education (2)
- Schisms (2)
- Science Education (2)
- Scientific practices (2)
- Teacher education (2)
- Teachers' perspectives (2)
- Urban education (2)
Articles 1 - 22 of 22
Full-Text Articles in Education
Profiles Of Urban, Low Ses, African American Girls’ Attitudes Toward Science: A Sequential Explanatory Mixed Methods Study, Gayle Buck, Kristin Cook, Cassie F. Quigley, Jennifer Eastwood, Yvonne Lucas
Profiles Of Urban, Low Ses, African American Girls’ Attitudes Toward Science: A Sequential Explanatory Mixed Methods Study, Gayle Buck, Kristin Cook, Cassie F. Quigley, Jennifer Eastwood, Yvonne Lucas
Cassie F. Quigley
The purpose of this study was to increase the science education community’s understanding of the experiences and needs of girls who cross the traditional categorical boundaries of gender, race and socioeconomic status in a manner that has left their needs and experience largely invisible. A first of several in a series, this study sought to explore how African American girls from low SES communities position themselves in science learning. We followed a mixed-methods sequential explanatory strategy, in which two data collection phases, qualitative following the quantitative, were employed to investigate 89 African-American girls’ personal orientations towards science learning. By using …
Issues And Techniques In Translating Scientific Terms From English To Khmer For A University-Level Text In Cambodia, Cassie F. Quigley, Alandeom W. Oliviera, Alistair Curry, Gayle Buck
Issues And Techniques In Translating Scientific Terms From English To Khmer For A University-Level Text In Cambodia, Cassie F. Quigley, Alandeom W. Oliviera, Alistair Curry, Gayle Buck
Cassie F. Quigley
Teachers and students spend much time interacting with written resources such as textbooks, tests, or worksheets during classroom instruction. What if no text is available, however, in the language of the learners? This case study describes the processes and techniques adopted by two university lecturers in Cambodia, as they translated an L1 (first language) science text into Khmer in a manner that tried to take full account of the cultural, linguistic, and social dimensions of language. Using a variety of translation techniques, they aimed to produce a Khmer text which would be most effective in promoting the learning of the …
Environmental Agency In Read-Alouds, Alandeom W. Oliveira, Patterson Rogers, Cassie F. Quigley, Denis Samburskiy, Kimberly Barss, Seema Rivera
Environmental Agency In Read-Alouds, Alandeom W. Oliveira, Patterson Rogers, Cassie F. Quigley, Denis Samburskiy, Kimberly Barss, Seema Rivera
Cassie F. Quigley
Despite growing interest in helping students become agents of environmental change who can, through informed decision-making and action-taking, transform environmentally detrimental forms of human activity, science educators have reduced agency to rationality by overlooking sociocultural influences such as norms and values. We tackle this issue by examining how elementary teachers and students negotiate and attribute responsibility, credit, or blame for environmental events during three environmental read-alouds. Our verbal analysis and visual representation of meta-agentive discourse revealed varied patterns of agential attribution. First, humans were simultaneously attributed negative agentive roles (agents of endangerment and imbalance) and positive agentive roles (agents of …
‘No One Should Destroy The Forest': Using Photo-Based Vignette Interviews To Understand Kenyan Teachers' Views Of The Environment, Cassie Quigley, Zachary D. Miller, James Dogbey, S Megan Che, Jeffrey Hallo
‘No One Should Destroy The Forest': Using Photo-Based Vignette Interviews To Understand Kenyan Teachers' Views Of The Environment, Cassie Quigley, Zachary D. Miller, James Dogbey, S Megan Che, Jeffrey Hallo
Cassie F. Quigley
In the midst of the current environmental crisis, scientists, academics, authors, and politicians worldwide are urging citizens to create sustainable communities. However, there is little capability to build a sustainable society without an informed, active, and engaged populous. This requires more than just environmentally knowledgeable citizens. It requires a society that understands the principles of the environment and can also exemplify them in daily life. In order to create a more environmentally literate world, there has been a push for environmental education integrated into schools. This qualitative study sought to examine Kenyan teachers’ perspectives on the human–nature interaction by conducting …
Shared Understandings: Environmental Perspectives Of Kenyan Community Members And Teachers, Cassie Quigley, James Dogbey, S Megan Che, Jeffrey Hallo
Shared Understandings: Environmental Perspectives Of Kenyan Community Members And Teachers, Cassie Quigley, James Dogbey, S Megan Che, Jeffrey Hallo
Cassie F. Quigley
Environmental issues are a shared human concern as communities in all nations and geographic regions are grappling with environmental degradation. Despite this concern, there are multiple different viewpoints on the current state of environmental issues and how to understand these problems. Understanding how different communities conceive of the environment and sustainability is paramount in efforts to increase the frequency of environmentally conscious choices. If an awareness of others’ perspectives of the environment is lacking, then the development of sustainable choices is placed at risk because of potentially competing views of what sustainability means in a particular context. As such, solutions …
Pushing The Boundaries Of Cultural Congruence Pedagogy In Science Education Towards A Third Space, Cassie Quigley
Pushing The Boundaries Of Cultural Congruence Pedagogy In Science Education Towards A Third Space, Cassie Quigley
Cassie F. Quigley
This review explores Meyers and Crawford’s “Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies” by examining how they combine the use of inquiry-based science instruction with multicultural strategies. In this conversation, I point to the need of specific discourse strategies to help teachers and students create hybrid spaces to push the boundaries of cultural congruence as described in this article. These strategies include a reflective component to the explicit instruction that encourages an integration of home and science discourses. My response to this work expands on their use of multicultural strategies …
Investigating Local Sustainable Environmental Perspectives Of Kenyan Community Members And Teachers, Cassie Quigley, James Dogbey, S Megan Che, Jeffrey Hallo
Investigating Local Sustainable Environmental Perspectives Of Kenyan Community Members And Teachers, Cassie Quigley, James Dogbey, S Megan Che, Jeffrey Hallo
Cassie F. Quigley
Efforts to conserve and preserve the environment in developing or marginalized locales frequently involve a one-way transfer of knowledge and materials from a source in a more developed location. This situation often degenerates into a short-term donor project which risks little to no long-term impacts on local or indigenous relationships with the environment. This research study with educators in Narok, Kenya investigates the current perspectives of local key stakeholders on the environment and sustainability with the purpose of sharing these understandings among local groups to generate a locally constructed meaning of environmental conservation and sustainability. It is the researchers’ aim …
Connecting To Our Community: Utilizing Photovoice As A Pedagogical Tool To Connect College Students To Science, Kristin Cook, Cassie F. Quigley
Connecting To Our Community: Utilizing Photovoice As A Pedagogical Tool To Connect College Students To Science, Kristin Cook, Cassie F. Quigley
Cassie F. Quigley
In this study, we investigated the ways in which university students connected with science through the use of photovoice (Wang & Burris, 1994) as a pedagogical tool. Results indicated that students came to appreciate their connections to the science that operates in their lives as they reflected on and became empowered with regard to the science content behind environmental issues of interest to them on campus. Photovoice allowed students to authentically inquire about local science, as well as the potential to generate change in their own community. This understanding is significant to science educators because first, it empowers learners to …
Taking Care: Understanding The Roles Of Caregiver And Being Cared For In A Kindergarten Classroom, Cassie Quigley, Anna H. Hall
Taking Care: Understanding The Roles Of Caregiver And Being Cared For In A Kindergarten Classroom, Cassie Quigley, Anna H. Hall
Cassie F. Quigley
Despite concerns about the importance of teachers learning to care for their students, most teacher education programs do not utilize relational pedagogy and place little emphasis on caring. In the current study, the authors used conversational interviews with one kindergarten teacher and photo-elicitation interviews with her 22 kindergarten students to explore ways in which this teacher in a public, all-girls’ school employed caring and how her students viewed being cared for. The authors utilized Noddings’ work on the ethic of care to guide our project and the methodological approach is feministic. In this study, we discovered the ways this teacher …
Exploring The Potential Of Using Explicit Reflective Instruction Through Contextualized And Decontextualized Approaches To Teach First-Grade African American Girls The Practices Of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, Ingrid S. Weiland
Exploring The Potential Of Using Explicit Reflective Instruction Through Contextualized And Decontextualized Approaches To Teach First-Grade African American Girls The Practices Of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, Ingrid S. Weiland
Cassie F. Quigley
Contemporary science education policy documents call for curriculum and pedagogy that lead to students’ active engagement, over multiple years of school, in scientific practices. This participatory action research study answered the question, “How can we successfully put twenty-three first-grade African American girls attending a gender school in an impoverished school district on the path to learning the practices of scientists”. The Young Children’s Views of Science (YCVOS) (Lederman, 2009) was used to interview these first-graders pre-, mid- and post-instruction during an instructional unit designed in response to many of the pedagogical strategies research has demonstrated to be effective in other …
The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader
The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader
Cassie F. Quigley
The purpose of this paper is to describe the relevance of a qualitative methodology called portraiture for science education. Portraiture is a method of inquiry that blends art and science by combining the empirical aspects of inquiry with the beauty and aesthetic properties. This method encompasses all aspects of a research study, including protocol, data collection and analysis, and presentation of findings. To examine the viability of portraiture as methodology for science education researchers, we provided two portraits of science teachers and their classrooms to illustrate how context played a significant role in teachers’ experiences and how it influenced their …
Emotions In Teaching Environmental Education, Cassie F. Quigley
Emotions In Teaching Environmental Education, Cassie F. Quigley
Cassie F. Quigley
This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints.
The Potential Of Photo-Talks To Reveal The Development Of Scientific Discourses, Cassie Quigley, Gayle Buck
The Potential Of Photo-Talks To Reveal The Development Of Scientific Discourses, Cassie Quigley, Gayle Buck
Cassie F. Quigley
This study explores the potential of a photo-elicitation technique, photo-talks (Serriere, 2010), for understanding how young girls understand, employ and translate new scientific discourses. Over the course of a nine week period, 24 kindergarten girls in an urban girls’ academy were observed, videotaped, photographed and interviewed while they were immersed into scientific discourse. This paper explicitly describes how their emerging discursive patterns were made visible through this methodological tool. The findings are presented in vignettes in three themes uncovered during our analysis which are the following: Presented the recollection of the scientific Discourse, Described the understanding of scientific Discourse, and …
Creating Space: Pedagogical Choices To Encourage A Third Space In An Urban, Kindergarten Science Classroom, Cassie F. Quigley, Anna H. Hall
Creating Space: Pedagogical Choices To Encourage A Third Space In An Urban, Kindergarten Science Classroom, Cassie F. Quigley, Anna H. Hall
Cassie F. Quigley
“The butterfly is in the chrysalis stage,” Victory informed us as she pointed to the brown chrysalis in the jar on the lab bench, “It was an egg then it formed its chrysalis or pupa and then it will become a butterfly.” When we asked her how she would describe this to her friends, she remarked, “It is like when you go into the dressing room and put on a church dress- you act like someone different.” In this example, Victory, a kindergartener, was translating the scientific language taught to her in the science classroom into a language her friends …
‘No One Should Destroy The Forest': Using Photo-Based Vignette Interviews To Understand Kenyan Teachers' Views Of The Environment, Cassie Quigley, Zachary D. Miller, James Dogbey, S Megan Che, Jeffrey Hallo
‘No One Should Destroy The Forest': Using Photo-Based Vignette Interviews To Understand Kenyan Teachers' Views Of The Environment, Cassie Quigley, Zachary D. Miller, James Dogbey, S Megan Che, Jeffrey Hallo
Cassie F. Quigley
In the midst of the current environmental crisis, scientists, academics, authors, and politicians worldwide are urging citizens to create sustainable communities. However, there is little capability to build a sustainable society without an informed, active, and engaged populous. This requires more than just environmentally knowledgeable citizens. It requires a society that understands the principles of the environment and can also exemplify them in daily life. In order to create a more environmentally literate world, there has been a push for environmental education integrated into schools. This qualitative study sought to examine Kenyan teachers’ perspectives on the human–nature interaction by conducting …
Investigating Local Sustainable Environmental Perspectives Of Kenyan Community Members And Teachers, Cassie Quigley, James Dogbey, S Megan Che, Jeffrey Hallo
Investigating Local Sustainable Environmental Perspectives Of Kenyan Community Members And Teachers, Cassie Quigley, James Dogbey, S Megan Che, Jeffrey Hallo
Cassie F. Quigley
Efforts to conserve and preserve the environment in developing or marginalized locales frequently involve a one-way transfer of knowledge and materials from a source in a more developed location. This situation often degenerates into a short-term donor project which risks little to no long-term impacts on local or indigenous relationships with the environment. This research study with educators in Narok, Kenya investigates the current perspectives of local key stakeholders on the environment and sustainability with the purpose of sharing these understandings among local groups to generate a locally constructed meaning of environmental conservation and sustainability. It is the researchers’ aim …
Connecting To Our Community: Utilizing Photovoice As A Pedagogical Tool To Connect College Students To Science, Kristin Cook, Cassie F. Quigley
Connecting To Our Community: Utilizing Photovoice As A Pedagogical Tool To Connect College Students To Science, Kristin Cook, Cassie F. Quigley
Cassie F. Quigley
In this study, we investigated the ways in which university students connected with science through the use of photovoice (Wang & Burris, 1994) as a pedagogical tool. Results indicated that students came to appreciate their connections to the science that operates in their lives as they reflected on and became empowered with regard to the science content behind environmental issues of interest to them on campus. Photovoice allowed students to authentically inquire about local science, as well as the potential to generate change in their own community. This understanding is significant to science educators because first, it empowers learners to …
Exploring The Potential Of Using Explicit Reflective Instruction Through Contextualized And Decontextualized Approaches To Teach First-Grade African American Girls The Practices Of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, Ingrid S. Weiland
Exploring The Potential Of Using Explicit Reflective Instruction Through Contextualized And Decontextualized Approaches To Teach First-Grade African American Girls The Practices Of Science, Gayle A. Buck, Valarie L. Akerson, Cassie F. Quigley, Ingrid S. Weiland
Cassie F. Quigley
Contemporary science education policy documents call for curriculum and pedagogy that lead to students’ active engagement, over multiple years of school, in scientific practices. This participatory action research study answered the question, “How can we successfully put twenty-three first-grade African American girls attending a gender school in an impoverished school district on the path to learning the practices of scientists”. The Young Children’s Views of Science (YCVOS) (Lederman, 2009) was used to interview these first-graders pre-, mid- and post-instruction during an instructional unit designed in response to many of the pedagogical strategies research has demonstrated to be effective in other …
The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader
The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader
Cassie F. Quigley
The purpose of this paper is to describe the relevance of a qualitative methodology called portraiture for science education. Portraiture is a method of inquiry that blends art and science by combining the empirical aspects of inquiry with the beauty and aesthetic properties. This method encompasses all aspects of a research study, including protocol, data collection and analysis, and presentation of findings. To examine the viability of portraiture as methodology for science education researchers, we provided two portraits of science teachers and their classrooms to illustrate how context played a significant role in teachers’ experiences and how it influenced their …
Emotions In Teaching Environmental Education, Cassie F. Quigley
Emotions In Teaching Environmental Education, Cassie F. Quigley
Cassie F. Quigley
This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints.
The Potential Of Photo-Talks To Reveal The Development Of Scientific Discourses, Cassie Quigley, Gayle Buck
The Potential Of Photo-Talks To Reveal The Development Of Scientific Discourses, Cassie Quigley, Gayle Buck
Cassie F. Quigley
This study explores the potential of a photo-elicitation technique, photo-talks (Serriere, 2010), for understanding how young girls understand, employ and translate new scientific discourses. Over the course of a nine week period, 24 kindergarten girls in an urban girls’ academy were observed, videotaped, photographed and interviewed while they were immersed into scientific discourse. This paper explicitly describes how their emerging discursive patterns were made visible through this methodological tool. The findings are presented in vignettes in three themes uncovered during our analysis which are the following: Presented the recollection of the scientific Discourse, Described the understanding of scientific Discourse, and …
Creating Space: Pedagogical Choices To Encourage A Third Space In An Urban, Kindergarten Science Classroom, Cassie F. Quigley, Anna H. Hall
Creating Space: Pedagogical Choices To Encourage A Third Space In An Urban, Kindergarten Science Classroom, Cassie F. Quigley, Anna H. Hall
Cassie F. Quigley
“The butterfly is in the chrysalis stage,” Victory informed us as she pointed to the brown chrysalis in the jar on the lab bench, “It was an egg then it formed its chrysalis or pupa and then it will become a butterfly.” When we asked her how she would describe this to her friends, she remarked, “It is like when you go into the dressing room and put on a church dress- you act like someone different.” In this example, Victory, a kindergartener, was translating the scientific language taught to her in the science classroom into a language her friends …