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Research

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Gottfried, A. E., Preston, K. S. J., Gottfried, A. W., Oliver, P. H., Delany, D. E., & Ibrahim, S. M. (2016) Pathways from parental stimulation of children’s curiosity to high school science course accomplishments and science career interest and skill, International Journal of Science Education, 38:12, 1972-1995, DOI: 10.1080/09500693.2016.1220690

Abstract

Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children’s involvement in science.This longitudinal study examined pathways from parental stimulation of children’s curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children’s curiosity as related to SA via science intrinsic motivation and science achievement. Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children’s curiosity in facilitating trajectories into science, and relevance to science education is discussed.

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Murawski, W. W., & Goodwin, V. A. (2014). Effective inclusive schools and the co-teaching conundrum. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of research and practice for inclusive schools (pp. 289-305). New York: Routledge.

Abstract

Although teachers have been working together for decades, research on the actual implementation and outcomes related to co-teaching as a preferred practice remains confusing at best. This chapter provides a brief synopsis of what is known about co-teaching, which can ultimately be viewed as a three c’s conundrum related to research and practice: confusion, contradiction, and cautious optimism.

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Qualitative dissertation methodology: A guide for research design and methods

Abstract

Qualitative Dissertation Methodology: A Guide for Research Design and Methods functions as a dissertation advisor to help students construct and write a qualitative methodological framework for their research. Drawing from the challenges author Nathan Durdella has experienced while supervising students, the book breaks down producing the dissertation chapter into smaller pieces and goes through each portion of the methodology process step by step. With a warm and supportive tone, he walks students through the process from the very start, from choosing chairs and developing qualitative support networks to outlining the qualitative chapter and delving into the writing. By the end of the book, students will have completed the most challenging chapter of a qualitative dissertation and laid a strong foundation for the rest of their dissertation work.

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