Accessing Science Courses in Rural BC: A Cultural Border-Crossing Metaphor

Autor/inn/en	Nielsen, Wendy S.; Nashon, Samson Madera
Titel	Accessing Science Courses in Rural BC: A Cultural Border-Crossing Metaphor
Quelle	In: Alberta Journal of Educational Research, 53 (2007) 2, S.174-188 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Foreign Countries; Rural Schools; Science Education; Access to Education; Science Curriculum; Science Instruction; Science Teachers; Questionnaires; Interviews; Teacher Student Relationship; Personnel Needs; Advanced Courses; Specialists; Data Interpretation; School Culture; High School Students; Canada + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Naturwissenschaftliche Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fragebogen; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Personnel requirement; Personalbedarf; Fortgeschrittenenunterricht; Data evaluation; Datenauswertung; Schulkultur; Schulleben; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kanada
Abstract	Students in small rural schools in British Columbia face barriers to accessing senior science courses. A case study employing questionnaire and interview methods sought the perspectives of principals, teachers, and students in the affected schools on this issue. Interpretive data analysis revealed the following barriers as key factors that affect students' successful access to senior science courses: staffing at the school, availability of specialist teachers, trusting relationships between students and teachers, and the school and local cultures. The study considers these factors as constituting a border between students and school science, the crossing of which mediates students' access to the culture of school science. (Author).
Anmerkungen	Alberta Journal of Educational Research. 845 Education Centre South, Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10