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1.
Rochelle Skogen 《Interchange》2010,41(1):17-43
The new Social Studies curriculum recently introduced in Alberta proposes to encourage students to affirm their place as citizens
in a democratic society. Grounded in Biesta’s (2007) argument that regardless of a Program of Studies’ best stated goals and
intentions, if a school is not structured democratically the chances of the program being successful are limited. In this
article, I question what makes a school democratic as opposed to undemocratic by proposing that the new curriculum is grounded
in a representational view of knowledge which leads to a document that is overly conceptualized and presents a view of citizenship
as one that can be achieved rather than one that is practiced (Biesta & Lawy, 2006). I argue that it is the representational curriculum and the public school’s organizational structure
with its emphasis on duties and responsibilities and the virtual absence of freedom and rights that make these schools fundamentally undemocratic places. In order to pursue this line of inquiry, I juxtapose schools in
the public system with a private school which claims to be a participative democracy. This juxtaposition revealed that a school that gives students freedom first and trusts that they will act responsibly with
it, is more likely to lead to a citizenship that is practiced rather than one that is simply achieved. While it is not the
intention of this paper, to recommend that all schools adopt the model of the private school in this study, it does help us
understand why Biesta (2007) is not overly optimistic regarding schools being able to achieve a citizenship that is practiced
as opposed to one that is achieved. 相似文献
2.
Zombies are defined as ideas or persistent myths that should have died out but have not. Special education's biggest zombie is that only full inclusion brings about true social justice and the most effective education for students with disabilities. Three examples of specific zombies about full inclusion are presented. First, that full inclusion has been internationally accepted policy since the Salamanca Statement in 1994. Second, that the feasibility of full inclusion has been demonstrated in some countries. Third, that there is extensive evidence that inclusion is more effective that special education. Six strategies that have been used to promote these inclusion zombies to the general public and legislators in various countries around the world are discussed. These are: reframing the problem; denying its reality; portraying special education as something of which most people disapprove; presenting full inclusion as something most people want; making the distinction between the two maximally stark; casting all challenges to the zombie as addressing the wrong question or relying on flawed research and demanding unthinking belief in full inclusion. It is concluded that special education's zombies related to full inclusion must be exposed, challenged and finally eradicated so that future education provision for children with disabilities can focus on achievable goals and evidence of effectiveness rather than placement.
Key points
- Special education's biggest zombie is that only full inclusion will bring true social justice to schooling because special education is essentially an inappropriate way of dealing with diversity; is a relic of the last century, unfairly discriminatory and exclusionary.
- Three inclusion zombies are: that full inclusion was recommended by the Salamanca Framework; that full inclusion has been shown to be a feasible approach to meeting all special needs; and that there is convincing research evidence that inclusion is more effective than special education. All three zombies are false but widely disseminated.
- Six strategies are used to promote full inclusion zombies: reframe the nature of the problem; deny the reality of the situation; portray special education as something generally disapproved of; present inclusion as something most people want; make a stark distinction between the two; cast all challenges to the zombie as flawed.
- Full inclusion zombies must be exposed, challenged, and eradicated, so that continued development of theory, research and practice in the education of young people with special needs can once again be the main focus of educators in this field.
3.
Beacons of light,rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times 总被引：1，自引：0，他引：1
This paper reports on a case study of a “lead literacy teacher” initiative in one Canadian province. This initiative is related to a “minority world” trend in teacher in-service that seeks to develop “experts” in a field with the intent that such experts can help other teachers to raise student achievement for the betterment of the economy. Using a post-colonial theoretical framework that advocates for professional development premised on teacher knowledge production, the study finds that the initiative instead forwards a “train-the-trainer” model of information transmission that negates teachers' prior knowledge, experience, and practices. The study argues that for teachers to become critically reflective in their practice, they need material supports (e.g., time) to share with one another and knowledge must be allowed to flow in all directions within the educational hierarchy. 相似文献
4.
Abstract Recent literature on bullying suggests that victims of KEYW ORDS bullying are likely to have certain emotional reactions that contribute anti-bullying to the problem. This is not to say that victims in any way deserve the intervention; treatment that they get from more aggressive peers, but rather to bullying; propose that they themselves can be empowered to change the situ-bystanders; ation. The purpose of the present review is to examine the proposal emotional that the ways in which victims express their emotions during a bullying expression episode can play a crucial role in the responses of peers. There are implications for both researchers and practitioners to develop new insights that may help vulnerable children and adolescents. 相似文献
5.
Jill Slay 《Cultural Studies of Science Education》2011,6(4):841-843
In this paper I reflect on perspectives presented by John Settlage as he examines the truth of the proposition that ‘many
teacher educators harbour deficit perspectives about their pre-service teachers, presuming that their lack of exposure to
economically, ethnically and linguistically diverse settings renders them deficient as future educators.’ In the study presented
in his paper, he ‘uncovered shifting identities that indicate that mainstream future teachers do not fit the ‘‘damaged goods’’
label that ardent multiculturalists might be tempted to impose.’ One of his conclusions was that ‘the practices of essentializing
education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.’ My reflections
focus on tertiary teacher-researchers in mathematics, information technology, environmental sciences and engineering, their
students and racism, and broaden Settlage’s context to teaching and research relationships in this setting. 相似文献
6.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):89-132
In this study we examine how elementary teachers in Brazil and Turkey approached the translation and subsequent classroom
implementation of an instructional activity that promotes environmental awareness through a combination of student role playing
and teacher oral delivery of an environmental story about river pollution. A discourse analysis showed that translation into
Portuguese was literal, an approach that fostered a classroom implementation that emphasized detached transmission of knowledge
(the teacher frequently interrupted her delivery to provide textual, contextual and recontextualizing information to students).
In contrast, translation into Turkish was free, that is, with many modifications that led to a decontextualized and detached
text. Implementation of this text was focused on the creation of student involvement, being dominated by oral strategies such
as religious analogies (heaven and hell), and parallel repetitions of statements of shared guilt. Based on these findings,
it was concluded that neither translation promoted an equivalent form of environmental instruction (i.e., involved transmission
of environmental knowledge). Furthermore, an argument is made that effective translation requires that original and translated
curricula foster analogous levels of involvement (or detachment) as well as equivalent forms of classroom relationships and
social roles (pragmatic equivalence).
相似文献
| Alandeom W. OliveiraEmail: |
7.
This paper examines the media coverage of the murder of a young Muslim girl in Mississauga, Ontario in December 2007. We examine
how that coverage moved from concerns for a terrible family event to the use of the language of Samuel Huntington’s “Clash
of Civilizations.” We explore the nature of this exaggeration that occurs in times of threat and the “hardening” and eventual
clashing of identities that can follow. We interweave with these matters considerations of the pedagogical and familial consequences
of such identity-exaggeration under threat. We propose that the provisional, negotiated, and casual conviviality of identities
that precedes times of threat are cast into what Ivan Illich called “a zone of deep shadow.” We propose, also, that it is
this locale of an interdependent, co-determining conviviality of identities that can profitably be the locus of rich and intellectually
vital classroom conversations. 相似文献
8.
This study presents a theory by which to understand how pigeons learn response patterns in simple choice situations. The theory assumes that, in a choice situation, patterns of responses compete for the final common path; that the competition is governed by two variables, the overall reinforcement probability obtained by emitting the patterns,T, and the differences in reinforcement probabilities among the patterns,D; and that the ratioD/T determines the final strength of specific response patterns. To test these predictions, three experiments were run in which pigeons were more likely to receive food when they pecked the momentarily least-preferred of three response keys. On the basis of previous research, it was predicted that the birds would be indifferent among the keys (molar aspect) and would also acquire a response pattern that consisted of pecking each key once during three consecutive trials (molecular aspect). The present theory went further and predicted that the strength of that pattern would increase with the ratioD/T. In the first two experiments,D was manipulated whileT remained constant, and in the third,T was manipulated whileD remained constant. The results agreed with the theory, for the strength of the response pattern increased withD and decreased withT, whereas overall choice proportions were always close to the matching equilibrium. 相似文献
9.
10.
Conclusion A careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses
published in the past 20 years (Jonassen, Campbell & Davidson, 1994; Morrison, 1994; Reiser, 1994; Shrock, 1994) and existing
instructional design literature (Morrison, Ross & Kemp, 2001; Reiser & Dick, 1996; Smith & Ragan, 1999) indicates there is,
and always has been, significantly more agreement on this subject than the debate would indicate.
Clark never said that a textbook could deliver an instructional method requiring the use of a 3-dimensional graphic representation
as effectively as a computer, nor did Kozma maintain that the computer was the only medium with the capabilities to do so.
Both acknowledged that the two instructional components — the instructional methods and the delivery medium — must be aligned
to facilitate learning.
The debate is, and always has been, about the ability of more than one medium to support a selected instructional method,
whether or not any given medium has capabilities that cannot be replicated by another medium, and the validity of the research.
We believe that today, in 2005: • Computers are capable of supporting instructional methods that other media are not • Computers,
by means of their unique capabilities, affect learning • Computers are often the most cost-effective, efficient delivery method
for any given unit of instruction We also: • Acknowledge the limitations of media comparison studies • Acknowledge the need
to align the message, the medium and the learning task • Agree that some media are interchangeable and • Support the use of
the most cost-effective, efficient delivery method for any given unit of instruction We believe that after 22 years it is
time to reframe the original debate to ask, not if, but how media affects learning. We agree that media comparison studies
are inherently flawed and support the argument that we must identify research designs that will provide answers to this question
in significantly less time. 相似文献
11.
《Journal of moral education》2012,41(3):329-340
This article outlines a moral education guided by African traditional values such as ubuntu and ukama. It argues that ubuntu is not by definition speciesist, as some have claimed, but that it has strong ecocentric leanings, that is, if ubuntu is understood as a concrete expression of ukama. In fact, ubuntu deconstructs the anthropocentric–ecocentric distinction which has characterised and continues to characterise debates in environmental theory/philosophy. To become more fully human does not mean caring only for the self and other human beings but also for the entire biophysical world. Some implications that this discussion has for moral education are explored, as well as some opportunities that post-apartheid curriculum frameworks offer for implementing a moral education guided by ubuntu. 相似文献
12.
In this paper, the main points of Lamarck’s and Darwin’s theoretical conceptual schemes about evolution are compared to those
derived from 15 years old students’ explanations of evolutionary episodes. We suggest that secondary students’ preconceptions
should not be characterized as “Lamarckian”, because they are essentially different from the ideas that Lamarck himself possessed.
Most students in our research believed that needs directly impose changes on animal bodies in order to survive in a given
environment and accepted the possibility of extinction whereas Lamarck believed that it was the effect of use or disuse that
would produce changes on body structures and that species would transform but would not die out. We conclude that the relationship
between secondary students’ ideas and historical views on evolution should be treated more skeptically, given the differences
in the historical, social and cultural contexts, and that instruction should focus on students’ ideas of need-driven evolution
as well as on the role of chance in the evolutionary process. 相似文献
13.
《Discourse: Studies in the Cultural Politics of Education》2012,33(1):87-99
We argue that the concept of a policy prolepsis is a category of becoming-policy that actualizes educational practices within spaces of desired policy initiatives and implementations. Policy prolepses represent a range of emergent policy ontologies produced through the interface of educational actors’ senses of policy and their estimations of possible outcomes. We use Deleuze's (1990) logic of sense to argue that becoming-policy occurs in a pre-conscious space, and that this space is produced politically and used strategically for desired, yet ostensibly unformed, policy outcomes. Educational policy, then, is an ontological activity representing a myriad of policy outcomes through the management of semiotic desires and actors’ inferences about these persuasive signs. The paper illustrates the practical idea of policy prolepsis by demonstrating how policy apparitions use fear in becoming-policy. Policy apparitions, then, are just one species of policy prolepses that utilize the affect of fear to manipulate educational actors’ interpretations. 相似文献
14.
Dong Li Dennis L. Weisman 《Economics of Education Review》2011,30(4):724-728
Critics of affirmative action policies contend that the elimination of racial preferences in college admissions would lead to a “more-able” student body. We develop a simple model comprised of three classes of college admissions—merit, race and legacy—to show that it is possible that a change in admissions policy that reduces racial preferences leads to a “less-able” student body. The change in admissions policy may serve only to ensure that more admissions are available for “sale” to wealthy alumni through legacy preferences. In other words, when there are multi-dimensional preferences, reducing or eliminating one dimension of preferences may lead to the unforeseen consequence of producing a “less able” student body. 相似文献
15.
Jerome Kagan 《Interchange》1971,2(2):12-22
This paper discusses some of the basic cognitive units and processes involved in intellective functioning. It suggests that the basic units, consist of schemata, images, symbols, concepts, and rules and that motor action does not have to be an accompaniment to the acquisition of some of these cognitive structures. Comprehension, memory, generation of solution hypotheses, evaluation, and implementation are offered as the basic cognitive processes and some suggestions are made that may be helpful to the teacher. It is argued that the concept of intelligence has no explanatory meaning and that the components that are selected to characterize the intelligent child will change over culture and history. It is urged that communities and educators adopt a relativistic attitude toward the familial or educational experiences that promote optimal growth, for it is not possible to specify the correct set of experiences unless one simultaneously notes the cultural demands the child will encounter.
Preparation of this paper was supported by grants from NICHD (HD04299), U.S. Public Health Service, and from the Carnegie Corporation of New York. 相似文献
Résumé L'auteur traite de certains procédés cognitifs de base qui font partie de la fonction intellectuelle. Il suggère que les structures de base consistent en schémas, images, symboles, concepts, et règles et que l'action motrice n'est pas nécessaire à l'acquisition de certains de ces structures cognitives. L'auteur considère la compréhension, la mémoire, les hypothèses de solution, l'évaluation, et l'exécution comme les procédés cognitifs de base; il offre quelques suggestions qui peuvent aider l'instituteur. L'auteur affirme que le concept de l'intelligence n'a pas de sens explicatif et que les traits qu'on choisit pour caractériser l'enfant intelligent changeront selon la culture et l'histoire. L'auteur propose que les communautés et les éducateurs adoptent une attitude relativiste envers les expériences familiales ou éducatives qui promeuvent le développement optimal, car il est impossible de préciser les expériences correctes à moins qu'on ne note en même temps les exigences culturelles que l'enfant rencontrera.
Preparation of this paper was supported by grants from NICHD (HD04299), U.S. Public Health Service, and from the Carnegie Corporation of New York. 相似文献
16.
Rosario Diaz-Greenberg Jacqueline Thousand Maria Cardelle-Elawar Ann Nevin 《Teaching and Teacher Education》2000,16(8):663
The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness? 相似文献
17.
Bruce Thompson 《Journal of Experimental Education》2013,81(1):80-93
The author asserts that editors should publicly declare their expectations and expose the rationales for editorial policies to public scrutiny. He argues that editorial policies ought to require effect size reporting, as those at 17 journals now do. He also argues (a) that score reliabilities should be reported; (b) that stepwise methods should not be used; (c) that structure coefficients should be interpreted; and (d) that if used wisely, confidence intervals differ from hypothesis tests in important ways. The use of noncentral t and F distributions to create confidence intervals about effect sizes also is appealing. 相似文献
18.
Krishna M. Sadasivam 《TechTrends》2002,46(3):54-55
Conclusion Afew columns ago I likened many instructional technologists to marine biologists who were afraid of water and had never been to
the sea. I suppose this column claims that they really don’t practice their biology, either. It’s not that we don’t know instructional
technology; it’s not even that we don’t do instructional technology; it’s that many of us haven’t yet learned tobe instructional technologists. Let’s go there. Come on, it’ll be fun. 相似文献
19.
Daniel W. Lang 《Higher Education》2009,57(3):355-371
This paper investigates the intersection of system articulation, transfer, and the choices that secondary school students
make when they apply to college and university. The investigation is based on the results of a study that was undertaken to
determine factors that influence choices that secondary school students make between enrolling in community college or university,
and in particular whether or not those choices are affected by the degree of “articulation” within a public system of post-secondary
education. There are several studies that have emerged recently in the United States and Canada that examine factors that
influence the choice of university and 4-year college. There are a few studies that examine the choice of community and 2-year
college. None, however, either in Canada or in the United States, has sought to examine “college choice” comparatively among
students who apply to baccalaureate (4-year colleges and universities) and sub-baccalaureate (community colleges) programs.
This study examines college choice on the basis of two series of longitudinal surveys conducted in the province of Ontario
since the late 1980s, and on a series of surveys and interviews of students, parents and guidance counselors in six secondary
schools, each with a different student population, since 2004. The third study—called the “college choice” project—tracked
secondary school students as they made decisions about attending college or university, and as they finally selected the institutions
that they would attend. The study concludes that greater conventional articulation will not significantly affect rates of
transfer, that for most students plans to transfer develop after they enter college and are not a major factor in their initial
“choice,” that the rate of transfer is highly dependent on the corresponding arrays of programs at colleges and universities,
and that articulation might better be thought of as a subset of other basic forms of inter-institutional cooperation.
An earlier version of this paper was presented to the ASHE Annual Conference, Louisville, Kentucky, November, 2007. 相似文献
20.
Richard Gooding 《Children‘s Literature in Education》2011,42(4):308-324
This article examines the connections between posthumanism and narrative form in Philip Pullman’s Clockwork. Beginning with an account of Pullman’s materialism, it argues that the novel represents consciousness and agency as emergent
properties of matter, a position that manifests itself first in the tale’s figurative language and later in the cybernetic
inventions of Dr. Kalmenius. As Pullman effaces the boundaries between animate and inanimate, human and non-human, he generates
uncanny effects that are best understood in terms of the posthuman condition and narrative modes that reject liberal humanist
models of subjectivity. Clockwork’s uncanny elements, metafictive qualities, and distribution of narrative voice across multiple perspectives thus represent
narrative accommodations demanded by the tale’s rejection of the Cartesian mind/body dualism that grounds the liberal humanist
subject. Clockwork’s acceptance of the posthuman condition is, however, incomplete and anxiety-laden, and the fairy-tale transformation of Prince
Florian at the end of the novel represents a partial recuperation of liberal humanist morality. 相似文献