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1.
《British Educational Research Journal》2004,30(2):325-334
In praise of teachers: identity, equality and education Robin Richardson, 2002 Debates and developments in ethnographic methodology G. Walford (Ed.), 2002 Teaching modern foreign languages in secondary schools A. Swarbrick (Ed.), 2002 Aspects of teaching secondary modern foreign languages A. Swarbrick (Ed.), 2002 Teacher thinking twenty years on: revisiting persisting problems and advances in education M. Kompf & P. Denicolo (Eds), 2003 A vision for science education. Responding to the work of Peter Fensham R. Cross (Ed.), 2003 Girls' voices: supporting girls' learning and emotional development L. Cruddas & L. Haddock, 2003 Teaching cultures. Knowledge for teaching first grade in France and the United States Kathryn Anderson‐Levitt, 2002 Can the Japanese change their education system? R. Goodman & D. Phillips (Eds), 2003 相似文献
2.
《British Educational Research Journal》2004,30(5):741-750
Book Reviewed in this article: Research studies in early childhood education C. Nutbrown (Ed.) A student's guide to methodology P. Clough & C. Nutbrown The moral foundations of educational research: knowledge, inquiry and values P. Sikes, J. Nixon & W. Carr (Eds) Ethnography and schools Y. Zou & E. Trueba (Eds) Non‐traditional entrants to higher education M. Bowl The Continuum guide to successful teaching in higher education M. Martinez‐Pons Discourse in educational and social research M. MacLure Cultural history and education T. S. Popkewitz, B. M. Franklin & M. A. Pereyra (Eds) 相似文献
3.
《British Educational Research Journal》2005,31(2):277-288
Book Reviewed in this article: Learning without limits S. Hart, A. Dixon, M. J. Drummond, D. McIntyre et al. Improving learning: professional practice in secondary schools D. Glover & S. Law Enhancing primary mathematics teaching I. Thompson (Ed.) We want our say R. Klein Early years play and learning: developing social skills and cooperation P. Broadhead Experiences of special education: re‐evaluating policy and practice through life stories D. Armstrong Challenging orthodoxy in special education: dissenting voices D. J. Gallagher, with L. Heshusius, R. P. Iano & T. M. Skrtic Ethnography for education C. Pole & M. Morrison 相似文献
4.
《British Educational Research Journal》2004,30(3):463-471
Doing a doctorate in educational ethnography G. Walford Scientists in the classroom. The cold war reconstruction of American science education J. L. Rudolph Teaching and learning science: a guide to recent research and its applications J. Bennett Promoting quality in learning. Does England have the answer? Patricia Broadfoot, Marilyn Osborn, Claire Planel & Keith Sharpe Education in Germany since unification David Phillips Modularisation of vocational education in Europe. NVQs and GNVQs as a model for the reform of initial training provisions in Germany? Hubert Ertl Work process knowledge Routledge Studies in Human Resource Development N. Boreham, R. Samurçay & M. Fischer Promoting Evidence‐based practice in early childhood education: research and its implications Tricia David Reorganizing primary classroom learning N. Hastings & K. Chantrey Wood 相似文献
5.
《British Educational Research Journal》2005,31(3):405-416
Key themes in qualitative research: continuities and change : P. Atkinson, A. Coffey & S. Delamont Gypsy traveller students in secondary school : C. Derrington & S. Kendall Race, masculinity and schooling: Muslim boys and education : L. Archer Faith‐based schools and the state. Catholics in America, France and England : H. Judge The creative school. A framework for success, quality and effectiveness : B. Jeffrey & P. Woods Reclaiming universities from a runaway world : M. Walker & J. Nixon (Eds) The TUC and education reform 1926–1970 : C. Griggs Physical education teachers on physical education : K. Green Models of learning—tools for teaching : B. Joyce, E. Calhoun & D. Hopkins 相似文献
6.
Elisabeth Buk‐Berge 《比较教育学》2006,42(4):533-548
This article argues that the opportunity in Phase I of the IEA’s Civic Education Study to include the new democracies’ experiences of citizenship education have not been sufficiently exploited. ‘Borrowing’ citizenship education from abroad and citizenship education for ‘civil society’ have been chosen as examples of problems in the new democracies which have not been exploited. The final section focuses on the question of why new and recurring problems in citizenship education, which occurred in post‐communist Europe, have not been identified, described or analysed in the IEA’s publication New paradigms and new recurring paradoxes in education for citizenship: an international comparison. The paper also points to some of the circumstances that seem to have had an impact on which problems were analysed in the study and which problems were largely ignored. 相似文献
7.
Jan Germen Janmaat 《比较教育学》2007,43(4):527-552
This paper examines the discourses framing citizenship education in Ukraine and Russia from perestroika to the present and assesses the role of the Council of Europe in promoting democratic citizenship in both countries. We argue that there is a tension between the discourses of active citizenship, strongly disseminated by international agencies (the Council of Europe in our case), and national consolidation, pursued by Ukraine and Russia since the fall of the Soviet regime. While the beginning of the 1990s was marked by democratization and individualization, from the mid‐1990s the emphasis on state cohesion became more prominent in both states. From the end of the 1990s, however, citizenship education aims started to diverge, despite a similar approach of the Council of Europe to the two countries. In Russia the government reinforced the state cohesion agenda, which led to the patriotic education discourse gaining strength. In Ukraine, nation‐building was made secondary to bringing the education system in line with international standards in order to improve the country’s competitiveness. The nature of citizenship education in the two countries therefore seems to be more a reflection of domestic political developments than the product of international policy agenda. 相似文献
8.
《Educational Philosophy and Theory》2013,45(7):724-741
This second research paper on science education in Māori‐medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science education. Recent NCEA results suggest Pūtaiao (Māori‐medium Science) education, for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Māori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Māori, and how might policy frameworks and operational systems of Pūtaiao need to change, if better achievement in science education for Māori‐medium students is the goal? A pathway towards further research and development in this area is suggested. 相似文献
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10.
Mark Elam Anne Solli Åsa Mäkitalo 《Discourse: Studies in the Cultural Politics of Education》2019,40(1):61-77
ABSTRACTWhat are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Experimenting with controversy mapping in a Swedish science class raised both conceptual and practical issues. These centre on: (1) how ANT-inspired controversy mapping redesigns the citizenship training enacted by institutionalized approaches to issues-based education as socioscientific issues (SSI); (2) how controversy mapping reconfigures the interdisciplinarity of issues-based science education; and (3) how controversy mapping displaces scientific literacy and knowledge of the nature of science as guiding concerns for teaching in favour of new preoccupations with digital literacy and digital tools and methods as contemporary infrastructures of free and open inquiry. 相似文献
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《British Educational Research Journal》2004,30(4):601-612
Book reviewed in this article: Education policy and realist social theory: primary teachers, child‐centred philosophy and the new managerialism R. Willmott Making sense of education policy G. Whitty Higher education in England and France since the 1980s C. M. A. Deer Girls and exclusion A. Osler & K. Vincent Researching your own practice: the discipline of noticing J. Mason Effective teaching: evidence and practice D. Muijs & D. Reynolds The impact of school size and single‐sex education on performance T. Spielhofer, L. O'Donnell, T. Benton, S. Schagen & I. Schagen Gender and physical education D. Penney (Ed.) 相似文献
13.
Michalinos Zembylas 《科学教学研究杂志》2002,39(1):79-103
This article reports on a three‐year ethnographic study with an experienced elementary science teacher and describes the role of her positive and negative emotions in constructing her science pedagogy, curriculum planning, and relationships with children and colleagues. Examples are offered of the different emotional experiences she related to her science teaching, and it is shown how insights from this research are useful and significant to researchers and educators who want to improve science teaching and learning. A conceptual and methodological framework developed by the author that is based on an interdisciplinary approach in researching emotions is presented. Finally, some implications of researching emotions for elementary science teacher education and science education reform are suggested. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 79–103, 2002 相似文献
14.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
15.
Laurence Simonneaux Nathalie Panissal Emmanuelle Brossais 《International Journal of Science Education》2013,35(14):2376-2406
We experimented with teaching nanotechnology in high school within the perspective of citizenship education in science by involving experts in nanotechnology, education, ethics and philosophy. After training, the students debated a Socially Acute Question (SAQ) that they elaborated during the various phases of instruction. The field of SAQs represents a French orientation for the teaching of SocioScientific Issues. We analyzed the interactions of students in the debate to determine their risk perception on nanotechnology. We compared and put their arguments into perspective using various analytical frameworks. We observed two contrasting argumentative tendencies: one reflecting a positivist view that involved an individualistic use of nanotechnology and science and one carrying a critical and humanistic vision of the use of nanotechnology and science. 相似文献
16.
《British Educational Research Journal》2005,31(1):129-135
Book Reviewed in this article: So what's a boy? W. Martino & M. Pallotta‐Chiarolli Women teaching boys M. Ashley & J. Lee Investigating gender: contemporary perspectives in education B. Francis & C. Skelton (Eds) Women as headteachers‐striking the balance M. Coleman Supply teachers' survival guide G. Segall Education denied K. Tomasevski Economic geography of higher education. Knowledge infrastructure and learning regions R. Rutten, F. Boekema & E. Kuijpers (Eds) Democratic education: ethnographic challenges D. Beach, T. Gordon & E. Lahelma 相似文献
17.
Ivan Luk&#x;ik 《European Journal of Education》2019,54(3):457-470
Decreasing levels of civic participation and political engagement are generating an interest in citizenship and citizenship education. New forms of citizenship education which go beyond traditional instruction on political institutions are being sought, such as “democratic citizenship education”, “education of, for and through democracy” and “teaching democracy”. One area which has been little investigated is primary school teachers and citizenship education. This article reports on questionnaire‐based research among Slovak teachers that shows great variety in the focus of citizenship education. Teachers emphasised national pride as well as multicultural, global, regional and human rights aspects and the common good of an entity. The connections between teacher focus on citizenship education, the curricular framework, models of citizenship education and generational differences are all discussed. 相似文献
18.
Uri Zoller 《科学教学研究杂志》1999,36(5):583-596
A major objective of the current reform in science and chemistry education is the development of students' higher‐order cognitive skills (HOCS). A major question of concern is how to improve practice, via appropriate teaching strategies, to achieve the HOCS‐oriented instruction‐learning goals of college science and chemistry education, within the current reality of large, heavily populated chemistry classes. This article presents an action‐oriented research account of HOCS‐oriented teaching of organic chemistry to freshman and sophomore science majors in small and large classes at a relatively small and large university, respectively, within a purposed attempt of overall course design reform. Inquiry‐oriented class discussions, students' active involvement in the learning process, HOCS‐type examinations, and grading of exams by both peers and course graduates were successfully applied in both the small and large classes, demonstrating the feasibility and benefits to students of interactive, HOCS‐oriented pedagogies within the reality of both class sizes. The messages are that (a) there are implementable, appropriate teaching strategies for the development of students' HOCS abilities within the reality of large lecture sections of college chemistry courses; and (b) chemistry educators should take the trouble of working harder toward the attainment of this superordinate goal despite limiting constraints. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 583–596, 1999 相似文献
19.
谢倩 《宁波大学学报(教育科学版)》2010,32(1):22-25
重视学校外语教育是欧洲实现其多元化、多语言发展战略目标的重要举措之一。最新的欧洲学校外语教育的统计数据进一步揭示了外语教育强制性、学习年龄低龄化和语言多样化的特点。21世纪的欧洲外语教育政策强调外语学习的社会和政治功能,促进民主公民权的教育和社会融合,致力于个人多语能力的终身发展。 相似文献
20.
This conceptual article examines the influence of the current standards‐based reform upon science education policies and practices within urban schools. We identify four negative yet unforeseen effects of the reform movement: undermining urban teachers' professionalism, eroding teacher–student relationships, diluting the science curriculum, and disparate instruction based on predicted individual test performance. Our awareness of these nuisances emerged from our first‐hand engagement with urban science teaching and through our collegial relationships with exemplary urban teachers. In closing, we propose mechanisms by which university‐based science educators might address these issues by assisting exemplary urban teachers to resist the reform‐induced perils and by incorporating the urban milieu as a substantive aspect of science teacher education. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 114‐127, 2002 相似文献