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1.
Madelyn Travis 《Children‘s Literature in Education》2007,38(3):187-194
Scholars have posited various theories as to which sector of society Mary Norton’s Borrowers most closely reflect, from exploitative
aristocrats to helpless victims. Through social and literary contextualization, this article highlights the ways in which
Norton represents social class in the series and explores the competing ideologies embedded in the texts.
Madelyn Travis is Website Features Editor for Booktrust and Associate Editor of The Journal of Children’s Literature Studies. She has contributed to The Horn Book magazine and The Ultimate First Book Guide. She has an MA in children’s literature from Roehampton University and will shortly embark on a PhD at Newcastle University. 相似文献
2.
We describe, discuss and illustrate a metaphoric parallel between the history of the most famous Spanish liqueur, “Anís del Mono” (Anís of the Monkey), and the evolution of living organisms in the light of Darwinian theory and other biological hypotheses published
subsequent to Charles Darwin’s Origin of Species. Also, we report the use of a caricature of a simian Darwin with a positive connotation, perhaps the only one ever produced.
We conclude that, like some species in the natural world, Anís of the Monkey has evolved, adapted, survived and become the fittest and most successful anís in the Spanish market and possibly the world. We hope this paper will contribute a new useful metaphor for the teaching of
biological evolution. 相似文献
3.
Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding 总被引：1，自引：1，他引：0
This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project,
several examples of educational software were developed to scaffold the learning of students performing high level cognitive
activities. The software used in this study, Artemis, focused on scaffolding the learning of students as they performed information
seeking activities. As 5th grade students traveled through a project-based science unit on photosynthesis, researchers used
a pre-post design to test for both student motivation and student conceptual understanding of photosynthesis. To measure both
variables, a motivation survey and three methods of concept map analysis were used. The student use of the scaffolding features
was determined using a database that tracked students’ movement between scaffolding tools. The gain scores of each dependent
variable was then correlated to the students’ feature use (time and hits) embedded in the Artemis Interface. This provided
the researchers with significant relationships between the scaffolding features represented in the software and student motivation
and conceptual understanding of photosynthesis. There were a total of three significant correlations in comparing the scaffolding
use by hits (clicked on) with the dependent variables and only one significant correlation when comparing the scaffold use
in time. The first significant correlation (r = .499, p < .05) was between the saving/viewing features hits and the students’ task value. This correlation supports the assumption
that there is a positive relationship between the student use of the saving/viewing features and the students’ perception
of how interesting, how important, and how useful the task is. The second significant correlation (r = 0.553, p < 0.01) was between the searching features hits and the students’ self-efficacy for learning and performance. This correlation
supports the assumption that there is a positive relationship between the student use of the searching features and the students’
perception of their ability to accomplish a task as well as their confidence in their skills to perform that task. The third
significant correlation (r = 0.519, p < 0.05) was between the collaborative features hits and the students’ essay performance scores. This correlation supports
the assumption that there is a positive relationship between the student use of the collaborative features and the students’
ability to perform high cognitive tasks. Finally, the last significant correlation (r = 0.576, p < 0.01) was between the maintenance features time and the qualitative analysis of the concept maps. This correlation supports
the assumption that there is a positive relationship between the student use of the maintenance features and student conceptual
understanding of photosynthesis.
This material is based upon work supported by the National Science Foundation (REC9980055). Any opinions, findings, and conclusions
or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National
Science Foundation. 相似文献
4.
In Finnish VET, students’ work experience is explicitly defined as workplace learning, instead of the practice of already
learnt skills. Therefore, vocational students’ learning periods in the workplace are goal-oriented, guided and assessed. This
paper examines the characteristics of students’ workplace learning and compares them with the characteristics of employees’
workplace learning. The data were collected with an Internet questionnaire from final-year vocational students (N = 3106). In total, 1603 students (52 %) answered the questionnaire. The data were analysed using quantitative methods. The
results indicate that features typical of employees’ workplace learning can also be found in student learning as well. However,
VET-related workplace learning has a number of characteristics that have not been brought to light in research on employees’
workplace learning thus far. We suggest that in developing educational practices it would be useful to draw on some of the
features of workplace learning such as the use of collaboration and shared practices; conversely for workplace practices it
would be useful to draw on some of the features of educational practices. For example, by utilising the structures of students’
workplace learning system presented in this study, learning at work could be transformed towards more goal-directed, guided
and assessed activity. 相似文献
5.
We present a data-based perspective concerning recent (e.g., 2008) Maclean’s magazine rankings of Canadian universities, including cluster analysis of the 2008 data. Canadian universities empirically
resemble and relate to each other in a manner different from their formal classification and final rank ordering in the Maclean’s system. Several pitfalls in ranking procedures, related to invalid and unreliable relationships among indices underlying
the final ranks, are outlined, along with relevant findings from previous studies. In their present format, although they
have become increasingly publicized and promoted, data based on the Maclean’s system can seemingly be of only limited practical use to students. Perhaps more important, in our opinion, ranking exercises
have unintended though potentially serious consequences for the intellectual and personal well-being of students. 相似文献
6.
Learners’ ability in dealing with socio-scientific issues has been highlighted in contemporary science education. This study
explored the effects of different on-line searching activities on high school students’ cognitive structure outcomes and informal
reasoning outcomes. By using a quasi-experimental research approach, thirty-three students were assigned to a “guided searching
task group”, while thirty-five students were assigned to an “unguided searching task group”. The treatments of this study
were two different on-line searching activities. All the participants were asked to search relevant information regarding
nuclear power usage on the Internet during the period of two classes (100 min). However, the students in the un-guided searching
task group were asked to search freely, while those in the guided searching task group were provided with a searching guideline.
The participants’ cognitive structures outcomes as well as their informal reasoning outcomes regarding nuclear power usage
were assessed before and after the conduct of on-line searching tasks. The results of ANCOVA revealed that the students in
the guided on-line searching task group significantly outperformed their counterparts in the extent (p < 0.01) and the richness of their cognitive structures (p < 0.01). Also, they significantly outperformed their counterparts in the usage of the two information processing strategies,
“comparing” (p < 0.05) and “inferring or explaining” (p < 0.05). Moreover, it was also found that the students in the guided on-line searching task group only outperformed their
counterparts in their supportive argument construction (p < 0.05). In other words, the guided searching tasks did help the students obtain better cognitive structure outcomes; however,
the increments on their cognitive structure outcomes may only help them to propose more supportive arguments, but their rebuttal
construction (an important indicator for their reasoning quality) was not particularly improved. 相似文献
7.
Christopher Ringrose 《Children‘s Literature in Education》2007,38(3):207-218
A & C Black’s Flashbacks series invites its readers to “Read a Flashback...take a journey backwards in time”. There are several ways in which children’s fiction has encouraged its readers to engage
with and care about history: through the presence of ghosts, through frame stories, time travel, or simply setting the narrative
in the past. However, modern critical theory has questioned the validity of traditional modes of the genre. This paper defends
historical fiction for children by arguing that, whatever narrative strategy is used, such writing stands or falls through
its evocation of a historical sensibility—or what Raymond Williams calls a ‘structure of feeling’. This is achieved through
elements of style, both in the representation of dialogue and thought. Pastiche, sometimes thought of as an unsatisfactory
feature of contemporary culture, can often perform a similar evocative function. The paper is based on close readings of Alan
Garner’s The Stone Book from 1976, and 21st century fiction by Kevin Crossley-Holland, Kate Pennington and Paul Bajoria. If these books do not overtly
use the techniques of “historiographic metafiction”, it may be because awareness of historiography is implicit in the very
texture of their writing.
Christopher Ringrose is Principal Lecturer in English at the University of Northampton, and Head of Learning and Teaching
in the Arts. He is an Editor of The Journal of Postcolonial Writing, and has published on Canadian literature, literary theory, eighteenth-century literature, and autobiography, as well as
writing a study of the novelist Ben Okri, published in 2006. For CLE, he wrote on Lying in Children’s Fiction in Volume 21 No.3 (July 2006). 相似文献
8.
David Rees 《Children‘s Literature in Education》1977,8(2):85-93
Jill Chaney's first book was published over ten years ago, and since then she has produced eight more novels. Five of these have the young child in mind as reader, but her most interesting work lies in the four books she has written for teenagers,Half a Candle, Mottram Park, Return to Mottram Park, andThe Buttercup Field. She is a writer whose books are not widely known, and the purpose of this article is to examine some of the themes in her work and to suggest that what she has to say to young people deserves more attention, both from teachers and teenagers themselves, than she has received up till now.David has had three books for children published,Storm Surge (Butterworth),Quintin's Man (Dobson) andThe Missing German (Dobson). These are to be followed in 1977 by four more stories,The Spectrum (Dobson),Landslip (Hamish Hamilton),The Ferryman (Dobson), andRisks (Pyramid). He has also written articles on Penelope Lively and Penelope Farmer forThe Horn Book, and an essay on Philippa Pearce which appeared inChildren's literature in education. His novelQuintin's Man is to be published by Nelson in the United States this year. 相似文献
9.
In this paper, we analyze an investigative situation proposed to a class of 5th graders in a primary school. The situation
is based on the following task: In a sale with group rates on a sliding scale, the students must find the lowest possible
purchase price for a given number of tickets. A study of students’ arguments made it possible to identify a large number of
rhetorical forms. However, it turned out that one of the intrinsic features of the situation restricted the teacher’s possibilities
of making didactical use of the students’ forms of reasoning and led him to try to support students’ learning with “didactical
reasons” rather than with “reasons for knowing”.
RéSUMé. L’article analyse une situation de recherche proposée dans une classe de 5ième année de primaire. Dans une vente par lots à tarif dégressif, les élèves doivent minimiser le prix d’achat pour une quantité
donnée. L’étude des arguments des uns et des autres fait apparaêtre de nombreuses formes rhétoriques, mais une propriété intrinsèque
de la situation va limiter les possibilités du professeur dans l’utilisation didactique des raisonnements des élèves et va
dissocier les raisons de savoir et les raisons didactiques utilisées. 相似文献
10.
There is, in Greece, an ongoing attempt to breach the boundaries established between the different teaching-learning subjects
of compulsory education. In this context, we are interested in exploring to what degree the teaching and learning of ideas
from the sciences’ “internal life” (Hacking, in: Pickering (ed) Science as practice and culture, 1992) benefits from creatively
coming into contact with theatrical education as part of the corresponding curriculum subject. To this end, 57 students of
the Early Childhood Education Department of the University of Athens were called to study extracts from Galileo’s Dialogue Concerning the Two Chief World Systems, Ptolemaic and Copernican, to focus on a subject that the Dialogue’s “interlocutors” forcefully disagree about and to theatrically represent (using shadow theatre techniques) what they considered
as being the central idea of this clash of opinions. The results indicate that this attempt leads to a satisfactory understanding
of ideas relating to the content and methodology of the natural sciences. At the same time, theatrical education avails itself
of the representation of scientific ideas and avoids the clichés and hackneyed techniques that the (often) simplistic choices
available in the educational context of early childhood education tend towards. The basic reasons for both facets of this
success are: (a) Genuine scientific texts force the students to approach them with seriousness, and all the more so if these
recount the manner in which scientific ideas are produced and are embedded in the historical and social context of the age
that created them; (b) The theatrical framework, which essentially guides the students’ activities, allows (if not obliges)
them to approach scientific issues creatively; in other words, it allows them to create something related to science and recognize
it as theirs; and, (c) Both the narrative texts describing processes of “science making” (Bruner, J Sci Educ Technol 1:5–12, 1992) and
theatrical expression constitute fields that are characterized by what, for the students, is a common and understandable manner
of expression: the narrative. 相似文献
11.
Lissa L. Roberts 《Science & Education》2012,21(2):157-177
One of the two most extensive instrument collections in the Netherlands during the second half of the eighteenth century—rivaling
the much better known collection at the University of Leiden—belonged to an orphanage in The Hague that was specially established
to mold hand-picked orphans into productive citizens. (The other was housed at the Mennonite Seminary in Amsterdam, for use
in the education of its students.) The educational program at this orphanage, one of three established by the Fundatie van Renswoude, grew out of a marriage between the socially-oriented generosity of the wealthy Baroness van Renswoude and the pedagogical
vision of the institute’s director and head teacher—a vision that fit with the larger movement of oeconomic patriotism. Oeconomic patriotism, similar to ‘improvement’ and oeconomic movements in other European countries and their colonies, sought to tie the investigation of nature to an improvement of
society’s material and moral well-being. Indeed, it was argued that these two facets of society should be viewed as inseparable from each other,
distinguishing the movement from more modern conceptions of economics. While a number of the key figures in this Dutch movement
also became prominent Patriots during the revolutionary period at the end of the century, fighting against the House of Orange,
they did not have a monopoly on oeconomic ideas of societal improvement. This is demonstrated by the fact that an explicitly pro-Orangist society, Mathesis Scientiarum Genitrix, was organized in 1785 to teach science and mathematics to poor boys and orphans for very similar reasons: to turn them into
productive and useful citizens. As was the case with the Fundatie van Renswoude, a collection of instruments was assembled to help make this possible. This story is of interest because it discusses a hitherto
under-examined use to which science education was put during this period, by revealing the link between such programs and
the highly charged question of citizenry. 相似文献
12.
Dipankar Bhattacharya 《Resonance》2006,11(12):35-44
Newton’s law of universal gravitation laid the physical foundation of celestial mechanics. This article reviews the steps
towards the law of gravitation, and highlights some applications to celestial mechanics found in Newton’sPrincipia.
His research interests cover all types of cosmic explosions and their remnants. 相似文献
13.
Rami Zurayk Mutasem El-Fadel Iman Nuwayhid 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,47(5):299-314
The American University of Beirut’s Interfaculty Graduate Environmental Sciences Program was launched in 1997 as a means of
addressing salient issues on the environment and development in Lebanon and the Arab World using an interdisciplinary approach.
The programme adopts a student-centred learning approach and aims to develop critical and systems thinking skills to produce
socially and environmentally conscious leaders and agents of change in the Arab World. In this paper, we provide an evaluation
of the programme’s ESD dimensions using the criteria of interdisciplinarity, local relevance and competence-based learning.
This is followed by a critical analysis of the programme’s potential for use as a model in the Arab World. We find that, while
the model may be useful in providing inspiration and a good practice case, its transfer “as is” to institutions of higher
education in the Arab World or even in Lebanon is unlikely, and perhaps undesirable, in view of the inherently diverse nature
of Arab universities. 相似文献
14.
15.
The enantioselective assay for S( )- and R(-)-propafenone (PPF) in human urine that developed in this work involves extraction of propafenone from human urine and using S( )-propafenone as internal standard, chiral derivatization with 2,3,4,6-tetra-O-β-D-glucopranosyl isothiocyanate, and quantitation by an RP-HPLC system with UV detection (λ=220nm). A baseline separation ofpropafenone enantiomers was achieved on a 5-μm reverse phase ODS column, with a mixture of methanol:water:glacial acetic acid (25:12:0.02,v/v) as mobile phase. There was good linear relationship from 24.9 ng/ml to 1875.0 ng/ml for both of enantiomers. The regression equations of the standard curves based on Cs-PPF (or CR-PPF ) versus ratio of As-PPF/As (or AR-PPF/As ) were y=0.0032x-0.081, (r=0.999) for S-PPF and y=0.0033x 0.0039, (r=0.998) for R-PPF,respectively. The method's limit of detection was 12.5 ng/ml for both enantiomers, and the method's limit ofquantitation was 28.2±0.52 ng/ml for S-PPF, 30.4±0.53 ng/ml for R-PPF (RSD＜8%, n=5). The analytical method yielded average recovery of 98.9% and 100.4% for S-PPF and R-PPF, respectively. The relative standard deviation was no more than 6.11% and 6.22% for S-PPF and R-PPF, respectively. The method enabled study of metabolism of S( )- and R(-)-propafenone in human urine. The results from 7 volunteers administered 150 mg racemic propafenone indicated that propafenone enantiomers undergo stereoselective metabolism and that in the human body, S( )-propafenone is metabolized more extensively than R(-)propafenone. 相似文献
16.
Roger Kaufman 《Educational technology research and development : ETR & D》1978,26(2):107-121
Summary Educational technologists have moved from a unique concern with the how-to-do-its of behavior change (such as television,
computers, and instructional delivery systems) to the inclusion ofwhat to teach. This expanded scope was encouraged and made possible by the pioneering work on measurable objectives.
As soon as consideration of not onlyhow andwhat were part of the technologist’s repertoire, the consideration ofwhy was upon us. Tools and techniques, including needs assessment, needs analysis, system analysis, and systems analysis, were
all moving us not only toward doing a more efficient and effective job of changing (or maintaining) behavior, but also toward
determining why something should be taught and why behavior should be changed (or maintained) in the first place.
The formal consideration ofwhy is a growing and thriving area of educational technology and is seen as possibly having several layers, including considerations
of results both within and external to an organizational context.
A suggested relationship is presented between several possible layers or organizations, with the ultimate referent for planning,
doing, and evaluating being the individuals’ abilities to survive and contribute in society when they legally leave our educational
agencies or training establishments. It is suggested that in the future, in order to relate the various factors of production
of behavior change and/or maintenance, we reserve the terms “input,” “process,” and “output” for activities and results within
an organization, and the term “outcome” for the results external to the organization.
The technologist’s world has indeed expanded from the sole consideration ofhow to teach better to the inclusion ofwhat to teach better, andwhy we should teach what we are teaching in the first place. As we grow more inclusive and responsive in our planning and doing,
as we grow more holistic and humanistic, our risks grow—but so do our responsiveness, responsibility, and satisfactions.
An erratum to this article is available at . 相似文献
17.
18.
Kyong Hee Chon Won-Chan Lee Stephen B. Dunbar 《Journal of Educational Measurement》2010,47(3):318-338
In this study we examined procedures for assessing model-data fit of item response theory (IRT) models for mixed format data. The model fit indices used in this study include PARSCALE's G2 , Orlando and Thissen's S − X2 and S − G2 , and Stone's χ2* and G2* . To investigate the relative performance of the fit statistics at the item level, we conducted two simulation studies: Type I error and power studies. We evaluated the performance of the item fit indices for various conditions of test length, sample size, and IRT models. Among the competing measures, the summed score-based indices S − X2 and S − G2 were found to be the sensible and efficient choice for assessing model fit for mixed format data. These indices performed well, particularly with short tests. The pseudo-observed score indices, χ2* and G2* , showed inflated Type I error rates in some simulation conditions. Consistent with the findings of current literature, the PARSCALE's G2 index was rarely useful, although it provided reasonable results for long tests. 相似文献
19.
Lying in Children’s Fiction: Morality and the Imagination 总被引：1，自引：0，他引：1
Christopher Ringrose 《Children‘s Literature in Education》2006,37(3):229-236
The telling of lies is significant in fiction written for children, and is often (though not in all cases) performed by child protagonists. Lying can be examined from at least three perspectives: philosophical, moral and aesthetic. The moral and the aesthetic are the most significant for children’s literature. Morality has been subtly dealt with in Anne Fine’s A Pack of Liars and Nina Bawden’s Humbug. The aesthetic dimension involves consideration of lying’s relation to imagination, fantasy and creativity; Richmal Crompton’s William: the Showman and Geraldine McCaughrean’s A Pack of Lies show this at a complex, metafictional, level. 相似文献
20.
ABSTRACT This study investigated the effects of interaction devices on the Internet performance of novice older users, and ways to provide appropriate voice assistance to enhance browsing and searching performance of such users. Three experiments were designed and conducted to test three hypotheses. The results indicated that touch screen and handwriting recognition are better than mouse and keyboard in browsing time in the third trial. Touch screen was also found to be better in terms of performance time for keyword search tasks than mouse and voice input in the second trial, and is better in terms of user error for keyword search tasks than mouse and voice input in the first trial. Learning effects were found for using touch screen and handwriting recognition, and mouse and keyboard for browsing and searching tasks. Furthermore, voice-menu assistance was associated with higher satisfaction for browsing tasks. 相似文献