共查询到20条相似文献，搜索用时 15 毫秒
1.
David Vincent 《Interchange》2003,34(2-3):341-357
The paper argues that the term ‘literacy’ has become attached to too many disparate practices, and that renewed attention needs to be paid to how the acquisition and use of skills of written communication are conditioned by the core structures of the home, the classroom, and the state. It reviews the current usages of literacy and examines the agenda for further research in the central areas of reading and particularly writing. Attention is drawn to the contemporary engagement with literacy as a basic skill, and to the recent implementation in England of the “National Literacy Strategy.” The close parallels between the 19th and early 21st century literacy strategies are noted. If historians wish to apply their research to an interrogation of contemporary ideology and practice, greater attention should be paid to domestic instruction and to the role of government over time. 相似文献
2.
《Journal of Further & Higher Education》2012,36(2):37-43
Abstract Prevailing hierarchical attitudes have prevented most British organisations changing to more successful democratically run organisational cultures. Many academics have played a part in this by themselves suppressing the lessons of best democratic practice. The human and economic cost of hierarchical working and teaching/ learning practices makes it morally incumbent on those who work in education to rationally and honestly evaluate evidence and voice the central and urgent need for top managers to take the lead in the culture change process required for high quality educational and industrial performance. 相似文献
3.
信息教育中的教师信息素养及培养 总被引：1，自引：0，他引：1
在信息教育中，教师的作用是多方面的，一方面自身也需要接受信息教育；另一方面，教师又是学校教育的主要承担者，在学科教学中让学生接受信息教育，教师自身的信息素养关系到整个信息教育的成败。本文论述了教师信息素养的重要性和特征，还对如何提高我国的教师信息素养提出了若干建议。 相似文献
4.
5.
6.
7.
Larry D. Yore David Pimm Hsiao-Lin Tuan 《International Journal of Science and Mathematics Education》2007,5(4):559-589
This opening article of the Special Issue makes an argument for parallel definitions of scientific literacy and mathematical
literacy that have shared features: importance of general cognitive and metacognitive abilities and reasoning/thinking and
discipline-specific language, habits-of-mind/emotional dispositions, and information communication technology strategies to
prepare people for adult life and democratic citizenship. These frameworks provide potential insights into research and pedagogy.
Furthermore, they provide guidelines for second-generation standards, curriculum development and assessment so as not to overlook
or underemphasize the fundamental literacy component of mathematical and scientific literacy for all students, which can result
in fuller participation in the public debate about science, mathematics, technology, society, and environment issues. 相似文献
8.
Gail B. West 《The Educational forum》2013,77(2):187-188
Education has been defined as the tool whereby people's ways may be changed and their social order determined. This definition holds for both a totalitarian state and a democracy. Theoretically, the difference lies in the fact that the goals of the educational process in a totalitarian state are determined by a small group for the benefit of that group; whereas, in a democracy the people order their own goals for the good of the majority. 相似文献
9.
David Whitehead 《Teaching in Higher Education》2013,18(4):519-526
Quantum physics provides an alternative to classical explanations of matter and energy, and may have metaphoric utility in substantiating cognitive explanations of human information processing. Three concepts central to an understanding of the sub-atomic world of quantum physics are: (1) the role of the observer in the interpretation of events; (2) the uncertainty of physical states; and (3) the interconnectedness of the physical world. These concepts have parallels in the psychological world. They support a theory of literacy and learning that, when applied to the teaching of English explains: (1) the role of readers, authors, teachers and contexts in the construction of meaning; (2) the uncertainty and impermanence of meaning; and (3) the interconnectedness of meaning. These concepts challenge mechanistic explanations of behavioural psychology and associated pedagogy used by some teachers of English. Quantum-consistent English teaching engages teachers and students in practices that result in different kinds and levels of literate competence and achievement, and that provide different constructions of what counts as literacy. 相似文献
10.
11.
12.
13.
14.
15.
Brian Street 《English in Education》1997,31(3):45-59
This paper deals with the following questions:
- 1 The ‘problem’: what is the ‘Literacy Debate’ and why do such apparently arcane accounts of language and literacy have such a high profile in popular media?
- 2 What are the New Literacy Studies (NLS) and what are the new understandings of language and of literacy on which NLS are based?
- 3 . What are the implications for literacy education?
16.
Students with disabilities continue to be denied literacy rich experiences with their non-disabled peers. Throughout this article the authors explore how narrow, ability-focused teacher dispositions can perpetuate low expectations and can preemptively deny students with disabilities access to meaningful literacy experiences. Hence, the development of an inclusive literacy disposition is crucial to providing access to robust learning experiences for students with disabilities. The authors describe a research study that utilizes journal writing and a role-play intervention with pre-service general educators in a graduate literacy methods course. Analysis of post-intervention data suggests it is possible to shift narrow, ability-orientated dispositions to broader and more inclusive conceptualizations that support students with disabilities. Implications for both research and practice are discussed. 相似文献
17.
Globally, many people spend most of their time interacting with the products of engineering design as they wear clothes, drink clean water, use transportation systems, and more. Given the omnipresence of engineering design, whose material results are felt daily in people’s lives, it seems especially important that students learn to recognize and question how certain designs promote the welfare and interests of some while remaining inaccessible to others. In this article, we outline a vision for critical literacy instruction in engineering that simultaneously incorporates and challenges professional standards. We—an associate professor of literacy, an engineer, and a teacher at an engineering-focused high school—illustrate how critical literacy instruction might be enacted in the context of engineering design instruction in high schools. We describe how critical literacy can complement disciplinary literacy instruction in engineering as students use critically-focused, disciplinary lenses to move toward social justice. 相似文献
18.
19.
20.