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1.
Vasant Natarajan 《Resonance》2010,15(8):723-732
The Physics Nobel Prize, 2009 has been awarded jointly: one half to Charles K Kao “for groundbreaking achievements concerning
the transmission of light in fibers for optical communication”, and the other half to Willard S Boyle and George E Smith “for
the invention of an imaging semiconductor circuit — the CCD sensor”. In this article, we explain the basic ideas behind these
inventions, and why the choice is appropriate in interpreting Alfred Nobel’s will in who should get these prizes. 相似文献
2.
Irving Louis Horowitz 《Academic Questions》1992,5(2):32-40
This essay was originally presented as part of the panel “The Social Sciences, An Intellectual Balance Sheet,” at “On the
State of Academic Discourse,” the third national conference of the National Association of Scholars, held in Minneapolis,
October 18 to 20, 1991. It is part of the opening chapter of a book scheduled for publication in 1993 by Oxford University
Press tentatively entitledThe Decomposition of Sociology. 相似文献
3.
Sandra Stotsky 《Prospects》2007,37(4):489-500
This article recounts the battle in the “math wars” that took place in Massachusetts, United States in 1999–2000 over the
scope, content and teaching of the state’s K-12 mathematics curriculum. Harsh controversies arose between the partisans of
a “reform-math” movement stressing an undefined “conceptual understanding” and student-created algorithms and those, including
the author, advocating an academically stronger mathematics curriculum as well as fluency in students’ computational skills
with whole numbers and fractions. While “reform-math” supporters privileged and fought for a radical constructivist view of
mathematics learning, the Massachusetts Board of Education decided to implement mathematics standards that linked strong academic
content to the development of authentic computational competencies in students. Following the introduction of newly revised
mathematic standards in 2000, real progress was reached in terms of student achievement. According to the results of the 2007
tests in reading and in mathematics for Grade 4 and Grade 8, reported by the National Assessment of Educational Progress (NAEP),
Massachusetts ranked first nationwide in mathematics and tied for first place in reading, with its students having made significant
gains from 2005 to 2007. The article makes a strong case for evidence-based curriculum design and implementation, freed, as
much as possible, of mythologies and misconceptions. It explains why it was necessary to reject the theoretical assumptions
and pedagogical strategies embedded in the National Council of Teachers of Mathematics’ 1989 and 2000 standards documents.
It also highlights the importance of a strong personal life and working “principles” underpinning the mission of curriculum
developers: successful reform “strategies” are indeed meaningless in the absence of such durable personal beliefs and values.
Sandra Stotsky is Professor of Education Reform and holds the 21st Century Chair in Teacher Quality in the Department of Education Reform at the University of Arkansas in Fayetteville, USA. From 2003 to 2005 she was a Research Scholar at Northeastern University, and from 1999 to 2003 she was Senior Associate Commissioner at the Massachusetts Department of Education. During that period she directed complete revisions of the state’s licensing regulations for teachers, administrators, and teacher training schools, the state’s tests for teacher licensure, and the state’s PreK-12 standards for mathematics, history and social science, English language arts and reading, science and technology/engineering, early childhood (preschool), and instructional technology. She is editor of What’s at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and author of Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). In May 2006 she was appointed to the National Mathematics Advisory Panel and is a co-author of its final report, released in March 2008. 相似文献
| Sandra StotskyEmail: |
Sandra Stotsky is Professor of Education Reform and holds the 21st Century Chair in Teacher Quality in the Department of Education Reform at the University of Arkansas in Fayetteville, USA. From 2003 to 2005 she was a Research Scholar at Northeastern University, and from 1999 to 2003 she was Senior Associate Commissioner at the Massachusetts Department of Education. During that period she directed complete revisions of the state’s licensing regulations for teachers, administrators, and teacher training schools, the state’s tests for teacher licensure, and the state’s PreK-12 standards for mathematics, history and social science, English language arts and reading, science and technology/engineering, early childhood (preschool), and instructional technology. She is editor of What’s at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and author of Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). In May 2006 she was appointed to the National Mathematics Advisory Panel and is a co-author of its final report, released in March 2008. 相似文献
4.
The framing of school curricula and syllabi is a basic stage in the complex process of educational development. It may be
said to be the clearest and most concrete ‘scholastic’ and ‘didactic’ expression of a task that begins with the taxing problem
of defining objectives, continues with the establishment of the structures appropriate to aims and such objectives considered
desirable and practicable, and ends with the evaluation of their present efficacity and possibilities for the future. 相似文献
5.
Xiangrong Wu 《Frontiers of Education in China》2008,3(1):123-136
The paper estimates the returns to overeducation by the Over-Required and Undereducation (ORU) model. The estimated results
indicate that the returns to overeducation are positive, but lower than the returns to required education, which suggests
that while overeducated employees’ earnings are diminished, they still can benefit from it. The paper also attempts to estimate
the returns to overeducation by occupations, industries and regions. The result shows that in the field where educational
level has much to do with the skills required by employers, education-job match has a greater effect on one’s earnings, such
as professionals and skilled persons. On the contrary, education-job mismatch has little effect on one’s earnings, such as
non-skilled employees, administrative and clerical employees. In addition, the returns to overeducation are lower or insignificant
for those working in competitive but lower paid industries and areas. Conversely, the returns to overeducation are higher
for those working in the highly monopolized and highly paid industry and area. It can be argued that regardless of the incidence
of overeducation, those with higher level of education prefer to choose the lower level of job in these industries and areas.
__________
Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2007, 5(2): 136–146 相似文献
6.
Maike Philipsen 《The Urban Review》1994,26(4):257-272
This article describes the cultural consequences of the local school closing in a predominantly black community (Centerville)
as a result of desegregation policies. Based on oral accounts of community members, the author unearths the diverse functions
the former all-black school used to have in the community. Furthermore, the possible reasons for the nostalgia with which
the community remembers its “own” school are analyzed. It is shown why the predominantly white schools to which today's students
are bused cannot possibly “pass the test” of comparison with the former community school. And finally, the article reminds
us of two promises ofBrown, only one of which has been fulfilled in the case of Centerville. While racial segregation of schooling was indeed abolished
in Centerville, the second promise ofBrown—providing equal educational opportunities for all children irrespective of race—remains elusive at best. And the very institution
that would be central to fulfilling the second promise ofBrown—a school for which the town feels a sense of ownership—was closed for the sake of desegregation.
Parts of this article have been the basis for an oral presentation at the South Atlantic Philosophy of Education Society meeting,
Richmond, VA, October 1993, and are published in the SAPES Proceedings, 1993, pp. 109–114. 相似文献
7.
8.
Betty B. Sheffield 《Annals of dyslexia》1991,41(1):41-54
This paper discusses a philosophic basis for Orton-Gillingham teaching and attempts to demonstrate how certain of the features
of such multisensory teaching act to remediate language problems exhibited by many dyslexic students. The common basis of
the array of programs coming from both Orton and Gillingham is addressed. Some individual strengths and minor differences
between Orton and Gillingham variations are examined.
The author is grateful to Margaret Rawson who coined the phrase “Structured Flexibility” in her article, “The Structure of
English: The language to be learned,” in theBulletin of the Orton Society 20:103. 相似文献
9.
Dr Rod Fawns 《Research in Science Education》1996,26(1):1-22
The aims of the junior technical schools in Victoria were, from the time of their formal establishment in 1911, to provide
preparatory education-training for two groups. First, for the relatively small number who proceeded to higher technical education,
appropriate for industrial chemists, engineers and architects, and secondly, for the relatively larger numbers who sought
to enter skilled trades. The first successful campaign in Australia for a general science for all other secondary students
in Victoria was waged in the War years 1939–43 on a platform of science as “a badge of utility and a key to good citizenship”.
These were the modest terms upon which science teaching secured a more central place in the classical literary curriculum.
The final campaign twenty years later in technical schools was fought on the platform that school science was “not just a
servant to trade or engineering courses.” 相似文献
10.
Yahui Su 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,30(6):517-530
This essay considers the non-instrumental vision of the learning society through the analysis of its conceptual logic and
meaning based on A. J. Cropley’s approach. It outlines a view of the learning society whereby learning is an end in itself
rather than a means of achieving other economic or civic purposes, as currently described in relevant literature and policies.
How the learning society might possibly be developed in practice without attachment to any further concerns is considered.
When regarded as being an end in itself, the learning society focuses on the inherent value of learning. Learning is valuable
for its very presence, in the sense that it has decisive, long-term effects in shaping one’s character. The development of
one’s “learning to become” can become effective when one learns in the learning society. This view opens up a “thought experiment”
of how the learning society could be supported in practice. The internal consistency of this possible logic of society and
meaning as explored here can be seen as a goal to strive for, a commitment to uphold. 相似文献
11.
研究型大学在国家自主技术创新中的作用 总被引：1，自引：0，他引：1
The world is increasingly merged into a global market economy, and the government’s intervention power in economy has rapidly
given way to that of science and technology. For the world’s major economic powers, indigenous technological innovation has
become a national strategy for enhancing competitiveness. Investment in scientific and technological innovation has become
the most important form of strategic investment and strategic technological industry has become a forward-looking deployment
and key priority in innovative national building. Research universities may have critical strength in and important social
contribution to indigenous technological innovation. An innovative government may achieve this by making use of the research
university’s mechanism and characteristics of technology transfer, clarifying the university—industry relationship and providing
relevant policy incentives. The article concludes with an analysis of the advantages, problems and making strategies of Chinese
research universities in indigenous technological innovation.
__________
Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2008, 28(2): 7–15 相似文献
12.
曾晓东 《Frontiers of Education in China》2009,4(2):175-187
Regulation refers to governmental restrictions over enterprise in order to protect public interest. Research on governmental
regulation in China primarily focuses on public utility, and inadequate attention has been paid to regulating college tuition.
Currently, although the educational administrative agencies have successfully kept college tuition at the level of the year
2000, the governmental regulation on tuition has not achieved the effects expected because it has not been able to lower college
tuition to the level that the public is willing to accept, and it has not established any internal scientific management system
in colleges. The ultimate goal of college regulation should be establishing a healthy order among various social groups. After
tuition is capped, the priority for constructing a scientific college management system is to define the goals for governmental
regulation on college tuition. A feasible option for now is to replace cost analysis with intervention institutions and to
improve the situation of asymmetric information.
Translated by FENG Xiaojie from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2007, 28(8): 33–38 相似文献
13.
The different ways caregivers engage themselves with toddlers can transform daily interactions, for it is the quality of these
innumerable experiences that form the basis of the very young child's “curriculum.” The authors discovered that “being fully
in the present” has many benefits and rewards. They became more mindful and reflective using this technique, and their sensitivity
toward caring for children grew. 相似文献
14.
教育实验研究方法的再认识 总被引：1，自引：0，他引：1
Xiaowei Yang 《Frontiers of Education in China》2007,2(3):349-365
The scientificalization of educational research methods was always the most predominant in the two tides of educational experiment
in China in the twentieth century, the result of which was unexpectedly dissatisfactory, because researchers misunderstood
the connotation of scientificalization in such a degree that resulted in the worship for methods and thought of replacement.
If researchers reflect dialectically on the classic codes of experiment, and aim at reconstructing the viewpoint of experiment
in education in the dimensions of ideas and pattern, they would guide the research on education by an “ideal type”, decently
intervene the “logic of practice” with the “logic of theory”, so that the theorists and practitioners in education can finally
coexist and co-develop.
相似文献
15.
Zhonghua Zhang 《Frontiers of Education in China》2007,2(2):214-228
Pedagogy was initially imported into China, known as “a discipline imported from abroad”. The introduction of Pedagogy and
its Sinicization almost went hand in hand. The Sinicization has gone through six stages, which showed that more attention
should be paid to Chinese educational reality, scientific research methods and the relationship between academic research
and ideology. What is more, original research should be advocated and the relationship between national cultural and educational
heritage and foreign educational theory should also be handled well.
Translated from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2006, (6): 86–92 相似文献
16.
David J. Walbert Ph.D.degree in History 《TechTrends》2000,44(2):15-17
The vastness of the World Wide Web is both its attraction and its challenge. For people with a high-speed connection, plenty of time, and experience with technology, the Web can be a wonderful resource. Unfortunately, most teachers needing instructional resources for their classrooms do not have these assets. LEARN NC was created with this mainstream of teachers in mind, and to a great extent we have made the Web more accessible to them. Although we cannot give them more or faster Internet connections, we can help them make more efficient use of the time they have by making resources easy to use and providing training. We have been most successful when we have been able to “boil down” the content of the World Wide Web into a more manageable form. This requires a difficult balancing act: in order to provide as much good educational content as possible, we are constantly expanding our resources, but this growing content must be kept manageable and easy to access, or teachers will not be willing or able to use it. As a result, we must continually refine our existing resources. With these refinements, we believe—and our participating teachers concur—that our “one-stop-shopping” approach to educational technology is a helpful one for teachers and can provide a useful model for educators elsewhere 相似文献
17.
Eric Toshalis 《The Urban Review》2012,44(1):1-35
How teachers “care” for students is a well-established line of inquiry in educational research, but the ways such “care” may
function as symbolic violence have received scant attention. In this ethnographic investigation of classroom disciplinary
interactions, the characteristics and functions of preservice teachers’ care discourses are examined. By translating deficit
discourses into expressions of praise for students’ nonacademic talents, the participants’ rhetoric of care effectively shifts
blame for failure from teacher to student. The preservice teachers’ expressions of care also function to veil the power being
produced in such rhetoric, to frame the teacher as victim when said care is rejected, and to reverse the carer/cared-for dynamic
when teachers’ attempts to inspire academic progress are unsuccessful. Implications for teacher education and teacher development
are provided as are suggestions for how to recognize and implement more authentic forms of care. 相似文献
18.
中国学术制度建构的历史与现实境遇 总被引：1，自引：0，他引：1
阎光才 《Frontiers of Education in China》2009,4(3):323-342
The rise and development of China’s academic system is a process that started from “passively accepting Western Learning”;
to today’s “catching up with Western Learning and even exceeding it”;. In the last century, China experienced a turbulent
and unstable social environment in which academics and politics have always been intertwined. As a result, the internal logic
of China’s academic system shares similar characteristics with its Western models, but is unique in certain ways at the same
time. In the complex and inseparable relationship between academics and politics, which involves both love and hate, the logic
that academics must serve political needs, on one hand, establishes the co-existence of the academia and the government, which
provides a relatively stable environment for academic activities within the system; on the other hand, it also jeopardizes
the ecological environment in which the academics can develop according to its own internal logic. For exactly the same reasons,
even at present, internalization means something special and complex for Chinese academia because, on one hand, it truly represents
academia’s strive to meet international standards; on the other hand, the pushing factor behind this “voluntary”; stance is
still state and political power.
__________
Translated by FENG Xiaojie from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2008, (6): 21–28 相似文献
19.
E. P. Wigner 《Resonance》2009,14(10):1018-1027
The present discussion is not put forward with the usual pride of the scientist who feels that he can make an addition, however
small, to a problem which has aroused his and his colleagues’ interest. Rather, it is a speculation of a kind which all of
us feel a great reluctance to undertake: much like the speculation on the ultimate fate of somebody who is very dear to us.
It is a speculation on the future of science itself, whether it will share, at some very distant future, the fate of “Alles
was entsteht ist Wert dass es zu Grunde geht”*. Naturally, in such a speculation one wishes to assume the best of conditions
for one’s subject and disregard the danger of an accident that may befall it, however real that danger may be. 相似文献
20.
William E. “Brit” Kirwan 《Innovative Higher Education》2010,35(2):101-111
Higher education in America has experienced periodic “inflection points” that have served to significantly alter the higher
education landscape and dramatically change the focus and actions of the American research university community. We are on
the leading edge of a new inflection point that could be—despite prevailing economic challenges—an opportunity for higher
education to meet and address some of the great challenges facing our nation, such as economic competitiveness, health care
and health care delivery, and environmental sustainability. These are challenges higher education is, in fact, uniquely suited
to address. 相似文献