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1.
安东尼&#;圣艾修伯里 《语数外学习(高中版)》2008,(18):59-60
一想到自己明天就没命了,不禁陷入极端的惶恐。我翻遍了口袋,终于找到一支没被他们搜走的香烟,但我的手紧张得不停发抖,连将烟送进嘴里都成问题,而我的火柴也在搜身时被拿走了。我透过铁栏望着外面的警卫,他并没有注意到我在看他,我叫了他一声：“能跟你借个火吗？”他转头望着我,耸了耸肩,然后走了过来,点燃我的香烟。 相似文献
2.
《Educational Assessment》2013,18(2):191-202
In their response to my article, "Item Response Theory, Vertical Scaling, and Something's Awry in the State of Test Mark," Yen, Burket, and Fitzpatrick (this issue) question the validity of my field observations. I present evidence that validates those observations. They claim that my simulation was unrealistic. I present evidence (convincing, I believe) that they are simply misinformed. They argue that Thurstone scaling has several weaknesses. I present information that should enable them to understand the procedure better and that reveals that the supposed weaknesses do not, in fact, exist. They say they are very "up front" about not being able to measure students at the extremes accurately but claim the vast majority of students are assessed well, thus implying that my use of data for students at the 2nd and 98th percentiles led to conclusions that would not be found if other segments of the score distribution were examined. I duplicated the analyses at the 15th and 85th percentile points and demonstrated that they were wrong. Yen et al. seem to be convinced that the variance of performance decreases (they use the term "homogenization") as learning progresses. Using their published data for 7 on-grade tests administered at the beginning and end of each school year, when the same on-grade test form was used-thus eliminating any confounding introduced by scaling—I show that in 67 of 77 instances the variance increased. This should serve as convincing evidence to the most doubtful person that the variance of performance increases as learning progresses. Given that there is a serious problem, as clearly illustrated in Figure 2, I suggest some avenues that research could take to address it. 相似文献
3.
One fine afternoon I was walking along Fifth Avenue,when I remembered that it was necessary to buy a pair of socks.I turned into the first sock shop that caught my eye,and a boy clerk who could not have been more than seventeen years old came forward."What can I do for you,sir?""I wish to buy a pair of socks."His eyes glowed.There was a note of passion in his voice."Did you know that you had come into the finest place in the world to buy socks?"I had not been aware of that,as my entrance had been accidental.…… 相似文献
4.
Seena M. Skelton 《International journal of qualitative studies in education》2019,32(3):225-242
In this essay, I reflect on how an equity-focused technical assistance (TA) practitioner who holds intersectional minoritized social identities is in a unique position to introduce tensions in the TA activity system, disrupt marginalizing dominant narratives about difference, and affect educators’ development of new ideas about the treatment of difference in schools. To start, I situate myself as the TA provider by focusing specifically on the socio-historical context in which I experienced public K-12 education as a Black, woman with a dis/ability. Next, I outline three reflections related to my experience with the treatment of difference during that time, particularly in terms of race and dis/ability; I consider how my personal history informs my current interactions within the provision of equity-focused TA. I identify three marginalizing impacts resulting from educators’ treatment of my and other students’ difference; and describe three strategic moves I employ to disrupt and mitigate these impacts. Additionally, I reflect on the question: How might my social identities, intersectional education history, and lived experiences serve as instruments that evoke tensions and affect interactions within the TA activity system? 相似文献
5.
Richard A. Cornell 《Educational Media International》2013,50(4):209-213
Abstract The author recounts the joys and foibles of 18 months spent as an Acting Director of the Learning Resources Centre in an Australian college of advanced education located in rural New South Wales. It is his contention that both the successes and failures of the project could have been maximized and minimized respectively had there been greater efforts made to bridge existent cultural gaps between the Australian and overseas participants. He further reflects upon some axioms learned in retrospect which might be helpful to others who would consider accepting future overseas assignments. Finally, he had waited with keen anticipation to return to the scene of his 18‐month experience which he describes as having been filled with joy, love, and despair. This reunion took place in July of this year. He is happy to report a total absence of despair, just joy and love. It was a rainswept night in July 1973 and the passenger terminal adjoining Sydney Harbour was aflurry with activity. Eighteen months earlier, to the day, I had disembarked at the same terminal, filled with the excitement of what the future would bring — a future to be spent, in large part, some 300 miles distant from this thriving capital city of New South Wales. Now the time had arrived when I would once more board a ship and return to my homeland. The emotions I felt when leaving on that dark rainy evening ranged from joy to love to despair. I was joyful in knowing that, as the ship slowly eased away from the quay, I could see no less than 100 friends who had come to bid me farewell, some from several hundred miles distant. I experienced the kind of love one has for a true richness of experience which one knows will never occur again, at least not in the same meaningful way. That love extended to all who were waving goodbye to me from the dockside, and to many hundreds more people from all walks of life who, while not able to join me in a last farewell celebration, had made the past 18 months for me the most memorable ever, but there was also an intense sense of despair—a feeling that I had not accomplished half of what I had envisaged back in February 1972 when I first stood on Australian soil. Now, in August 1988, some 16 years after my departure, I was once more headed for that fabled ‘Land Down Under’ and before I did so I wanted to resurrect those cherished memories of 1972‐73. In so doing, I wanted to see if there might be lessons to be learned, ideas that would come to mind which — examined in retrospect — might prove both helpful and interesting to those vast legions of international educators who would follow where I had trodden, not necessarily in Australia but in any country other than that of their birth. That is the intention of this article. 相似文献
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7.
《Studying Teacher Education》2013,9(1):69-83
For many years I have engaged future mathematics teachers in activities that focus on emotional dimensions of their learning. Even those teachers who were able to reconstruct themselves as learners of mathematics had difficulties with changing their practice. Through a series of autobiographical stories, I examine my own experiences as a teacher and a learner. These stories—one from a computer class, one from a workshop for elementary teachers, one from college, and one from eighth grade—serve as data from which I draw themes that capture the tensions that I experience as I teach. Sharing these tensions with mathematics teachers has had an impact on the way the teachers talk about their teaching and promises to change how they teach. The paper is written to encourage teacher educators to adopt the practice of sharing teaching and learning stories with their students. 相似文献
8.
《Chinese Education & Society》2013,46(4):96-101
I'm a graduate from a professional high school and started to work just last year. Introspective by nature, I like to spend my time listening to music and reading books, and have had little contact with boys. I hadn't met any I liked even after I reached twenty-two. I didn't feel there was anything wrong in that, but my parents got worried and found a boyfriend for me. He's a college graduate, works as a dispatcher, and is of medium stature. At first I was happy to go to the movies with him and walk in the streets. But after a month or so, I felt as though I were with a colleague. He is quite knowledgeable in his own profession, but he doesn't know much about life. I often found his company uninteresting and unexciting. So I wanted to part with him. When I talked to my parents, they strongly disagreed and kept saying how much better his conditions were as compared to mine. I realized how much concern they felt for me, so I didn't insist. But all my subsequent efforts only brought me pain, and I simply couldn't feel the least bit of love for him. During this impasse, his father fell ill and had to have an operation. Before the operation, he had a discussion with my father and requested that our relationship be confirmed. I had a quarrel with my father, but finally gave in and, with a heavy heart, accepted money and a pair of earrings. 相似文献
9.
Tim McInerny 《中学生英语》2005,(26)
Since high school I have always wanted to study in a country other than my own. However my parents always informed me that it was too expensive. This was until luck turned my way one day while I was at university. My advisor called me and asked me to go and see him as soon as possible. I just knew it had to be good news. I could barely stand the suspense and went to his office with a nervous happiness in my tummy My advisor told me that I had been offered a scholarship to study at Central Washington Univers... 相似文献
10.
My original paper, “Toward a Post-Modern Agenda in Instructional Technology” (Solomon, 2000), was an interdisciplinary review
of the literature and offered multiple perspectives of the subject, a post-modern approach sometimes referred to as multivocality.
I found several themes inherent in the literature, which I presented as eight general assumptions about post-modernism for
consideration, discussion, and adoption. Then, I concluded the paper with a discussion about the potential contributions of
post-modern concepts in instructional technology. In a reaction to my paper, Voithofer and Foley (this issue) misinterpreted
some of the purposes and assumptions expressed, by seeing my view as an effort to construct a model of a post-modern agenda,
which could not be further from my original purpose. This paper serves to clarify my position as a sequel to their response.
David L. Solomon is Creative Director in Training Operations at PentaMark Worldwide. He is also Research Fellow at the Learning
Development Institute
Author's note: I was introduced to post-modernism during a group project in one of Rita Richey's graduate classes at Wayne
State University. My interest in the subject flourished, and post-modernism became the focus of my dissertation research.
Clearly, I found a problem to solve: No one I knew could explain post-modernism, and almost everyone I encountered in the
field had no idea what it was. Gary Morrison was a member of my doctoral committee and introduced me to the classic works
of Morris (1946), Knowlton (1964;1966), Stevens (1969; 1970), and Cassidy (1982). Under his guidance, I submitted my work
to the Association for Educational Communications and Technology (AECT) and was awarded the 2000 ETR&D Young Scholar Award.
Richey and Morrison encouraged me to explore this topic with rigor and clarity and I am grateful for their support. 相似文献
11.
B. Everard Blanchard 《College Teaching》2013,61(2):35-36
Instructors often struggle to find the right balance of sternness and leniency with their students, especially in the beginning stages of their careers. An instructor who is too casual risks being overrun by students who do not take him or her seriously. The professor who is too strict might inadvertently thwart students’ creativity and stifle their potential success. The following commentary reflects my own journey to a balanced rapport with students in a university classroom setting. Over several years, my interactions with students have gone from overly formal to embarrassingly casual before finally settling somewhere in between. My experiences serve to help both novice as well as experienced educators hone their rapport with students to create an enriching classroom environment. Various studies have shown gains in student learning due to quality instructor/student relationships and the present commentary aims to aid instructors in finding a balanced and meaningful rapport with their students. In my endeavors, I have found a balance by showing students I can be an effective teacher while also showing them that I am human with a life outside of the classroom, just as they are. 相似文献
12.
Kathleen deMarrais 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):80-88
For this collection of articles celebrating the 50th anniversary of the American Educational Studies Association, I was invited to contribute a narrative detailing my history and relationship to the field, influences to my development as a scholar, the state of the field during my presidency, and any advice or guidance I might share with current scholars and graduate students of Social Foundations of Education. As with any story, my perspectives are partial, based on my memories of events and experiences, and may or may not be consistent with the views and memories of others. 相似文献
13.
Robbie Nicol 《Educational Action Research》2013,21(1):39-56
In this article I review my own teaching effectiveness specifically relating to a postgraduate university course. Whilst the theoretical material of the course promotes action there is no formal requirement for students to actually undertake action, leaving me to wonder whether my teaching has had any effect beyond the limitations of the course. I conducted a small-scale enquiry involving a recent cohort to explore this. An organising framework of single-loop, double-loop and triple-loop learning is introduced to distinguish between shallow and deep learning based on the differing degrees of intensity in the way that students reported their learning experiences and actions. The data show that the reflexivity reported by students, who are wrestling with concepts of self and agency, is consistent with what has been termed ‘inquiry as stance’. I have learnt that agency lies not just in the actions of students but also in the way they approach, internalise and externalise their own teaching and learning. 相似文献
14.
Kenneth Tobin 《Research in Science Education》2000,30(1):89-106
This autobiography examines research in which I was involved while learning to teach science in an inner city high school.
As an experienced science educator I had mainly experienced schools associated with students from the middle class. When I
came to a university in an inner city environment I had to learn first how to be streetwise in the city and then, when I began
to teach, I had to negotiate with students my right to teach them. Most students were very resistant to my efforts to teach
them science. The paper describes many of the difficulties I experienced as I endeavoured to teach science to students who
were ethnically, curriculum to the interests and extant knowledge of students is emphasised. Implications of my experiences
are described for three aspects of urban high schools: teaching science, identifying and enacting appropriae science curricula,
and educating prospective science teachers. 相似文献
15.
On a hot summer morning in 1989 I finished packing my things in my flat in Dublin. Two suitcases were not enough to hold them all so I had to use plastic supermarket bags for the remainder. My friend Tom arrived in his car to take me to the airport. After coffee at the airport we shook hands and said goodbye and it was only then that I noticed my hand was shaking. My voice was also shaking and my breath was coming out in uneven waves. Tom was my good friend from schooldays and in saying goodbye to him I was saying goodbye to so many good memories, saying goodbye to my country. 相似文献
16.
Tina Boikos 《海外英语》2008,(8):50
Peristeri means a clove in Greek. It's also the name of the area I was staying while I was visiting my grandmother's family in Athens, Greece. Surrounded by a myriad of unfamiliar faces, jetlagged and exhausted, I tried to make sense of all the buzzing conversations going on around me. Sitting on the veranda of my grandmother's sister's home in Peristeri, I studied the faces of my relatives; I barely knew any of them at the time, and the newness of my surroundings captivated me, regardless of my knee-trembling sleepiness.…… 相似文献
17.
Erin T. Miller 《Early Childhood Education Journal》2010,38(4):243-249
In this article, I interrogate a previous and harmful “If Only” mindset I held as an early childhood literacy teacher. I describe
the “If Only” mentality as the idea that if only the parents and families of the students I taught changed, schools and teachers
could serve their children better. This deficit way of thinking led to a number of mistakes I made as a still-new, white,
middle-class, monolingual Reading Recovery teacher who was unprepared to value the home and community literacies of a population
of students and families from linguistic, cultural, and economic backgrounds other than my own. 相似文献
18.
Raul Reyes 《海外英语》2007,(3):27
When I arrived as a freshman at Harvard 25 years ago, I was in alien territory. I had a check from my dad for $300, which was supposed to last until I found a job. One of my dorm mates, on the other hand, told me that he had $7,000 in his checking account. 相似文献
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狗狗日在中国的一家商店里,一只狗正在和顾客们打招呼。店主莫清给她的宠物狗穿了一条牛仔裤和一件T恤来欢迎和吸引顾客。狗狗坐在商店门前的台阶上。老板说：“他很有礼貌。有客人进来的时候。他就会叫几声表示欢迎。”多有礼貌的狗狗呀!想念朋友一名逃犯请求政府让他回到原来的监狱。这是为什么呢？因为他想念他的朋友。37岁的瓦希尔·伊万诺夫从2005年3月越狱之后一直在逃亡。他说：“我受不了了。我已经在监狱里待了九年,完全无法适应监狱外的生活。我想念我的朋友,做一个自由的人让我感到很痛苦。”保加利亚旧扎戈拉监狱的监狱长立即让伊万诺夫回到了监狱,他将继续服刑两年,以服满11年刑期。他很可能会因为逃狱而增加刑期。 相似文献