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1.
This article explores two questions: (1) Is education a unique and distinct discipline? (2) Is education anything other than the achievement of noneducational aims or objectives? In it, Trevor Norris examines how these two questions are interconnected, specifically analyzing how what we think about education as a distinct field of study informs what we ask of it as a practice. When we study education, we should be educational about it, because if we render education as the object of study, it is never endowed with agency or distinctiveness. Norris inquires into the distinctiveness of education as a way of thinking and a way of impacting the world, asking what are the conditions that make it possible for us to identify something as “educational”? To investigate this question, Norris draws from Hannah Arendt's account of politics, and he concludes by describing a case study assignment that requires educational foundations students to draw from philosophy of education in order to show what exactly is educational about education by contrasting education with business and psychology.  相似文献   

2.
Parents currently have the unilateral ability to reject special education services. Yet, it is unclear how schools should support students with special education needs in this situation as schools may not challenge a parent's choice to revoke special education assessment consent or the provision of services. Guidelines for school professionals to address this quandary currently do not exist, thus this paper will draw on legal mandates, court precedents, and ethical analysis to provide recommendations for appropriate responses to these situations. In particular, what the related laws dictate, how to support students in the general education classroom, and how to deal with behavior and disciplinary infractions are discussed with attention to the National Association of School Psychologist's ethics for school psychologists.  相似文献   

3.
Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as “educational relationships that support students to feel heard.” In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk-taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research.  相似文献   

4.
The aim of this article is to examine the discourse of Icelandic compulsory school teachers on inclusive education. From 1974 and onwards, the education policy in Iceland has been towards inclusion, and Iceland is considered to be an example of a highly inclusive education system with few segregated resources for students with special educational needs. In particular, the article focuses on what characterises and legitimises teachers' discourse on inclusive education, the contradictions in the discourse and how teachers have involved themselves in the process. We use the approach of historical discourse analysis to analyse the discourse as it appears in interviews with teachers and media articles on education as well as in key documents issued by the Parliament. The article provides an insight into the complexities of this topic and draws attention to underlying issues relevant to inclusive education.  相似文献   

5.
Public mass schooling was the major instrument used by the Americans in the performance of their mission to “civilize” Filipinos. Free primary education was implemented right after the islands’ annexation in 1899 and was a critical component (alongside armed force) of the programme for their “pacification”. For the elite, education formed a route into collaborative involvement in the management of the colonial state. By the second decade of colonization, Filipinos were managing the civil service, participating in elected institutions and installed as mayors and governors. Like that of the Spanish, American colonial governance was profoundly reliant on the collaboration of members of the haciendero class, and thus implicated in the maintenance of long-established social and political hierarchies. But what did the maintenance of that status quo imply for ordinary Filipinos, now increasingly educated and literate in the language of the colonial power? Specifically, to what extent did this combination of socio-economic stasis and educational progress contribute to spurring early labour migration? This article investigates how far labour migration was seen to be, or functioned as, a mechanism for maintaining social and political stability in the American colonial period. It examines how this phenomenon was related to the free and English-based mass education programme undertaken out of an urge to fulfil what Kipling – writing of the American colonial enterprise – termed “the White Man’s Burden”.  相似文献   

6.
These seem to be very special times for mathematics education. The public interest in the topic has never been greater. Probably the most prominent among the occurrences that occasioned this recent leap in popularity are international comparative studies such as TIMSS and PISA. The fact that, in spite of the ongoing efforts toward reform in mathematics education, many countries found the results of the international measurements of their students’ achievements rather disappointing led the ICME 10 Program Committee to create the Survey Team on Relations between Mathematics Education Research and Practice. The team, coordinated by the author of this talk, and including Aline Robert from France, Ole Skovsmose from Denmark, Yoshihiko Hashimoto from Japan, and Gelsa Knijnik from Brazil, was invited to reflect on the question of how research has been informing the practice of mathematics education over the last decade. Following the invitation, the Survey Team turned to the members of the mathematics education community asking them to answer three queries about their own work: (1) How would you describe the essence of your work in mathematics education over the last 5 years or so? (2) During this period, to what extent was your work stirred and influenced by the current state of mathematics education in your country and/or in the world? (3) Do you think that the work done by you and by your colleagues over the last five years or so had, or is going to have, an actual impact on the practice of mathematics education? Analysis of the 74 responses received from all over the world revealed several interesting trends. This article is the text of the ICME plenary address in which the author presented an “executive summary” of the findings.  相似文献   

7.
Posthumanism, or the material turn, refuses to take the distinction between human and nonhuman for granted. Currently discourses in literacy education focus on the ways of incorporating new tools and technologies (products) but within a design perspective, which does not get at the social and participatory ways (processes) of students creating new relationships and realities with materials. A posthuman stance focuses on the processes of literacy artefacts coming into being and what is being produced in the process(es). The social is (re)imagined and (re)defined in processes that encompass social entanglements of humans/nonhuman materials creating newness, new realities. We put to work posthumanist concepts with data that we call the ‘solar system mural assemblage’ from a 7‐ to 8‐year‐old Writers' Studio in order to (re)imagine and (re)define social. We question what counts as ‘social’ when working from a posthumanist stance. Why does a ‘posthumanist social’ matter for literacy educators? How does this perspective not only change our research practices but also pedagogies? We wonder how literacies are produced – how realities come into being – in assemblages of human and nonhuman materials in Writers' Studio. We discuss how and why it matters that we (re)conceptualise the notion of social in literacy education by drawing on posthumanist views.  相似文献   

8.
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9.
Jo Handelsman     

Note from the Editor

Educator Highlights for CBE-LSE show how professors at different kinds of institutions educate students in life sciences with inspiration and panache. If you have a particularly creative teaching portfolio yourself, or if you wish to nominate an inspiring colleague to be profiled, please e-mail Laura Hoopes at lhoopes@pomona.edu.LH: You are deeply involved with the HHMI Teaching Fellows Program at Wisconsin and the Wisconsin Program for Scientific Teaching (Pfund et al., 2009 ), and you''ve coauthored a book about scientific teaching (Handelsman et al., 2006 ). How do you teach people to teach in your summer institutes?Handelsman: The HHMI Graduate Teaching Fellows Program teaches graduate students and postdoctoral fellows to apply theories of learning to classroom practice. The fellows set learning goals and assess whether they''re achieved. It''s theory, then practice.LH: Can you explain a little more about how it works?Handelsman: The program starts with eight weeks of a course, “Teaching Biology” in which the fellows learn about education principles and then practice on each other applying those principles. Then they go on to design their own materials, and finally, in the second semester, use that material in teaching students. In our qualitative and quantitative analysis of their teaching philosophy, we see little change after the first semester. But there is radical improvement after they put their ideas into practice in the second part. People learn by doing.LH: How about a specific example of how the fellows develop materials.Handelsman: There''s a choice of venues, but let''s say one picks the honors biology course. They identify a technical problem, such as explaining Southern, Northern, and Western blotting. Our fellows then develop active-learning materials to address a challenging concept and test them in the classroom, often in multiple sections of a class. They refine and retest them. Another fellow might choose “Microbes Rule,” a course developed by fellows, which teaches about bacteria, viruses, and fungi. That fellow develops learning goals about antibiotic resistance, flu, or contaminated peanut butter, and designs classroom materials to achieve these goals.Open in a separate windowJo Handelsman, HHMI Professor, Department of Bacteriology, University of Wisconsin–Madison, Madison, WI.LH: Do the teaching fellows find the work difficult?Handelsman: It''s a challenge for them to narrow down to a workable subtopic. We work with them to focus on the learning goals, asking “The students will know and be able to do what at the end of this unit?”LH: Did you learn this method of focusing on goals when you were being trained?Handelsman: No, most of us were never taught to consider goals for learning. So in training our fellows, we direct them to focus on that over and over, and ask how their plans relate to the goals. It''s backward design—think about what you want to achieve, then think about how to get there.LH: Assessment is becoming more important at universities and colleges all over the country. How do you teach the fellows to use it?Handelsman: Students design their own instruments. They develop skills to determine whether their goals are being met. We go over the tools with them repeatedly, identify potential downfalls, let them implement, and then review the results to see if they obtained the information needed to determine whether their teaching worked.LH: What kind of questions do they tend to use for assessment?Handelsman: Exam-type questions are important, whether taken as an examination or in a questionnaire. Videos of student presentations with reviewers who score on effectiveness are also useful. We ask how the fellows know if the students understood the material, and how the evidence relates to each of their learning goals.LH: How do they evaluate and incorporate input from past assessment?Handelsman: Before using an instrument for assessment, the fellows develop a rubric to score the quality of the answers. Often they decide to share this rubric with the students. They want to show the students what goal the assessment is addressing, what is an adequate answer, what is an outstanding answer. Then they discuss with their peers how to use this feedback to improve their teaching.LH: I''ve heard faculty members at other places saying that they do lots of assessment but don''t know what to do with it after they are forced to collect the information.Handelsman: I''d suggest that they do less and use it more! Not using assessment results is like designing a new experiment but ignoring your earlier results. If we have the information to improve our teaching, we should use it.LH: A lot of interviews for faculty positions ask for a teaching philosophy. It sounds like your fellows are well-positioned to answer these questions.Handelsman: Yes, they have to write their teaching philosophy several times, discuss it with the other fellows, and rewrite. The fellows have been very successful in obtaining positions.LH: Have you had undergraduate research students?Handelsman: Yes, it''s one of the most important academic activities in which students take part—anything hands-on is good, but undergraduate research is the best because it incorporates inquiry, discovery, real scientific processes. It plays into curiosity. It''s such a rewarding process to watch a student in the research lab! It''s a powerful thing to see them learn and grow into scientists over the course of a semester or two.LH: What motivated you to take on undergraduate research students at the start?Handelsman: I started undergraduate research myself in my first year of college—I walked into a lab and asked to do experiments. The difference between doing research and reading about it is so dramatic. I''ve always assumed that part of the structure of an academic lab is undergraduate involvement. Interestingly, I sometimes give the undergraduates riskier projects than the graduate students, who have more to lose if their projects fail.LH: Thanks for sharing your insights into teaching with CBE-LSE.  相似文献   

10.
The field of management education has been the focus of much debate in recent times. Issues relating to the real world and a lack of relevancy in business schools have caused much of this debate. In particular, questions have been raised regarding why business schools should endeavour to bridge this relevancy gap? However, it is important to define what is meant by relevance. How we define relevance has implications for all stakeholders of management education. As a result, this raises questions about the content and process of management education. For example, how applicable are the alternative approaches to management education such as action learning. How does such an approach translate into the professional practice of educators? What are the benefits and challenges of engaging in such an approach? In particular, what impact does it have for both management educators and their students? When we question what and how we teach it has the potential to open up new questions to be explored and insights to be revealed. This paper reveals a side of management education that is ever present in the philosophy and practice of action-learning practitioners. By exploring the impact of their practice it can inform our understanding and shape future practice. Management education like all education should be open to such exploration. Such an exploration is both timely and relevant for today's educators, students, managers and ultimately society.  相似文献   

11.
Four narrative fragments involving research disseminated globally – namely, United States, Israel, The Netherlands, The People's Republic of China – are used to instantiate the phenomenon of teachers teaching their best-loved selves, without becoming the curriculum themselves. Next, the development of the best-loved self-conceptualization as it emerged in Joseph J. Schwab's scholarship is traced, along with important connections to Michael Connelly and Jean Clandinin's research programme. After that, two important research questions are addressed: (1) If the best-loved self is integral to the teacher-as-curriculum-maker image, what practices might we engage in in teacher education to foster the best-loved self? And (2) How does change happen in pre-service teachers' pedagogical practices and repertoires, given the potential significance of the teacher's best-loved self-image? To conclude, the work returns to the opening narrative fragments to determine the answers that lie within.  相似文献   

12.
A literature review identified 12 strategies that have been empirically linked to improvements in graduate employability. A survey methodology was used to investigate self-reported use and/or perspectives on these strategies among four stakeholder groups. The following questions were asked: to students – What strategies are you using to improve your graduate employability; to graduates – What strategies did you use to improve your employability?; to higher education career development professionals and educators – Which of the following employability strategies do you provide for students?; and to employers – Which of the following strategies undertaken by students does your organisation value when recruiting graduates? Across the four stakeholder groups, 705 responses were received and analysed. The key findings were discrepancies between the strategies reported in the literature and those indicated in the surveys, as well as discrepancies between stakeholder groups in regard to which strategies were indicated.  相似文献   

13.
Dyslexia is a well-known phenomenon and help and assistance are offered to pupils and students who experience literacy difficulties on a regular basis. But what help do they need and want? In this article the responses people with reading and writing difficulties/dyslexia give to this question are discussed. What, if we take the student's own viewpoint, is the most important thing the teacher can do? The students never mention any particular teaching methods. What appears as important to them is that the teacher sees them as individuals, not just as dyslectics, understands the special difficulties with which each individual must grapple, and provides the students with suitable tools for their learning as well as necessary time and space.  相似文献   

14.
There is an urgent need for primary and secondary students to develop awareness, knowledge, attitudes, and an environmental ethic necessary to undertake environmental issues and problems. The need to adequately prepare teachers to teach about the environment, and the challenges the field of environmental education (EE) faces lead us to the research question: In what ways are teacher candidates being prepared to teach primary and secondary students about the environment? Using a case study approach of the 33 teacher education programs in Wisconsin (USA), we explored the ways in which EE is integrated into teacher preparation. Surveys, interviews, and the analysis of course documents (e.g. syllabi, assignment sheets) were used to identify two primary ways in which EE is being integrated – courses and activities. After examining the commonalities among programs that are doing more than typical (such as using multiple ways to include EE or having high quality EE), we explored the role organizational resources – material, human, and social – play in teacher education programs.  相似文献   

15.
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16.
This paper contributes to our knowledge of teacher educators' strategies for, and dilemmas with, working with gender inclusion in teachers' education. It illustrates how gender is constructed and reconstructed in teachers' education. The study revealed that teachers' education is not only – as earlier described – a highly feminised field, it is also a discipline that is permeated by horizontal and vertical segregation typical of higher education. The study analyses how university teacher educators experience and handle consequences of this horizontal segregation, building on interviews with subject representatives at a Swedish university. The results exemplify how university teachers reflect on gender policies and their own roles when working with teacher students. Heteronormative patterns also become visible in strategies meant to facilitate gender equality and desegregation. The author argues for the need to include university teachers' perspectives in future strategies for developing gender inclusion in university education.  相似文献   

17.
《学校用计算机》2013,30(3):103-120
Abstract

Making decisions about which technologies, if any, are appropriate for your classroom or educational institution has never been easy. These difficult decisions are, however, increasing in their complexity as new technologies continually enter the marketplace, expectations of parents and students rise for more technology in the classroom, budget constraints require institutions to do more with less, and the benefits of distance education place mounting pressures on educators to provide resources beyond the boundaries of the traditional classroom. So how do you as an educational leader make the challenging decisions related to distance education and other technologies in your school? This article provides a framework for results-focused decision making that can help you make complicated choices in even the most challenging of circumstances.  相似文献   

18.
History has practically vanished from allied health professional education. We ask, what kind of problem does a ‘history of the professions’ pose for health sciences curriculum? What are the implications of graduates being unschooled in the history of their profession? Literature on knowledge in the curriculum, is used to interrogate how historical knowledge has come to be constituted in professional education fields. We develop a sketch of two particular health professions – occupational therapy and physiotherapy – and ask why it might be difficult to include a history of the profession in these curricula. Our view is that by helping students to cultivate an historical imagination, they can see how their experiences are framed by a fascinating collision of ideas, politics and practices. Furthermore, attention to history can help students better situate their own uncertainties about transitioning to practice enabling them to tackle professional quandaries with hindsight, foresight and insight.  相似文献   

19.
Since the late 1980s and early 1990s, Comparative and International Education (CIE) has almost disappeared from the curricula of teacher education colleges in Ireland, the United Kingdom and the United States. Yet, CIE is experiencing a revival at postgraduate level. This article will explore the reasons for this dichotomy and the decline of CIE in initial teacher education. It will use findings from a research study in an Irish teacher education college to inform this exploration. The author initiated, developed, and offered a CIE course to final year BEd (n=24) students in 2003 and again in 2005. This article will use data gathered during the latter course to explore CIE for undergraduate trainee teachers, considering students’ motivation for choosing to study CIE, their perceptions of CIE, and their beliefs about how it may enhance their professional practice in classrooms. It will explore, in particular, a significant finding that emerged from the study – the potential of CIE in developing student teachers’ capacities to teach in multicultural classrooms.  相似文献   

20.
Shifts are occurring in discourses regarding childcare, creating changes in the development of early childhood education programmes. Childcare, as an important ‘investment’ for the future success of nation-states, is a discourse recently developed across a variety of political arenas, both globally and in local governing bodies and institutions. This article will characterise the dual processes of change affecting how childcare is understood – the need to invest in children, coupled with the scientisation of childhood – in order to place in context the transforming discourse around parenting, and mothering in particular. Two theoretical frameworks guide this analysis: (1) a review of alterations to kindergarten in Ontario, Canada, within an understanding of the ‘social investment state’ welfare regime, reliant on ‘human capital’; and (2) the application of Foucault's analysis of biopolitical apparatuses to show how changes to children's education will monitor and intervene in the formation and regulation of populations. Through an analysis of Ontario's Early Learning Programme, this article will demonstrate the problems of policy that ignores gender while simultaneously redefining ‘good’ parenting.  相似文献   

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