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1.
Monique Eckmann 《Prospects》2010,40(1):7-16
Can Holocaust education be considered a tool for human rights education? If so, to what extent? These questions elicit discussions
among a wide range of educators, and interest among politicians, educational planners, and ministries in charge of memorials.
At first glance the obvious answer seems to be yes; both educators and students have strong expectations in this regard. But
educators in both fields can find it difficult to include both topics in one programme. The article clarifies some basic concepts
regarding the traditions of Holocaust education and human rights education, and then makes a distinction among learning about, learning for, and learning within a framework of human rights. This distinction makes it possible to differentiate the possible contributions, and the limits, of Holocaust
education as a human rights tool in these three areas. Also, as these two fields evolved in very separate ways, common projects
could bring together concepts and experiences from both fields to develop further possibilities. 相似文献
2.
Seyyed-Abdolhamid Mirhosseini Roya Kianfar 《Changing English: An International Journal of English Teaching》2019,26(1):16-29
Decades of theorisation and research on the teaching and learning of second-language writing have hardly created coherent theoretically profound and practically relevant understandings of writing instruction. This article discusses the possibilities and insights created by bringing personal meaningfulness into the realm of writing pedagogy. Briefly revisiting the mainstream landscape of second-language writing theory and, more specifically, addressing aspects of (im)personal academic writing and publishing, we present an overview of the notion of wor(l)d writing, which implies the intimate interconnection of writing and the writer’s individual and social identity. Recognising the role of linguistic forms, cognitive processes and socio-political situatedness of writing practices, such a perspective underscores the importance of balancing these elements and going beyond them by bringing the self of the writer into the writing practice. On this basis, we argue that language and literacy education may be enhanced by acknowledging the little-explored wonders of writing and understanding it as an act of composing and narrating the word-world of the self-other. 相似文献
3.
‘I see what I see from the theory I have read.’ Student teachers learning through theory in practice
This article presents and discusses experiences from a research and development project where Norwegian student teachers were encouraged to bridge theory and practice by following a pupil’s learning processes over time, and to write papers based on empirical data and relevant subject theory. The evaluations of the project received high ratings from the student teachers, and an inductive analysis of the answers to open-ended questions revealed three key aspects behind its success: commuting between field practice and coursework, the authenticity of the tasks and future relevance for the teacher profession. These aspects are interpreted building upon Dewey’s concept educative experience. The findings are discussed in the light of the importance of understanding pupils’ knowledge, and the role of writing in inquiry-based learning processes. The project is also placed within an international discussion on the relationship between field practice and theoretical coursework as arenas for learning in teacher education. 相似文献
4.
In an age of uncertainty, one of the aims of higher education is to establish lifelong learning abilities in students. However,
different authors remain divided on the question of what constitutes ‘lifelong learning ability’. This article proposes the
hypothesis that the cultivation of lifelong learning abilities in higher education needs to be conceptualised and sustained
through a focus on the constitution and operation of agency. The cultivation of lifelong learning as a set of agent abilities
needs to be grounded within the mode of being, a concept inspired by Heidegger, rather than within having or doing. While the importance of developing epistemology by focusing on learning as delivery (having) and interacting (doing) is
not denied, this article suggests that higher education also concerns ontological learning. The Heideggerian perspective on
being provides a more person-focused approach that is useful for providing balance and congruence between feeling and thought
and between mind and body, supplementing the having and doing approaches by inviting students to reflect on their own growth
and leading not only to knowledge construction for problem-solving but also to the construction of subjectivity as a means
of finding meaning in the learner’s existence in times of uncertainty. 相似文献
5.
Titus Hjelm 《Teaching in Higher Education》2013,18(8):871-882
Collaborative learning and critical pedagogy are widely recognized as ‘empowering’ pedagogies for higher education. Yet, the practical implementation of both has a mixed record. The question, then, is: How could collaborative and critical pedagogies be empowered themselves? This paper makes a primarily theoretical case for discourse analysis (DA) as a form of classroom practice that provides a structured framework for collaborative and critical pedagogies in higher education, with a special reference to sociology classroom practice. I develop a tripartite scheme for building a framework for sociological imagination that is, first, sensitive to the discursive aspects of social reality (learning about DA). Second, I illustrate the use of DA as pedagogical tool and classroom practice (learning with DA). Third, I discuss how discourse analytical ideas can be used in evaluating classroom interaction and how these reflexive insights can be used to enhance student empowerment (learning through DA). 相似文献
6.
Carole Bignell 《Literacy》2012,46(1):48-55
At the time of writing, primary English education is, once again, at a crossroads. Within the context of a continuing focus on underachievement in writing for key groups of learners and a large body of research, which suggests that classroom talk is a powerful means of improving children's success in all areas of the curriculum including writing, this article considers two current approaches to talk in the primary curriculum – Talk for Writing and Towards Dialogic Teaching. In doing so, it critically analyses these texts through the theoretical lens of education as social reproduction with a view to identifying their ideological assumptions about the purpose of talk in the curriculum. Discussion considers how such assumptions may influence classroom practice and contribute to the teachers’ understanding of the role of oracy within the primary classroom. The article concludes that whilst both texts might suggest a socially reproductive approach to education, both have the potential to empower the learner through the skilful implementation of oracy as the foundation of teaching and learning. 相似文献
7.
Ezekiel Dixon-Román T. Philip Nichols Ama Nyame-Mensah 《Learning, Media and Technology》2020,45(3):236-250
ABSTRACT In this article, we examine the sociopolitical implications of AI technologies as they are integrated into writing instruction and assessment. Drawing from new materialist and Black feminist thought, we consider how learning analytics platforms for writing are animated by and through entanglements of algorithmic reasoning, state standards and assessments, embodied literacy practices, and sociopolitical relations. We do a close reading of research and development documents associated with Essay Helper, a machine learning platform that provides formative feedback on student writing based on standards-aligned rubrics and training data. In particular, we consider the performative acts of the algorithm in the Essay Helper platform – both in the ways that reconstitutes material-discursive relations of difference, and its implications for transactions of teaching and learning. We argue that, through these processes, the algorithms function as racializing assemblages, and conclude by suggesting pathways toward alternative futures that reconfigure the sociopolitical relations the platform inherits. 相似文献
8.
David Hennessy 《Community College Journal of Research & Practice》2013,37(4):261-275
ABSTRACT The Writing Across the Curriculum (WAC) movement, which swept through all levels of American education during the 1960s and 1970s, seemed a logical remedy for student writing deficiencies. However, the impact of WAC has not lived up to its promise. The WAC movement, as currently implemented in many community colleges, may be ineffective at best. To significantly improve student writing, systemic reform in pedagogical practice in English composition courses and throughout the disciplines is imperative. With no reform, we may unintentionally rob writing of its ability to be a tool for learning, thus negating the movement's primary goal. This article provides an historical perspective of writing across the curriculum, alongside a suggested reform model that includes essential components. 相似文献
9.
Curriculum transformation is a central concern for higher education in response to rapidly expanding technologies, globalisation and the widening diversity of the student and staff body. This is particularly true for South Africa, which is still grappling with inequalities and pressure for social redress in its universities. Early responses to supporting students took the form of add-on, ‘deficit-model’ approaches which understood poor student retention and success rates as emerging from students’ lack of neutral literacy ‘skills’. Recent initiatives have begun to adopt more socio-cultural understandings of literacy that seek to challenge traditional power structures and cultivate horizontal peer-orientated spaces for learning with a focus on practice rather than on product. Writing groups, as spaces for academic writing development, embrace this orientation and are argued to provide a transformative framework that foregrounds proactive student learning and experience, while still accommodating disciplinary learning through peer engagement. Drawing on the successful implementation of such forms of support at a research-intensive university, this paper argues that writing groups can play a critical role in both personal (student) transformation and broader curriculum transformation. Data include anonymous questionnaires and surveys with participants and coordinators of the writing groups. An inductive, constant comparative analysis indicated that students feel empowered in this space to develop not only their writing practices but also their transforming identities as scholars. Writing groups were found to provide ‘safe spaces’ where academic practices can be made explicit and where they can be challenged. The paper therefore argues that writing groups can play a small but key role in broader transformation efforts. 相似文献
10.
Frank Pajares 《Contemporary educational psychology》1996,21(4):325-344
Path analysis was used to test the predictive and mediational role that self-efficacy beliefs play in the mathematical problem-solving of middle school gifted students (n= 66) mainstreamed with regular education students (n= 232) in algebra classes. Self-efficacy of gifted students made an independent contribution to the prediction of problem-solving in a model that controlled for the effects of math anxiety, cognitive ability, mathematics GPA, self-efficacy for self-regulated learning, and sex. Gifted girls surpassed gifted boys in performance but did not differ in self-efficacy. Gifted students reported higher math self-efficacy and self-efficacy for self-regulated learning as well as lower math anxiety than did regular education students. Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory. 相似文献
11.
Yolanda Y. Smith 《Religious education (Chicago, Ill.)》2013,108(3):301-305
Children and young people have the inalienable right to be part of a learning community. Nobody can learn on his/her own. Education is always a communal enterprise. In this article the concept of the “spiritual learning community” is developed as a contemporary answer to the socioeducational issues raised by Martin Buber and John Dewey in the 1930s. Cultural and religious diversity today stimulate education and schooling more than ever before to reconsider the narrative-communicative and spiritual dimension of every learning process. The spiritual dimension of the learning community relates to a specific habitus, namely of de-centration from the self and dedication to the other, and to a specific focus, namely on existential questions as content of the learning process. Insights from philosophy of education and from European religious education theory and concrete experiences of teacher education at the universities of Dortmund (Germany) and Wien (Austria) form the horizon for this reflection. 相似文献
12.
Giuliana Dettori 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):E6-E6
Multimodal composing in classrooms aims to encourage school teachers to change their view of literacy, through the analysis of experiences of multimodal literacies in a variety of learning contexts. Literacy entails not only reading and writing, but, working in different modes, effectively expressing oneself and understanding others’ expressions. Developing multimodal literacies is a powerful tool to foster learning and understanding and hence to improve school education. If what this book is about is likely to appeal to you, I recommend that you arrange to borrow a copy for a while. Giuliana Dettori 相似文献
13.
Fostering synergies amongst learner, task, and technology to create innovative and immersive distance learning environments runs counter to the widespread practice of incorporating traditional classroom pedagogical strategies into Web‐based delivery of courses. The most widely accepted model of online higher education appears to be one of reductionism, whereby learning management systems facilitate the design of easily digested packets of information, usually assessed by discrete stand‐alone tests and academic assignments. This article describes a model for the development of authentic tasks that can assist in designing environments of increased, rather than reduced, complexity. It provides a robust framework for the design of online courses, based on the work of theorists and researchers in situated learning and authentic learning. It describes the characteristics of a task's design that facilitates the requirements of an entire course of study being readily satisfied by its completion, where the students make the important decisions about why, how, and in what order they investigate a problem. The article describes several learning environments that were investigated in depth in the study, and explores the synergies that exist between the learners, tasks, and technology engaged in authentic learning settings. The article leads readers to a conceptual understanding of the role of authentic tasks in supporting knowledge construction and meaningful learning, and illustrates the principles of authentic task design for online learning environments. 相似文献
14.
Ruth Fielding‐Barnsley Corresponding author Nola Purdie 《Asia-Pacific Journal of Teacher Education》2005,33(1):65-76
The aim of the current research was to examine pre‐service, general and special education teachers' attitudes to and knowledge of metalinguistics (awareness of language structure) in the process of learning to read. Effective teachers of reading, writing, and spelling need to understand the relationship between speech and print because these basic language processes are often deficient in cases of reading failure. Teachers also need to be knowledgeable in this area to benefit from psychologist and specialist reports. Using a questionnaire adapted from the Teacher attitudes about early reading and spelling survey and the Survey of linguistic knowledge, 93 pre‐service teachers; 209 general teachers and 38 special education teachers were surveyed. Results indicate a positive attitude to but poor knowledge of metalinguistics in the process of learning to read. Special education teachers performed significantly higher than both other groups on aspects of attitude and knowledge. 相似文献
15.
Åsa Hirsh 《Assessment in Education: Principles, Policy & Practice》2012,19(4):469-485
The focus of this study is gendered differences and similarities in the distribution of individual education plan (IEP) targets given to pupils in Swedish schools. IEP writing is seen as part of teachers’ formal assessment practice. Through qualitative content analysis of data, two main target types emerged: learning targets, related to school subject learning; and being targets, related to personality, behaviour and attitude. Whilst the distribution of learning targets in the different sub-categories was similar for boys and girls, clear differences were found in the distribution of different types of being targets. Possible reasons for the gendered distribution of being targets are discussed from a doing-gender perspective. In addition, the paper discusses what is actually assessed in IEPs, whether there is a relation between the ‘ideal pupil’ and gender and whether the strong focus on being aspects detracts from focus on learning aspects. 相似文献
16.
Cecilia Ferm Almqvist Catharina Christophersen 《International Journal of Inclusive Education》2017,21(5):463-474
Previous studies indicate that ideas related to special education could influence the way arts education is performed and motivated in schools. Further investigation is therefore required in order to raise awareness of how perspectives on inclusion can serve as a starting point for arts education, and vice versa. This article takes it starting point in an ethnographic double case study of arts education practices. Data were collected during the school year 2013/2014 in two Scandinavian schools (for pupils aged 6–13) with an articulated commitment to the arts. The methods used for data collection were observation and interviews. The material was analysed from a phenomenological point of view, and the analysis showed a predominantly holistic view of inclusion in the two schools. Five dimensions of inclusion were identified through the analysis: providing arts education for all, being connected to something larger, allowing access to different forms of expression and communication, establishing preconditions for holistic inclusion, and developing special arts education. The results indicate that these schools have made considerable progress in developing an inclusive arts learning environment. Results also suggest that a holistic inclusive view of education encourages a functional and vivid arts education for ‘all’, both inside and outside the classroom. 相似文献
17.
Noel Entwistle 《Curriculum Journal》2013,24(1):67-82
This article describes the ways in which learning outcomes have been, or will be, investigated within the TLRP projects in higher education. It introduces the term ways of thinking and practising which has been used in one of the projects to describe the intentions of staff in higher education. This term covers what staff see as the essential nature of their discipline and so defines learning outcomes more broadly than is typical in the current specification of intended learning outcomes. The article considers the wide range of differences in learning outcomes that exist across higher education, reflecting different institutional missions and priorities, as well as the fundamental differences that exist between subject areas in the nature of learning outcomes, and considers some of the problems encountered in how to conceptualize and assess them. 相似文献
18.
Fernando Cajas 《科学教学研究杂志》2001,38(7):715-729
Science literacy includes understanding technology. This raises questions about the role of technology in science education as well as in general education. To explore these questions, this article begins with a brief history of technology education as it relates to science education and discusses how new conceptions of science and technological literacy are moving beyond the dichotomies that formerly characterized the relationship between science and technology education. It describes how Benchmarks for Science Literacy, the National Science Education Standards, and the Standards for Technological Literacy have been making a case for introducing technology studies into general education. Examples of specific technological concepts fundamental for science literacy are provided. Using one example from the design of structures, the article examines how understanding about design (i. e., understanding constraints, trade‐offs, and failures) is relevant to science literacy. This example also raises teaching and learning issues, including the extent to which technology‐based activities can address scientific and technological concepts. The article also examines how research can provide guides for potential interactions between science and technology and concludes with reflections on the changes needed, such as the creation of curriculum models that establish fruitful interactions between science and technology education, for students to attain an understanding of technology. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 715–729, 2001 相似文献
19.
Maren Elfert 《European Journal of Education》2015,50(1):88-100
Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education. 相似文献
20.
This study draws upon King’s [1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146] concept of dysconscious racism, extrapolating from it the analogous conceptual device of dysconscious ableism. We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates’ writing through the conceptual lens of dysconscious ableism, to better understand their conceptualisations of dis/ability, and their understanding of existing examples of educational segregation based upon those conceptualisations. We make an argument for the necessity of engaging in studies of ableism in teacher education generally, and also for the usefulness of using the specific conceptual device of dysconscious ableism as a central tool of social justice pedagogy in teacher education. 相似文献