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1.
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
2.
Yan Yang 《Interchange》2018,49(1):69-84
My childhood experience in school was fragmented from my out of school experience where I lived in rural China. School subject matters were reduced to bits and pieces. I excelled in this artificial symbolic world. Progressing from preschool to graduate school, I trained to teach in that world, and gained the opportunity to study at Harvard. My first course there was with Eleanor Duckworth. To put students in close contact with subject matter, and to listen to learners explain what they think, Duckworth's course creates space where learners develop direct relationship with subject matter. Throughout the semester, we record the moon as we observe it, share observations, and discuss questions. In contrast with my prior schooling, we learners are responsible for following our emerging curiosities. Narrating from my moon study in that course, I chronicle how I came to grasp what it means to learn through truly experiencing exploratory learning. Reentering my moon study in researching for this paper became a search for what previous years of my schooling had taken away from me: confidence and dignity as a learner. 相似文献
3.
Carl Leggo 《Interchange》1998,29(2):169-184
In my work with preservice teachers I face daily a dilemma. My student-teachers come to me with an urgent practical agenda: What do I need to know in order to survive in the world of school? In effect they want me to tell them how to fit into a world that they assume is structured like a grammar, with traditions and conventions and rules and patterns. They are seeking ways to conform to the pedagogic world as it has been written, but I hope they will seek ways to transform the pedagogic world, always written and always in the process of being written. I hope my student-teachers will seek ways to write, actively and deliberately and imaginatively, the pedagogic world of students and teachers. I want them to learn to live un/grammatically, to challenge the ways in which the world has been written for them, to know that they are not only written by the world, but that they also write the world. I invite my students to write the unwritten sentences, the sentences that interrogate and subvert syntax and semantics, the sentences that create spaces where my students can live un/grammatically. 相似文献
4.
简评：本文能够按照题目要求,展开叙述,内容完整、切题。详细介绍了作为一名初中生在学校、在家里应该怎样去做,而且对未来和谐社会寄予希望。作文中运用了studyhard,askfor,help…do,talkwith等动词短语,将身边事情的处理方式描述得非常详细。且结构严谨,语法准确,体现了作者快乐、健康、向上的积极心态。 相似文献
5.
KATE PARSONS 《The International Journal of Art & Design Education》1995,14(2):193-203
My initial interest in multi-cultural art education coupled with a wish to promote more cultural equality was inspired by my two years teaching experience in Kenya, Africa. The contrast of cultures gave me an objective view of my own culture on my return home and I found that I had not only changed as a person as a result, but wanted to continue that change, which gave me the motivation to become a research student, whilst lecturing. As a lecturer in and around the Bristol area it came to my notice through informal conversations with my colleagues at work that they held quite racist views. This I felt was a very insular way of viewing the world when global communications were very efficient and wide spread. In view of this, I chose to investigate to what extent Further Education staff in art and design were racist, and to consider how that might affect students' performance in terms of self-esteem, achievement and assessment. I took a psychodynamic approach to the interview schedule which was based on my experience and training as an art therapist, as well as an artist-sculptor and lecturer, and used Race Awareness Training (RAT), and specific criteria to base and analyse the data collected during the research. An interpretative paradigm was used in the final analysis and evaluation of this small scale study. The qualitative methodology used was felt to be more applicable to a personal approach because it gained clearer and more honest information in this sensitive field. 相似文献
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《Chinese Education & Society》2013,46(2-3):116-138
… My mother was, in fact, the teacher that started my education, and even before I first went to school, she had already taught me to recite poems of the T'ang and the Sung. I received my first schooling when I was four-and-a-half years old. There was a family school in my home that accepted mostly people from our own family, with the exception of one or two children of some relatives. The number of pupils was 10 or 12, and though it was a very small school, it included a variety of grades comprising college, middle school, primary school, and even kindergarten students…. 相似文献
8.
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
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《Chinese Education & Society》2013,46(2):116-117
Early in 1972 my pupil Chang Chu-tung became ill and had to stay home for a while. Her mother came to me, "My daughter is so worried that she'll fall behind in her studies that she often cries." I offered to come to her house to give her special tutoring, but that night after I got home, I thought it over and realized that my own time is limited. It would be better to organize others in the class to help her. I told my idea to the class and all the children volunteered. I chose three for the task. 相似文献
11.
Yesterday I was fourteen years old. Of course, it was my birlhday. My parents were both at home, I wanted to have o birthday party, so they helped me get everything ready for the biilhday the day before yesterday. 相似文献
12.
Robert H. Anderson 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):257-261
My abhorrence of neoliberalism helps to explain my legitimate anger when I speak of the injustices to which the ragpickers among humanity are condemned. It also explains my total lack of interest in any pretension of impartiality, I am not impartial, or objective … [this] does not prevent me from holding always a rigorously ethical position. (Freire, 1998, p. 22) 相似文献
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Arnold Horowitz 《The Educational forum》2013,77(4):403-425
The records of the New York City Police Department and the New York State Department of Correction would show that my career of crime began at fifteen when I was committed to the Elmira Reformatory for robbing a Tenth Avenue grocery store. These records are slightly inaccurate. My underworld career really began four years earlier, at the tender age of eleven, when I “turned off” a Ninth Avenue cigar store for a load of cigarettes and candy and an armful of Nick Carter and Old Sleuth magazines. I have indelible memories of that blood-and-thunder fiction which furnished me with patterns for my adolescent exploits. Moreover, it convinced me that George Washington and Abraham Lincoln were sissies compared to Jesse James, “High Card Mike,” and the Younger Brothers. Safe cracking and train robbery, it also convinced me, was a better racket than statesmanship. 相似文献
17.
完美情人节(英文) 总被引：2，自引：0，他引：2
Roger J.Robicheau 《海外英语》2009,(2)
You are my perfect Valentine An awesome fact to have you mine Such love and pride you show to me As great as one could ever be I realize how you make me feel For all you are just makes it real You are the one that I wished for My life through you can only soar Your love surpasses all that's fine 相似文献
18.
Anita Reardon 《The International Journal of Art & Design Education》2012,31(2):127-139
This article shares my experience as a doctoral student researching within the domain of art and design education. This is a professional doctorate bringing together my experience as an educator and that of researcher where boundaries between education and social science research disciplines cross. My research paradigm is situated within critical theory. It is an interpretive hermeneutic study where I am cast as a participant ethnographer. At the time of writing I wanted to make known the issues and tensions that I encountered with research protocols, such as permissions mechanisms and ethical gatekeepers. These tensions I still perceive as confining, but more significantly, I realise that knowing and understanding research methodology is key to achieving creative and unpredictable research practice. This article is, therefore, focused on my journey to discover a research methodology that enables me to use a creative voice. By this I mean a method by which I can develop a writing style that articulates my practice that enables me in the construction and reporting of my research analysis to fully capitalise on my reflexive self. I have referenced papers produced by others at the time of writing their doctoral thesis and have found this enlightening. This is my contribution. 相似文献
19.
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
20.
原文
I went to bed at night 11 with snow outside.I shrinked into the quilt inside,picked up the alarm clock,alarm clock was found stopped-Ⅰ forgot to replace the battery.It was so cold,I would not rise again.I called my mother,"Mum,my alarm clock is dead,tomorrow still catch an early bus,six clock,when you give me a call and told me to get up."My mother's voice was a little dumb there.May be have been asleep.She said:"Well,my dear." 相似文献