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1.
Sarah K. Cantrell 《Children‘s Literature in Education》2010,41(4):302-322
This article examines the multiple worlds in Philip Pullman’s His Dark Materials trilogy in light Pierre Bourdieu’s “space of possibles” and the combination of chance and choice that impact Lyra and Will’s
decisions. Rather than viewing chance or destiny as disempowering, this article considers how the protagonists’ choices also
encourage readers to confront their own notions of space in the world outside the narrative. As Lyra and Will work to escape
and restore the dystopic multiverses through which they travel, Pullman’s text challenges readers to recognize and repair
the dystopias in their own worlds and to accept the Keatsian “negative capabilities” of ambiguity and mystery in place of
facile escape. Given this pedagogical imperative, Pullman’s enclosure of Lyra and Will in their separate worlds lies at the
heart of his resistance to escapist tendencies of fairy-tale endings. Fantasy must be grounded in reality because Pullman’s
readers must also continue the struggle for wisdom in their own worlds no less than Lyra and Will. 相似文献
2.
Michael Lockwood 《Children‘s Literature in Education》2009,40(4):296-305
This article looks at how Ted Hughes’ poetry for children developed over more than 30 years of publication. It traces the
movement from his earlier, more conventional rhyming poems, such as Meet My Folks! (1961) and Nessie the Mannerless Monster (1964), to the mature, free verse “animal poems” for older readers of Season Songs (1976c), Under the North Star (1981) and the “farmyard fable” What is the Truth? (1984). The article argues that the later lyrical poems for younger readers where Hughes returned to rhyme, The Cat and the Cuckoo (1987) and The Mermaid’s Purse (1993), represent an undervalued final phase of Hughes’ work for children which is rarely discussed by critics. The discussion
considers Hughes’ changing attitude to the concept of the “children’s poet” at different periods of his career. Reference
is made throughout to Hughes’ own writing about children and poetry, such as Poetry in the Making (1967), and to parallel developments in his poetry for adults. 相似文献
3.
C. S. Yogananda 《Resonance》2006,11(10):8-17
Archimedes is generally regarded as the greatest mathematician of antiquity and alongside Isaac Newton and C F Gauss as the
top three of all times. He was also an excellent theoreticiancum-engineer who identified mathematical prob lems in his work
on mechanics, got hints on their solution through engineering techniques and then solved those mathematical problems, many
a time discovering fundamental results in mathematics, for instance, the concepts oflimits andintegration. In his own words,“… which I first dis covered by means of mechanics and then exhibited by means of geometry”. In this article we briefly describe some of his main contributions to mathematics. 相似文献
4.
Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy 总被引：1，自引：0，他引：1
Jean Schmittau 《European Journal of Psychology of Education - EJPE》2004,19(1):19-43
The aim of this paper is to demonstrate that in spite of some superficial similarities the current mathematics reform in the
US based on constructivist principles differs substantially from mathematical education based on Vygotskian cultural-historical
theory (V.V. Davydov’s mathematics program), and to illustrate the manner in which Davydov’s program virtually obliterates
the conceptual-procedural division that has fueled the current “math wars”. Both constructivism and Davydov’s approach emphasize
the active character of students’ acquisition of mathematical concepts. Constructivists, however, begin the instructional
process from the children’s preexistent concepts while Vygotskians reorient it toward acquisition of what Vygotsky defined
as “scientific” rather than “spontaneous, everyday” concepts. A three-year study of the implementation of Davydov’s elementary
mathematics program in a school setting in the US found that the American children overcame the initial challenges of the
program, consistently resolved computational errors conceptually, and finally demonstrated the ability to solve high school
level mathematics problems. The curriculum appeared to foster the development of theoretical thinking, an explicit goal of
Davydov’s program, which constitutes its major value and educational significance. 相似文献
5.
Silvia Cristina Bettez Jean Rockford Aguilar-Valdez Heidi B. Carlone Jewell E. Cooper 《Cultural Studies of Science Education》2011,6(4):941-950
This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America:
A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which
videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis
is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier
emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential
to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and
Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical
reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but
also users and critics of such knowledge. 相似文献
6.
Tony Brown 《Educational Studies in Mathematics》2012,80(3):475-490
In this volume, Wolff-Michael Roth provides a critical but partial reading of Tony Brown’s book Mathematics Education and Subjectivity. The reading contrasts Brown’s approach with Roth’s own conception of subjectivity as derived from the work of Vygotsky, in which Roth aims to “reunite” psychology and sociology. Brown’s book, however, focuses on how discourses in mathematics education shape subjective action within a Lacanian model that circumnavigates both “psychology” and “sociology”. From that platform, this paper responds to Roth through problematising the idea of the individual as a subjective entity in relation to the two perspectives, with some consideration of corporeality and of how the Symbolic encounters the Real. The paper argues for a Lacanian conception of subjectivity for mathematics education comprising a response to a social demand borne of an ever-changing symbolic order that defines our constitution and our space for action. The paper concludes by considering an attitude to the production of research objects in mathematics education research that resists the normalisation of assumptions as to how humans encounter mathematics. 相似文献
7.
Don Randall 《Children‘s Literature in Education》2010,41(1):28-39
Robert Louis Stevenson’s poem “Foreign Children,” Rudyard Kipling’s poem “We and They,” and Frances Temple’s youth novel The Beduins’ Gazelle are the texts submitted to detailed analysis in this article, which examines cross-cultural perspectives in relation to imperial
and post-imperial social contexts. Stevenson is shown to portray the basic structure of an imperial cross-cultural perspective,
which Kipling problematizes and calls into question. Analysis of Temple reveals her awareness of the problems and limitations
that inhere in an imperial perspective and shows that her work presents innovative, contemporary approaches to the representation
of cross-cultural perspectives. 相似文献
8.
The aim of this article is to shed light on some aspects of professional responsibility by investigating students’ visions
of future work and notions of professional responsibility. The data is based on interviews with samples of freshmen in three
educational programmes at the University of Oslo in Norway. The data has been analysed in relation to two thesis claimed by
Steven Brint: “The rise of a utilitarian ethos” in higher education and the movement from “social trustee professionalism”
to “expert professionalism”. The findings show that the students in our sample do not think of higher education primarily
as a means to get credentials that will be useful in the labour marked. An intellectual interest in the discipline is the
most prevalent reason for the students’ educational choices. Furthermore our findings support an orientation towards “expert
professionalism” rather than “social trustee professionalism”. But, embedded in the perspective of an expert there is an emphasis on ethical knowledge, moral and/or societal responsibility
and the wish to do good for others. However, the students’ sense of responsibility seems to be restricted to certain “localism”
of their specific occupation. Based on the findings we argue that the students reveal a moral awareness that should be taken
seriously by the educational institution in order to foster critical rationality and professional commitments. 相似文献
9.
Sunil Mukhi 《Resonance》2005,10(12):193-202
Conclusions Dirac’s philosophy of mathematical elegance led to his pioneering work on magnetic monopoles and inspired a large number of
subsequent developments. It remains true that magnetic monopoles have never been detected, despite numerous attempts, but
after all it was Dirac who once remarked, “It is more important to have beauty in one’s equations than to have them fit experiment”.
One might therefore assume that he was more than satisfied with the impact of this work.
This is not quite the case. Towards the end of his life, the complete lack of experimental evidence for magnetic monopoles
began to weigh on him. In 1981, a year short of his 80th birthday, he was invited to Trieste for a conference to commemorate
the 50th anniversary of his monopole paper. He declined the invitation due to the strain of travelling, but sent a letter
of thanks to Abdus Salam, the Nobel Laureate and Director of the Centre at Trieste. In this letter, Dirac wrote: “I am inclined
now to believe that monopoles do not exist. So many years have gone by without any encouragement from the experimental side.”
Dirac passed away nearly two decades ago, but it remains to be determined who was right about monopoles: Dirac in 1931, or
Dirac in 1981. 相似文献
10.
Hayo Siemsen 《Science & Education》2012,21(4):447-484
George Sarton had a strong influence on modern history of science. The method he pursued throughout his life was the method
he had discovered in Ernst Mach’s Mechanics when he was a student in Ghent. Sarton was in fact throughout his life implementing a research program inspired by the epistemology
of Mach. Sarton in turn inspired many others (James Conant, Thomas Kuhn, Gerald Holton, etc.). What were the origins of these
ideas in Mach and what can this origin tell us about the history of science and science education nowadays? Which ideas proved
to be successful and which ones need to be improved upon? The following article will elaborate the epistemological questions,
which Darwin’s “Origin” raised concerning human knowledge and scientific knowledge and which led Mach to adapt the concept
of what is “empirical” in contrast to metaphysical a priori assumptions a second time after Galileo. On this basis Sarton
proposed “genesis and development” as the major goal of Isis. Mach had elaborated this epistemology in La Connaissance et l’Erreur (Knowledge and Error), which Sarton read in 1913 (Hiebert 1905/1976; de Mey 1984). Accordingly for Sarton, history becomes not only a subject of science, but a method of science education. Culture—and science
as part of culture—is a result of a genetic process. History of science shapes and is shaped by science and science education
in a reciprocal process. Its epistemology needs to be adapted to scientific facts and the philosophy of science. Sarton was
well aware of the need to develop the history of science and the philosophy of science along the lines of this reciprocal
process. It was a very fruitful basis, but a specific part of it, Sarton did not elaborate further, namely the psychology
of science education. This proved to be a crucial missing element for all of science education in Sarton’s succession, especially
in the US. Looking again at the origins of the central questions in the thinking of Mach, which provided the basis and gave
rise to Sarton’s research program, will help in resolving current epistemic and methodological difficulties, contradictions
and impasses in science education influenced by Sarton. The difficulties in science education will prevail as long as the
omissions from their Machian origins are not systematically recovered and reintegrated. 相似文献
11.
Coosje van der Pol 《Children‘s Literature in Education》2012,43(1):93-106
This article explores what it means to be a competent reader of picture storybooks by examining the abilities of some 4–6-year-olds,
who were read stories aloud in class. Jonathan Culler’s concept of “literary competence” was used to tease out the children’s
implicit knowledge of the structures and conventions that enable them to read a work of fiction as literature. From a more
practical point of view, Lawrence Sipe’s class-based work, discussing picture storybooks with first and second grade children,
provided some useful guidelines. This current study draws on an educational design experiment involving “literary conversation
guides,” which help probe children’s understanding of such story features as character and irony. 相似文献
12.
Educational reform in Singapore: from quantity to quality 总被引：1，自引：1，他引：0
Pak Tee Ng 《Educational Research for Policy and Practice》2008,7(1):5-15
In 2004, Prime Minister Lee called teachers to “teach less” so that students might “learn more”. In 2005, the Ministry of
Education clarified this philosophical statement to mean transforming learning from quantity to quality—“more quality and
less quantity” in education. This is in line with the national vision of ‘Thinking Schools, Learning Nation’. This policy
initiative, which began in 2004, is set to change the fundamental nature of education in Singapore. This article discusses
this initiative, its major implications for schools in Singapore and the challenges to be addressed in the implementation
of the policy. In particular, the article discusses the issues of understanding an engaged learning paradigm, establishing
signposts for the shift from quantity to quality and the difficulties of system-wide transformation. The challenge for schools
is to go beyond the form of the initiative to bring real, substantial and sustainable educational change through this movement. 相似文献
13.
Daniel Teodorescu 《Tertiary Education and Management》2006,12(1):75-88
Using concepts from Davenport and Prusak’s “Working Knowledge” and other recent research on knowledge management, this article
discusses the processes through which institutional knowledge is created, managed and transferred throughout the university
and ways in which institutional researchers can improve these processes. A special emphasis is placed on the need to strengthen
the “knowledge brokerage” function – an essential role that institutional researchers are expected to play in large universities.
Important principles of knowledge management are illustrated with examples from the author’s university. 相似文献
14.
This article examines the life of Friedrich Froebel, the founder of the kindergarten movement and his first 10 “gifts to children.” The author suggests that Froebel’s philosophy of German Romanticism caused the waning use of his methods. He continues to state that Froebel’s development of instructional material and structured play-based curricula is worth re-examining during this time for greater accountability and expectation for the early academic success of children. 相似文献
15.
Katherine Richardson Bruna 《Cultural Studies of Science Education》2010,5(2):383-422
In this article, I return to the interactions of Augusto and his teacher in an “English Learner Science” classroom in a demographically-transitioning
US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19–59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto’s science
education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class,
ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as “the disciplinary production of class-specific subjects” (p. 31). Coming from a subsistence farming community
in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in
his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class.
Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher’s
instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation.
My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to
science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice
informed by transnational social capital, like Augusto’s. 相似文献
16.
Determining the candidate teachers’ opinions regarding self-efficacy towards alternative assessment will be beneficial in
that this will improve their competencies while using these approaches in their applications within the classroom. In this
article, the development and validation of the “Self-efficacy towards Using Alternative Assessment Scale” (SUAAS) is introduced.
The SUUAS is a 26-item scale for assessing candidate teachers’ self-efficacy towards using alternative assessment. Data collected
from 424 candidate teachers provide evidence for the validity and reliability of the scale. The results provide evidence for
a valid and reliable self-efficacy scale with 3 factors, which are named as “Self-efficacy towards Using”, “Self-efficacy
towards Challenges” and “Self-efficacy towards Using Sources”. The Cronbach’s alpha value of the entire scale has been found
as 0.89, while those of the sub-factors are 0.88, 0.86 and 0.71, respectively. Followed by additional validation studies,
the SUAAS will serve as a valuable tool for both instructors and researchers in education to assess teachers’ and candidate
teachers’ beliefs related to their self-efficacy towards using alternative assessment approaches. 相似文献
17.
When critics consider young people’s practices within cyberspace, the focus is often on negative aspects, namely cyber-bullying,
obsessive behaviour, and the lack of a balanced life. Such analyses, however, may miss the agency and empowerment young people
experience not only to make decisions but to have some degree of control over their lives through their engagement with and
use of technology, which often includes sharing it with others in cyberspace. This was a finding of research conducted by
Nicola Johnson, which also informs the two novels considered in this article, Cory Doctorow’s Little Brother and Brian Falkner’s Brainjack. The article draws on Pierre Bourdieu’s theory of acts of resistance (Acts of Resistance: Against the New Myths of our Time, 1998) to demonstrate how these fictional representations of hacker heroes make a direct address to their readers to use their
technological expertise to achieve social justice. Rather than hacking primarily to “see if they can do it,” the protagonists
of these novels acknowledge the moral ambiguity of hacking and encourage its responsible use. 相似文献
18.
Peter Sloat Hoff 《Innovative Higher Education》2009,34(4):203-217
In a crisis-plagued world looking to higher education for knowledge, wisdom, and solutions, higher education itself is stumbling.
Its transformational thinking has frozen up like an overstressed computer program; and we need, in effect, to “push the reset
button.” In 1953, the renowned and controversial president of the University of Chicago, Robert M. Hutchins, authored a refreshing
and provocative work, The University of Utopia, containing ideas that still challenge today’s paradigms. He argued for institutional independence over “accountability,”
“outcomes,” and “stakeholders.” He indicted educational evils he called “industrialization,” “specialization,” “philosophical
diversity,” and “social and political conformity” and suggested ways to defeat them. Although his 56-year-old thoughts on
reconceptualizing the multiversity are not a panacea, they could help higher education make a fresh start. This essay reintroduces
the modern reader to Hutchins’s iconoclastic and stimulating ideas in the hope of restarting the stalled agenda for educational
reform. 相似文献
19.
Pei Wen Tzuo 《Early Childhood Education Journal》2007,35(1):33-39
This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced
tensions between teacher control and children’s freedom. While ECE professionals advocate the importance of children’s individual
interests and needs in education, they diverge somewhat in their perspectives about the teacher’s role in education. This
article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky,
Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high
children’s freedom are not exclusive of one another: children’s freedom is defined in an active way, as freedom to participate,
rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of “impressionist painting”,
which may offer some insights helpful to those who have struggled with the tension between teacher control and children’s
freedom in the context of progressive and critical pedagogy. 相似文献
20.
Corrie Giles 《Journal of Educational Change》2006,7(3):179-208
This article focuses upon the sustainability of secondary school visions during a period of increasingly complex economic, social, demographic, and accountability driven change (1970–1990). Much of the classic change literature of this period highlights the failure of teachers to implement reform, and implicitly leans towards overcoming their resistance with short-term solutions so that external mandates can be institutionalized more effectively. Longitudinal studies are rarely attempted that consider the cumulative impact of both internal and external “change forces” upon teachers, or that identify the conditions necessary to ensure the sustainability of a schools vision “over time”. Viewed through the lens of resiliency, this article explores data from two high schools that participated in the Change Over Time Study (Spencer Foundation Grant number 199800214). Data suggest that not only can teacher resistance to innovation make good sense, but also, under certain conditions rarely supported by standardized reform, it can evoke a resilient, even activist, self-renewing response to change otherwise perceived to be disruptive or harmful to their school’s founding vision. 相似文献