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1.
Gill Vickery 《Children‘s Literature in Education》1993,24(3):185-193
Gene Kemp'sThe Turbulent Term of Tyke Tiler, the focus of this article, won the Carnegie Medal and The Other Award in 1977. Unlike previous medal winners, the book is set in a primary school populated by children from all kinds of backgrounds, getting on with day-to-day life in the classroom. Despite its very local—even very English—setting, the novel has enjoyed enormous success internationally; its sales in Japan, for example, are extensive.The book is an established favourite as an all-class reader with children in the age range of eight to twelve. The gender of the central character, Tyke, is not specified until the final chapter, and almost all readers and listeners assume Tyke to be male. When it emerges that Tyke is, in fact, Theodora at the end of the novel, the revelation usually provides everything from fury to delight- and not a few rueful smiles.This discussion of the Arthurian influences in Tyke has the advantage of using hitherto unpublished material concerning two pieces, Gavin and The Quest, which Gene Kemp kindly shared with the writer.Gill Vickery has taught English in secondary schools in Derby. She has also been a school librarian in Derby and Leicestershire, as well as a Children's Specialist Librarian for Leicestershire Libraries and Information Service, working in the inner city of Leicester. 相似文献
2.
Stephen Wicks 《Children‘s Literature in Education》1980,11(3):124-126
Cle continues its series of accounts of classroom practice with books that teachers have found successful as class readers with their students.Stephen Wicks is Head of the English Department at Camborne Comprehensive School in Cornwall. He has chosen an American novel, Theodore Taylor'sThe Cay, which he reads with classes of thirteen-year-old boys and girls drawn from the whole ability range.Barbara Hall is in her second year of teaching at The Woodrush Comprehensive School, near Birmingham. She teaches Stan Barstow'sA Kind of Loving to classes of average ability who are taking the Certificate in Secondary Education in English Literature. 相似文献
3.
The Changing Debate on Internationalisation of Higher Education 总被引：3，自引：0，他引：3
Ulrich Teichler 《Higher Education》2004,48(1):5-26
Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding. 相似文献
4.
Suzanne Rahn 《Children‘s Literature in Education》1990,21(3):155-163
Suzanne Rahn is an associate professor of English at Pacific Lutheran University, specializing in children's literature. She is the author ofChildren's Literature: An Annotated Bibliography of the History and Criticism (Garland) and is currently at work on a book of Rediscoveries in Children's Literature. 相似文献
5.
Proving is convincing and explaining 总被引：4，自引：0，他引：4
Reuben Hersh 《Educational Studies in Mathematics》1993,24(4):389-399
In mathematical research, the purpose of proof is to convince. The test of whether something is a proof is whether it convinces qualified judges. In the classroom, on the other hand, the purpose of proof is to explain. Enlightened use of proofs in the mathematics classroom aims to stimulate the students' understanding, not to meet abstract standards of rigor or honesty. 相似文献
6.
Lawal O. Adetula 《Educational Studies in Mathematics》1990,21(4):351-365
48 children from primary 4 in private and public schools (24 from each) were asked to solve 10 arithmetic word problems (involving more or less as the cue word) presented in English and in their native language. Retrospective clinical interviews were also conducted to find out how each child analyzed the meaning of each problem, before deciding which operation to use to solve it. The results revealed that both public and private school children performed better both in skills and in strategies when problems were presented in their native language than when presented in English, but only public school had the result to be significant (P<.025). Also data obtained from the interviews are in accord with psycholinguistic theories concerning the polarized comparative pair of less and more. 相似文献
7.
A test of logic using implicational and disjunctive sentences was given in English to first-language English speakers, in Chinese to first-language Chinese speakers, and in English to Chinese students in an English language university. No differences in overall performance were found on the if...then sentences. Differences among groups on or sentences were not attributable to Whorfian differences in logical thinking. It was deemed likely that poor command of English, or perhaps low confidence in English, led to slightly lower scores among the bilingual group. 相似文献
8.
Matthew Eve 《Children‘s Literature in Education》2004,35(2):171-198
C. Walter Hodges first came to prominence as the author/illustrator of Columbus Sails in 1939, which the Junior Bookshelf hailed as The best book never to have been awarded the Carnegie Medal. Widely acclaimed for the treatment of its subject matter, its powerful narration, and accompanying dramatic line illustrations, Columbus Sails was the first of a number of vivid historical novels written and illustrated by Hodges, including The Namesake (nominated for the 1964 Carnegie Medal), The Marsh King (1967), and The Overland Launch (1969). He is internationally recognised both for his indispensable and learned books about the Elizabethan theatre (for which he gained the Kate Greenaway Medal for illustration in 1964) and his vital illustrations to other authors' texts. This timely article is based on interviews and correspondence between the author and Hodges, and traces and celebrates the latter's life and career as a writer, book illustrator, teacher, and scholar. 相似文献
9.
Betty Miles 《Children‘s Literature in Education》1980,11(3):133-146
Betty Miles, a member of the U.S. Editorial Board ofCle, asked eight other writers to reflect along with her on what it is like to talk with their readers in schools.The brief essays below are as varied as their authors' styles, but one theme runs through all of them: the importance of face-to-face encounters to writers, as well as to their young readers. These first-hand reports suggest, both explicitly and implicitly, ways of enriching author visits so that children's interaction with a real live author can enhance their interest in reading, and in writing.Betty Miles has written many picture books for young children and six novels for older readers, most recentlyMaudie and Me and The Dirty Book andThe Trouble with Thirteen. She and her husband live in Tappan, New York, where her three grown children went to school. 相似文献
10.
Joseph S. Roucek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):374-380
Conclusion This historical survey of the educational goals developed on behalf of the immigrant and refugee in America indicates that there has been a complete cycle. The first systematic educational efforts, as we have shown, were aimed at teaching the immigrant the English language so that he would be useful for his tasks in American industry. Then came the period which extended this educational goal by offering instruction in several aspects of acculturation (officially, assimilation, but a concept which has never been put into effect in the history of America's minorities). The post-war period saw the stress on the academic level on the cultural democracy concept; but this ideal has been more academic than practical, and World War II saw no definite evidences of the popular interest in any Americanization program. The recent waves of refugees, bringing in more or less well-educatedindividuals, saw a revival of educational efforts on their behalf; but they differ from the former endeavors in their emphasis on individual education and on instruction in English. The social aspects of acculturation — featuring, in general, the period between World War I and II — have been entirely ignored 1). 相似文献
11.
Katherine Jensen 《Higher Education》1982,11(1):67-83
This study presents a model of lifestyles based on the form of women's acculturation to academic life. The model rests on the assumptions of patterned behavior and values which can be termed women's culture and academic culture respectively. Since becoming academics requires women to mediate the boundary between behaviors expected of women and those expected by the overwhelmingly male academic profession, an acculturation rather than socialization model was employed.The in-depth study of the acculturative modes of professional behavior is both an exploratory and a qualitative effort to derive issues and categories from women's own perceptions. Forty-two women from diverse disciplines and institutions were interviewed. Interviewees were either advanced PhD candidates or had recently entered professional work.Three modal categories emerged from content analysis of intensive interviews. Reorientation reflected the effort of women to exemplify the norms of male academic culture. Reaffirmation required the command of both professional norms and traditional feminine roles and values. Reconstitution was an effort to reformulate professional participation into a lifestyle more compatible with women's cultural norms. 相似文献
12.
Marianne MOdica 《Early Childhood Education Journal》1992,19(4):32-34
Sit Down! shouts Judy, with more than a trace of frustration in her voice. She is trying to maintain control of a group of preschoolers who are none too interested in the lesson she has worked so hard to prepare. Jonathan, if you won't join the circle you'll have to sit in the time-out chair, she states with determination.Marianne Modica is Program Coordinator for the Calvary Christian Academy and Happy Day Child Care Center in Wayne, NJ. 相似文献
13.
At a highly technical institution, this interdisciplinary problem-solving course was designed for students who had been placed on probation or suspended. Two professors, with divergent backgrounds in mathematics and literature, collaborated in the research, planning and teaching. The course stresses the cross-disciplinary applications of tools such as analogy, using a variety of assignments in mathematics, logic and literature. The importance of both ill-structured and well-structured problems is discussed, as is the rationale for including oral presentations, group problems, and a formal debate in the curriculum. The article emphasizes the value of cross-disciplinary collaboration for studentsand faculty, as it presents an approach to teaching reasoning skills that could be applied to a variety of academic settings.She is currently Chairman of the Reading and Writing Department of the Learning Development Center at Rochester Institute of Technology where she also teaches courses in the College of Liberal Arts. She has given professional presentations on teaching interdisciplinary problem solving, using student research to examine ethical issues, and implementing writing across the curriculum. She has also reviewed several contemporary novels and written on the fiction of Henry James.She is currently an assistant professor in the Mathematics Department of the College of Science at Rochester Institute of Technology. She has given numerous presentations at regional and national conferences on interdisciplinary problem solving, mathematical problem solving, using writing to teach mathematics, art and mathematics, and math anxiety. She is Past-President of the New York College Learning Skills Association and a 1983 recipient of the Eisenhart Award for Outstanding Teaching at Rochester Institute of Technology. 相似文献
14.
Many universities, recognizing the student as the main consumer of college instruction, have begun to seek his views regarding the quality of teaching. In this study the Israeli student's concept of a good teacher has been investigated. A sample of second year university students were asked to select the three most important characteristics of a good teacher from a list of fifteen.It was shown that students attached primary importance to method of instruction. Of secondary importance was the teacher's ability to spark intellectual growth. Research talents, personality, and academic status were of relatively little concern. Social science, life science, law and medical students all concurred in emphasizing the importance of the teacher's ability to communicate ideas, whereas humanities students stressed his ability to stimulate thinking.It appears that undergraduate students rate teachers by their ability to transmit knowledge rather than according to the university's criteria of research and publication.The concepts good teacher and effective instruction are used interchangeably in this article, although they are not identical. 相似文献
15.
The temporal dimension of gender inequality in academia 总被引：1，自引：0，他引：1
Nina Toren 《Higher Education》1993,25(4):439-455
This paper examines gender inequality in academic careers by applying Merton's concept of socially expected durations (SEDs). Women's relatively slower advancement along the academic hierarchy has been traditionally attributed to their traits and constraints. The concept of SED shifts attention from the individual to the organizational level, and the actual and expected augmented durations between promotions for women are viewed as part of the structural arrangements of academic institutions and their culture. It is argued that because of the distinct characteristics of academic careers, time-in-rank is an important dimension distinguishing among otherwise very uniform occupational roles and career patterns. The implications of conceptualizing career discrepancies in terms of socially expected durations are discussed. 相似文献
16.
Robert J. Martin Jr. 《Instructional Science》1974,3(3):299-306
Truisms have the disadvantage that by dulling the senses they obscure the truth. Almost nobody will become alarmed when told that in times of continuity the future equals the past. Only a few will become aware that from this follows that in times of socio-cultural change the future will not be like the past... At any moment we are free to act toward the future we desire. In other words, the future will be as we wish and perceive it to be. This may come as a shock only to those who let their thinking be governed by the principle that demands that only the rules observed in the past shall apply to the future. For those the concept of change is inconceivable, for change is the process that obliterates the rules of the past (Von Foerster, 1972). 相似文献
17.
Judith Armstrong 《Children‘s Literature in Education》1978,9(2):59-66
The relationship of past and present and the linking of characters through time and place are themes that underlie the work of many writers for children. This article considers the use of the Ghost as a literary device to allow the exploration of what is, what has been, and what might have been, particularly in the 1973 Carnegie Medal Winner,The Ghost of Thomas Kempe, by Penelope Lively.Judith Armstrong was brought up in Lancashire. She has travelled widely, and taught young children in England and Ethiopia. She is currently working on themes associated with the supernatural in children's books. 相似文献
18.
Alice Sterling Honig 《Early Childhood Education Journal》1989,16(4):14-17
The lusty birth cry with which most babies enter the world is the first in a long series of vocal behaviors which ever increase in communicative effectiveness as a child grows through infancy into the preschool years. By the time a child enters elementary grades, he or she can understand and use thousands of words (Honig, 1982b). Pronunciation is almost entirely comprehensible. The child uses the main grammatical rules very well such as adding ing for the progressive tense, or ed for the past tense, or using negation correctly as in I don't like liver (De Villiers & De Villiers, 1979; Elliot, 1981). Children can understand double meanings for words by four years of age. A child might explain to you that A turn is when your car turns around a corner, and it also is when you take turns on the playground. Linguistic humor becomes possible as the child becomes able to play with and make a play on words (Honig, 1988).
Alice Sterling Honig teaches at Syracuse University in the Department of Child and Family Studies, College for Human Development, in Syracuse, NY. She is an editorial board member of Day Care & Early Education. 相似文献
19.
Exploring the Concept of ‘Habitus’ with Preservice Teachers Through the Use of Popular School Films 总被引：1，自引：0，他引：1
James Trier 《Interchange》2002,33(3):237-260
The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice. 相似文献
20.
Enrico Giannetto 《Science & Education》1993,2(3):227-238
Through a physical, historical and epistemological analysis it is shown how much is wrong with the idea that relates impetus theory to a non-grown-up physical and epistemological conception. Indeed, it yields that impetus theory of Buridan and Oresme can be formalised and can furnish us a natural, non-violent interpretation of (classical) mechanics as well as a more general, physical hermeneutics of the world. Then, the possible relevance of impetus theory for science education is strongly pointed out. 相似文献