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1.
David Evanier is a novelist and critic. He has written for The New York Times Book Review, Commentary, theParis Review, The American Spectator, National Review, and other journals. 相似文献
2.
Brian V. Street 《English in Education》1998,32(3):17-20
This short piece is written in response to a piece by Colin MacCabe in the last issue of English in Education in which he commented on an article that I had written in Vol. 31, No. 3. 相似文献
3.
Margaret Smith Crocco 《理论付诸实践》2018,57(4):270-280
This article is a pedagogical case study reflecting on the Teaching the Levees curriculum (Crocco, 2007), written in the aftermath of Hurricane Katrina and in tandem with the Spike Lee film, When the Levees Broke (2006). Over 30,000 copies of the curriculum, underwritten by the Rockefeller Foundation, were distributed widely throughout and beyond the United States. In a review of the curriculum, the writer praised it but felt that it had not done enough to express “moral outrage” (Kavanagh, 2009) about the situation of individuals caught in New Orleans as a result of the levees breaching and the city flooding. This review prompted this article, which uses several works of Nel Noddings, including her book (with Laurie Brooks) on Teaching Controversial Issues (2017), to take up the question of whether and how moral outrage regarding this event should shape approaches to teaching about Hurricane Katrina or other natural disasters in social studies classrooms. 相似文献
4.
《British Journal of Educational Studies》2012,60(2):213-215
The Perfectibility of Man. By John Passmore. Pp. 396. London: Duckworth, 1970. £4.lb20. The Logic of Education. By P. H. Hirst and R. S. Peters. Pp. x, 147. London: Routledge &; Kegan Paul (The Students’ Library of Education), 1970. Theory and Practice in Educational Administration. By W. G. Walker. Pp.vi, 214. University of Queensland Press, 1970. £1.lb35. The Education Officer and His World. By Derek Birley. Pp. xi, 210. London: Routledge and Kegan Paul, 1970. £1.lb75. Inspection and the Inspectorate. By John Blackie. Pp. ix, 101. London: Routledge and Kegan Paul, 1970. £1.lb25. The Education of Teachers. By Edmund King. Pp. 153. London: Holt, Rinehart and Winston, 1970. £1.lb25. The Teacher and the Needs of Society in Evolution. Edited by Edmund J. King. Pp. xii, 319. Oxford and London: Pergamon Press, 1970. £2.lb00. Flexi‐cover £1.lb10. The Social Origins of English Education. By Joan Simon. Pp. x, 117. London: Routledge and Kegan Paul, 1970. £1.lb20. Paperback 40p. Educational Research in Britain II. Edited by H. J. Butcher and H. B. Pont. Pp. xii, 298. University of London Press 1970. £3.lb25. The Social Sciences and the Comparative Study of Educational Systems. By J. Fischer. Pp. xiv, 533. Scranton, Penn: International Textbook Co., 1970. N.P. Approaches to Education for Character: Strategies for Changes in Higher Education. Edited by Clarence H. Faust and Jessica Feingold. Pp. xiii, 451. New York and London: Columbia University Press, 1969. $10. Gifted Children and the Brentwood Experiment. Edited by S. A. Bridges. Pp. ix, 160. London: Pitman, 1969. £1.lb25. Paying for Private Schools. By Howard Glennerster and Gail Wilson. Pp. xii, 183. London: Allen Lane the Penguin Press, 1970. £3.lb50. The Moral Development of Children. By Norman and Sheila Williams. Pp. 122. Macmillan, 1970. £1.lb20. Educational Strategy for Developing Societies. A Study of Educational and Social Factors in Relation to Economic Growth. By Adam Curie. 2nd ed. Pp. xxi, 180. London: Tavistock Publications, 1970. 90p. 相似文献
5.
Two problems in test development relate to the use of illustrations: (1) Do illustrated items perform better than written items, and (2) Does item performance vary as a function of the type and size of the illustration? A sample of 63 tests was drawn from all the Air Force Specialty Knowledge Tests containing illustrations. These 63 tests had been administered to approximately 28,261 airmen under operational conditions. Item statistics between illustrated and written items drawn from the same content areas were compared using F ratios. The results indicated: (1) That illustrated items in general performed slightly better than matched written items; (2) That the best-performing category of illustrated items was tables. 相似文献
6.
This article is third in a series written to address questions regarding the need for more empirical research in the field of human performance technology (HPT) and the need to determine the future direction of HPT research. The call for more empirical research has been published in journals such as Performance Improvement Quarterly and Performance Improvement (formerly Performance and Instruction) for nearly 20 years. 相似文献
7.
D. Barry Lumsden 《Educational gerontology》2013,39(4):387-389
The problems of older persons living in rural United States have inadvertently been forgotten in the rat race of generic gerontological training and public program implementation. They have become, however, one of the newly discovered minority groups in the 1970s. Their remoteness to “power groups,” underrepresentation, culturally valued independence and stamina, and less vocal attitude in a reactive U.S. system that seemingly rewards more aggressive behavior have all been factors contributing to political, bureaucratic, academic, and professional biases that view older persons living in rural United States as second class citizens. Thus a massive, concentrated effort that focuses on the problems facing the rural elderly is long overdue. This paper is designed to review some of the unresolved and under‐attended issues of the 1970s in the field of aging, while proposing an educational model for the 1980s that constructively addresses the problems facing the rural aged, the backbone of the country. This paper is written based on the author's experience in implementing the Mental Health and Rural Gerontology Training Project funded by the National Institute of Mental Health—Manpower Research and Development Programs. The author would like to express gratitude to Dr. Dan Egli, Research Associate of the University of Kentucky, College of Social Work, for his generous time for editing and for his insightful comments. 相似文献
8.
Catherine Burke 《Paedagogica Historica: International Journal of the History of Education》2014,50(4):433-442
Colin Ward (1924–2010) was an anarchist and educator who, together with Anthony Fyson, was employed as education officer for the Town and Country Planning Association in the UK during the 1970s. He is best known for his two books about childhood, The Child in the City (1978) and The Child in the Country (1988). The book he co-authored with Fyson, Streetwork. The Exploding School (1973), is discussed in this article as illustrating in practical and theoretical terms Ward’s appreciation of the school as a potential site for extraordinary radical change in relations between pupils and teachers and schools and their localities. The article explores the book alongside the Bulletin of Environmental Education, which Ward edited throughout the 1970s. It argues that the literary and visual images employed in the book and the bulletins contributed to the powerful positive representation of the school as a site of potential radical social change. Finally, it suggests that “fleeting pockets of anarchy” continue to exist in the lives of children through social networking and virtual environments that continue to offer pedagogical possibilities for the imaginative pedagogue. 相似文献
9.
ABSTRACTMassengale’s Trends Toward the Future of Physical Education (1987) makes no reference to the existence of the philosophic inquiry of physical activity within higher education kinesiology programs—even though the sub-discipline had been formalized by academics in the early 1970s. In contrast, Massengale and Swanson’s The History of Exercise and Sport Science (1997) dedicated a chapter to sport philosophy’s development, including a prognosis of its future. Since then, there has been tremendous growth in the sub-discipline, including an increase in publication outlets, stand-alone monographs, and the creation of academic associations globally. Yet this growth has not necessarily secured sport philosophy’s place in higher education curriculum. In this article, we briefly review the history of philosophic inquiry into physical activity and review previous predictions of the sub-discipline’s future before offering our own prognostication of its future in higher education. 相似文献
10.
LIBERTY R. O. DANIELS 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):5-7
Upon its publication in 1976, Samuel Bowles and Herbert Gintis’ Schooling in Capitalist America was the most sophisticated and nuanced Marxian social and political analysis of schooling in the United States. Thirty-five years after its publication, Schooling continues to have a strong impact on thinking about education. Despite its unquestionable influence, it has received strikingly little historical attention. This historical article revisits the scholarship of Bowles and Gintis and the milieu in which Schooling was conceived. Specifically, it contextualizes the production and reception of Schooling to better understand the emergence of Marxist thought in the field of education in the United States in the 1970s and 1980s. It also seeks to understand how the emergence of Marxist thought in the field was connected to the rise of an Academic Left—an intellectual shift in the academy toward Marxist social and political theory as a framework to theorize democratic socialist movement-building against capitalism and concomitant state sponsored oppression in the 1960s and 1970s. This history suggests that as we engage in historical and contemporary work on radical ideas in the field of education, we need to push ourselves continually to think about the intersection of education with other fields and disciplines. The article also pushes back against a widespread depiction of Schooling as crudely mechanistic. 相似文献
11.
John White 《牛津教育评论》2016,42(1):123-128
This is a short reply to an article by Anders Schinkel published in the Oxford Review of Education in December 2015. His article discusses my work on education and a meaningful life. 相似文献
12.
Rosemary Ross Johnston 《Children‘s Literature in Education》2003,34(2):131-146
This article seeks to extend current children's literature criticism into children's plays and children's theatre. The article uses Norman Lindsay's The Magic Pudding as a prose introduction to an idea of a theatrical carnivalesque. Building on the practical experience of being involved in a large program of original drama for children, written and produced within the university context, it develops a theory of plays-as-the-performance-of-texts, relating this to the current debate on performance and performativity. It adopts the idea of performativity as performative belonging and identifies some distinguishing characteristics of children's plays. Applying some of these ideas to David Almond's Wild Girl, Wild Boy, it notes the idea of moral psychic reorganisation as part of the essence of carnival. 相似文献
13.
Cross-linguistic studies provide a unique tool for the identification of universal processes in oral and written language, both in development and in breakdown (Annual Review of psychology, 52, 369–396). Examining the differential strengths and weaknesses of children with dyslexia in contrasting orthographies can help illumine both the more universal aspects of reading disabilities, as well as their individual language-specific attributes. The aim of this study, was to investigate the shared and distinctive characteristics of readers with dyslexia on reading and reading fluency across Hebrew and English orthographies. Differences between 60 Hebrew and English-speaking children with dyslexia on a battery of cognitive, linguistic, and reading measures will be discussed along with theoretical implications. 相似文献
14.
Francis S. Chase 《Equity & Excellence in Education》2013,46(3):38-40
The following article was written by Media program staff members of the Human Rights Commission of San Francisco. 相似文献
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16.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):149-160
Background: Teacher education in Scotland has developed its own trajectory for many years and this distinctiveness appears to have increased since the creation of the Scottish Parliament in 1999. Teachers' pay and conditions were addressed in 2001 by the agreement A teaching profession for the 21st century. This agreement led to a number of innovations in teacher education and development. More recently, there has been a report of the Review of Teacher Education in Scotland by Graham Donaldson and a committee is currently reviewing teachers' pay and conditions. Purpose: This article examines the extent to which the development of teacher education in Scotland has been affected by the global financial crisis and its impact on the provision of public services. Three policy contexts are explored in turn, those of politics and economics, education and teacher education, so that the analysis moves from the wider societal perspective towards the specifics of teacher education. Sources of evidence: The article draws on a close analysis of relevant policy documents, including those produced by the Organisation for Economic Cooperation and Development, the Scottish Government and the General Teaching Council for Scotland. Additionally reference is made where appropriate to a wide range of published research and to reports such as the Review of Teacher Education in Scotland. Main argument: The ways in which teacher education policy in Scotland is developing is a result of the interaction between history, culture and politics played out at a national level under the wider influence of UK, European and global affairs, both economic and political. There are real tensions in the current conjunction of policies and trends, which create major challenges for all those involved. The promotion of career-long professional learning and enhanced school autonomy proceed alongside the review of teachers' professional conditions (McCormac Review), high levels of intermittent employment among new teachers, fluctuations in student numbers and staffing in university Schools of Education, and contracting resource to support school-level curriculum development and continuing professional development. The social partnership achieved between employers and practitioners is under increasing strain; and relations of partnership between universities and schools are subject to increasing critical scrutiny. Teaching in a time of crisis creates new challenges, and the need for innovative approaches to enduring challenges, in the short and longer term. Conclusions: The longstanding commitment to explicit values in Scottish culture and education is all the more important in a context where pressures for accountability and efficiency are greater than ever. 相似文献
17.
David Rees 《Children‘s Literature in Education》1977,8(2):85-93
Jill Chaney's first book was published over ten years ago, and since then she has produced eight more novels. Five of these have the young child in mind as reader, but her most interesting work lies in the four books she has written for teenagers,Half a Candle, Mottram Park, Return to Mottram Park, andThe Buttercup Field. She is a writer whose books are not widely known, and the purpose of this article is to examine some of the themes in her work and to suggest that what she has to say to young people deserves more attention, both from teachers and teenagers themselves, than she has received up till now.David has had three books for children published,Storm Surge (Butterworth),Quintin's Man (Dobson) andThe Missing German (Dobson). These are to be followed in 1977 by four more stories,The Spectrum (Dobson),Landslip (Hamish Hamilton),The Ferryman (Dobson), andRisks (Pyramid). He has also written articles on Penelope Lively and Penelope Farmer forThe Horn Book, and an essay on Philippa Pearce which appeared inChildren's literature in education. His novelQuintin's Man is to be published by Nelson in the United States this year. 相似文献
18.
Lesley Wood Tilla Olivier 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):399-414
Background:?This article describes research undertaken with teachers working in a South African township school, where parental involvement is a persistent problematic issue. Purpose:?The purpose of the study was to explore the use of video production as a tool for assisting teachers to explore their perceptions about parental involvement in education and how these perceptions impact on their relationships with parents. Sample:?Nine teachers participated voluntarily in the study, seven from two different primary schools and two from the high school in the township. All the teachers were isiXhosa speaking and had grown up in communities similar to the one in which the school was situated. Design and methods:?Following a participatory research approach, we guided the participating teachers to design and produce short videos about issues that they perceived to impact negatively on their teaching and learning. We then facilitated critical reflection on these videos, specifically exploring how they had portrayed the teacher–parent relationship in each case. Results:?Through a content analysis of a structured focus group and their written responses to questions, we identified emergent themes that made it apparent that the participating teachers viewed parents in a negative light, indicating a lack of the respect that would be required for the formation and sustainment of co-operative relationships. These themes were then used to facilitate discussion to raise teacher awareness of how the teachers' perceptions of parents could hinder meaningful parental involvement. Conclusion:?The article offers an example of how visual methodologies can be useful tools for beginning to raise teacher awareness around issues, as a precursor to helping teachers to take action to improve a given situation. 相似文献
19.
要清晰了解《孔子诗论》在楚地的传播和发展状况,必须清楚《诗经》和儒家学说在楚国的传播和发展历史,唯有两者同时在楚地得到传播和发展后,带有儒家思想倾向的《孔子诗论》才有在楚地得到接受并被传播的可能.文章认为,若《孔子诗论》成书于春秋时代,当为七十予后学所作,并经由任不齐或澹台灭明传入楚地,则其成书当为乳子卒后即前479年以后,传入楚地应为前465年之后;若成书于前376年以后,传入楚地应为荀子任兰陵令的前257年—前238年之间或之后.但《上博简》为战国晚期贵族墓陪葬,战国于前221年结束,故《孔子诗论》入楚当限定在前257年—前221年的范围内.综合《上博简》的整体情况来说,后一种推断更具有说服力. 相似文献
20.
Adrienne Boulton Kit Grauer Rita L. Irwin 《The International Journal of Art & Design Education》2017,36(2):200-214
A great deal has been written about the representational use of metaphor to understand teacher candidates’/new teachers’ conceptions of teacher practice. This article will discuss recent research that explored secondary visual art teacher candidates’/new teachers’ visualising of visual metaphors to provoke their a/r/tographical inquiry into their perceptions of practice. This article engages with the Deleuzian conception becoming as well as the ontology of difference to provoke the reimagination of metaphor in research. We offer new understandings about visualising the visual in research and the methodological implications of relational research practices. 相似文献