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1.
David L. Grossman 《Prospects》2008,38(1):35-46
Both democratic citizenship education and inclusion share a common ethos and language based on concerns for human rights,
social justice, and a sense of community. Both aim at the building of democratic relationships. But it is fair to say that
for a long time citizenship educators and advocates of inclusion have either spoken past each other, or have not communicated
or articulated their arguments. This essay offers a multi-dimensional framework under which citizenship educators and advocates
of inclusion can share a common agenda, seeking socially just and democratic schools.
David L. Grossman (United States of America) is currently Professor and Interim Dean of Education at Chaminade University of Honolulu, and Adjunct Senior Fellow in the Education Program, East-West Center, Honolulu, Hawaii. Formerly Dean of the Faculty of Languages, Arts and Sciences, and co-Head of the Centre for Citizenship Education, at the Hong Kong Institute of Education. He was previously Director of the Stanford University Program on International and Cross-Cultural Education (SPICE). Research interests include citizenship education, international and comparative education, and teacher education. Recent publications include two co-edited books, Social education in Asia (with Joe Lo), and Citizenship curriculum in Asia and the Pacific (with Wing On Lee and Kerry Kennedy). 相似文献
| David L. GrossmanEmail: |
David L. Grossman (United States of America) is currently Professor and Interim Dean of Education at Chaminade University of Honolulu, and Adjunct Senior Fellow in the Education Program, East-West Center, Honolulu, Hawaii. Formerly Dean of the Faculty of Languages, Arts and Sciences, and co-Head of the Centre for Citizenship Education, at the Hong Kong Institute of Education. He was previously Director of the Stanford University Program on International and Cross-Cultural Education (SPICE). Research interests include citizenship education, international and comparative education, and teacher education. Recent publications include two co-edited books, Social education in Asia (with Joe Lo), and Citizenship curriculum in Asia and the Pacific (with Wing On Lee and Kerry Kennedy). 相似文献
2.
Jennifer Gallo-Fox 《Cultural Studies of Science Education》2009,4(2):449-460
Wassell and LaVan (this issue) make strong arguments about the value of coteaching as a model for learning to teach. This
response paper draws upon recent sociocultural conceptualizations of human nature and development as a process of contribution
and shared contribution to extend Wassell and LaVan’s findings about teacher learning and to further illuminate evidence of
the transformative potential of coteaching. It is argued that the beginning teachers in Wassell and LaVan’s study appropriated
the cultural practices, and ontological and epistemological stances of coteaching and used these perspectives and practices
to transform the cultures of their in-service classrooms as well as the roles and epistemic perspectives of their students.
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
| Jennifer Gallo-FoxEmail: |
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
3.
This paper describes the rationale, conceptualization and design of the Second International Information Technology in Education
Study (SITES). SITES is a survey of schools and teachers of their pedagogical practices, their use of ICT and their readiness
for changing their teaching–learning towards the demands of the 21st century. The study will take place under the auspices
of the International Association for the Evaluation of Educational Achievement (IEA) and the data collection is planned for
2006; therefore the project is called ‘SITES2006’.
相似文献
| T. PlompEmail: |
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5.
Dakmara Georgescu 《Prospects》2007,37(4):427-448
The article analyzes curriculum processes and products pertaining to the overall reconstruction of Afghanistan’s education
system after 2002. With the support of several international agencies, including UNESCO’s International Bureau of Education
(IBE), as well as non-governmental organizations (NGOs), Afghanistan’s Ministry of Education succeeded in making important
progress with regard to quality education, curriculum planning and design. Based on a careful analysis of needs, new curriculum
frameworks for primary and secondary education were developed over the period 2002–2006, and syllabuses and textbooks for
primary and secondary education will be developed and disseminated in schools across the country. However, many challenges
remain to be tackled, especially with regard to the dissemination of a new curriculum culture and the writing, printing and
distribution of quality syllabuses and textbooks at all education levels. The article highlights both the achievements and
the obstacles standing in the way of comprehensive curriculum reforms taking place in the difficult context of reconstructing
a cohesive societal infrastructure in a country, such as Afghanistan, that is affected by conflict.
Dakmara Georgescu (Romania) is co-ordinator of the IBE’s Technical Assistance Programme (Curriculum Development). Graduated in 1982 from the University of Bucharest (Philosophy and History School). She worked as a teacher, researcher and co-ordinator of the Social Studies Committee of the Romanian National Curriculum Council (1995–1997). From 1997 to 2000 she was advisor to the Minister of Education co-ordinating the primary and secondary curriculum and textbook reform. Since 2000, she has been the IBE’s co-ordinator and resource person in Kosovo, the Gulf countries, Bosnia and Herzegovina, Afghanistan, the Caucasus Region, Mauritius, Sub-Saharan Africa and Iraq. She has published widely on the philosophy of teaching, curriculum reforms, citizenship and human rights education. 相似文献
| Dakmara GeorgescuEmail: |
Dakmara Georgescu (Romania) is co-ordinator of the IBE’s Technical Assistance Programme (Curriculum Development). Graduated in 1982 from the University of Bucharest (Philosophy and History School). She worked as a teacher, researcher and co-ordinator of the Social Studies Committee of the Romanian National Curriculum Council (1995–1997). From 1997 to 2000 she was advisor to the Minister of Education co-ordinating the primary and secondary curriculum and textbook reform. Since 2000, she has been the IBE’s co-ordinator and resource person in Kosovo, the Gulf countries, Bosnia and Herzegovina, Afghanistan, the Caucasus Region, Mauritius, Sub-Saharan Africa and Iraq. She has published widely on the philosophy of teaching, curriculum reforms, citizenship and human rights education. 相似文献
6.
Philip Stabback 《Prospects》2007,37(4):449-467
The article addresses the issue of possible curriculum models in post-conflict countries, taking as an example the case of
Bosnia and Herzegovina between 1996 and 2004. Following the Dayton agreement, the education system in Bosnia and Herzegovina
was divided between 13 ministries administering different Bosnian, Serb and Croat cantons. Despite the functioning of some
central/federal bodies with education responsibilities, such as the Ministry for Civil Affairs, the divided system of education
governance created significant obstacles to the establishment of “national” quality and access frameworks encouraging national
unity and mobility. Over the last ten years, developing a basic education “core curriculum” has been a major emphasis of reform
efforts. This article focuses on issues such as the relative benefits of a common curriculum, a core curriculum and a curriculum
framework in addressing identified deficiencies in existing curricula and contributing to societal renewal and development.
Philip Stabback is a curriculum consultant based in Sydney, Australia. During a diverse career in education, he has developed a range of school-based curricula and has worked in curriculum-related systemic roles. Among others, he led the development of vocational education frameworks in the New South Wales (NSW), Australia. Since 2001, he has worked on a range of international projects, especially in Bosnia and Herzegovina (BiH), where he was a Senior Education Expert at the UNESCO Field Office, Interim Director of the Education Department of the OSCE Mission to BiH and a leading consultant in developing and delivering the Curriculum Developers Training Programme on behalf of UNESCO International Bureau of Education (IBE). Currently, he serves as a Director of International Projects and Operations in the NSW public education system. 相似文献
| Philip StabbackEmail: Email: |
Philip Stabback is a curriculum consultant based in Sydney, Australia. During a diverse career in education, he has developed a range of school-based curricula and has worked in curriculum-related systemic roles. Among others, he led the development of vocational education frameworks in the New South Wales (NSW), Australia. Since 2001, he has worked on a range of international projects, especially in Bosnia and Herzegovina (BiH), where he was a Senior Education Expert at the UNESCO Field Office, Interim Director of the Education Department of the OSCE Mission to BiH and a leading consultant in developing and delivering the Curriculum Developers Training Programme on behalf of UNESCO International Bureau of Education (IBE). Currently, he serves as a Director of International Projects and Operations in the NSW public education system. 相似文献
7.
Teacher policy: a framework for comparative analysis 总被引：1，自引：0，他引：1
Maria Teresa Tatto 《Prospects》2008,38(4):487-508
This article outlines a framework for analysis of teacher focused policy studies within an international and comparative perspective.
Using the notion of the professional life cycle of teachers, the article examines examples of key empirical studies that illustrate
the impact of policy on addressing such issues as teacher recruitment, education, selection, retention and development. The
article concludes that the framework is useful in identifying the strengths and weaknesses in the conceptualization and design
of teacher focused policy and studies, and gives recommendations for the design of rigorous studies to inform future policy
in this area.
Maria Teresa Tatto (Mexico and United States of America) is an associate professor of education at the College of Education in Michigan State University. She obtained her doctoral degree from Harvard University in 1987. Her primary research interest is the international and comparative study of educational reform from a cross-national perspective and its impact on the contribution of schooling—particularly the role of teachers, teaching and learning. Other research interests include the study of early childhood education to improve knowledge levels for the rural poor in Mexico, the role of values education from a policy perspective, and the development of policies to regulate the education of the children of migrant workers in the USA. She is currently (2002–2009) the director and principal investigator for the first IEA (International Association for the Evaluation of Educational Achievement) Teacher Education and Development Study in Mathematics or TEDS-M, designed to examine the institutions, processes and outcomes of teacher preparation and induction []. Her more recent publications are her 2007, Reforming Teaching Globally. Oxford Studies in Comparative Studies in Education. Oxford, UK: Symposium Books; and, in 2004, La Educación Magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era]. She has written more than 40 research articles in English and Spanish on policy relevant issues in education. 相似文献
| Maria Teresa TattoEmail: |
Maria Teresa Tatto (Mexico and United States of America) is an associate professor of education at the College of Education in Michigan State University. She obtained her doctoral degree from Harvard University in 1987. Her primary research interest is the international and comparative study of educational reform from a cross-national perspective and its impact on the contribution of schooling—particularly the role of teachers, teaching and learning. Other research interests include the study of early childhood education to improve knowledge levels for the rural poor in Mexico, the role of values education from a policy perspective, and the development of policies to regulate the education of the children of migrant workers in the USA. She is currently (2002–2009) the director and principal investigator for the first IEA (International Association for the Evaluation of Educational Achievement) Teacher Education and Development Study in Mathematics or TEDS-M, designed to examine the institutions, processes and outcomes of teacher preparation and induction []. Her more recent publications are her 2007, Reforming Teaching Globally. Oxford Studies in Comparative Studies in Education. Oxford, UK: Symposium Books; and, in 2004, La Educación Magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era]. She has written more than 40 research articles in English and Spanish on policy relevant issues in education. 相似文献
8.
Jennifer D. Adams Lynn U. Tran Preeti Gupta Helen Creedon-O’Hurley 《Cultural Studies of Science Education》2008,3(2):435-449
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic
of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of
a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and
museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role
of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and
conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
| Jennifer D. AdamsEmail: |
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
9.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
| Julie A. BianchiniEmail: |
10.
Don Adams 《Prospects》2007,37(4):385-401
The increasing importance of schools and learning in the changing patterns of work and society is widely recognized. However,
implementing and sustaining educational reforms pose major problems in all countries. This paper briefly: (1) summarizes conceptual
trends in implementing educational change, (2) reviews the complexities of educational policy and the changing patterns of
educational governance and management common to many countries, (3) discusses the evolving roles of researchers in this shifting
environment, and (4) makes an argument for the utility of certain kinds of research and evaluation or what the author calls
‘little r,’ with particular attention directed toward the contribution of little r in developing schools as learning organizations.
Don Adams has held academic and administrative positions in a number of universities and research institutes. These include: Professor of Education, University of Pittsburgh, and Chairperson, Department of Administrative and Policy Studies, School of Education, University of Pittsburgh. His international experience is most extensive in Asia and the professional focus of his work has been in educational planning and policy, implementation, monitoring and evaluation systems, and sector assessments. He has written several books and over 100 articles, book chapters, monographs and reports related to international education. He is an advisory editor for The Asian Pacific Educational Review and the Korean Journal of Educational Policy. He is past president and Honorary Fellow of the Comparative and International Education Society. 相似文献
| Don AdamsEmail: |
Don Adams has held academic and administrative positions in a number of universities and research institutes. These include: Professor of Education, University of Pittsburgh, and Chairperson, Department of Administrative and Policy Studies, School of Education, University of Pittsburgh. His international experience is most extensive in Asia and the professional focus of his work has been in educational planning and policy, implementation, monitoring and evaluation systems, and sector assessments. He has written several books and over 100 articles, book chapters, monographs and reports related to international education. He is an advisory editor for The Asian Pacific Educational Review and the Korean Journal of Educational Policy. He is past president and Honorary Fellow of the Comparative and International Education Society. 相似文献
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13.
Peer Coaching: Professional Development for Experienced Faculty 总被引：1，自引：0，他引：1
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development
needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching
project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their
immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer
coaching program emerge from the literature and the authors’ experience.
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
| Therese HustonEmail: |
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
14.
Douglas Blackmur 《Higher Education》2008,56(6):723-734
The International Network of Quality Assurance Agencies in Higher Education’s Guidelines of Good Practice by higher education
quality assurance agencies need substantial revision before they can be considered adequate by stakeholders in any national
higher education system. Various revisions are proposed in this article. But the International Network of Quality Assurance
Agencies in Higher Education also argues that adoption of its Guidelines of Good Practice has international significance in
that the decisions about higher education quality made by agencies which comply with them can be accepted at face value universally.
This conclusion, however, cannot be accepted until the Guidelines of Good Practice are amended to address the processes whereby
each agency can become comfortable with the criteria and standards which the others impose in their respective jurisdictions.
This article also maintains that, even if the Guidelines of Good Practice were technically perfect, agencies and/or governments
ought to subject any proposals for their implementation to the discipline of rigorous risk management processes.
相似文献
| Douglas BlackmurEmail: |
15.
16.
Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space
Katherine Richardson Bruna 《Cultural Studies of Science Education》2009,4(1):221-237
One hundred years ago, Upton Sinclair, in The Jungle, exposed the deplorable working conditions of eastern European immigrants in the meatpacking houses of Chicago. The backdrop
of this article is the new Jungle of the 21st century—the hog plants of the rural Midwest. Here I speak to the lives of the
Mexican workers they employ, and, more specifically, the science-learning experiences and aspirations of third-shifters, Jesús
and María. I use these students’ stories as an opportunity to examine the take-up, in education, of the concept of hybridity,
and, more particularly, to interrogate what I have come to regard as the “third space fetish.” My principle argument is that
Bhabha’s understanding of liberatory Third Space has been distorted, in education, through teacher-centered and power-neutral
multicultural discourse. I call for a more robust approach to hybridity in science education research, guided by the lessons
of possibility and constraint contained in Jesús’ and María’s third-shift third space lives.
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
| Katherine Richardson BrunaEmail: |
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
17.
Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(3):595-599
Research on teacher identities is both important and increasing. In this forum contribution I re-interpret assertions about
an African American science teacher’s identities in terms of Jonathon Turner’s (2002) constructs of role identity and sub-identity. I contest the notion of renegotiation of identities, suggesting that particular
role identities can be brought to the foreground and then backgrounded depending on the situation and the need to confirm
a sub-identity. Finally, I recommend the inclusion of teachers’ voices in identity research through greater use of co-authoring
roles for teachers.
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
| Stephen M. RitchieEmail: |
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
18.
Nondeterminism is a fundamental concept in computer science that appears in various contexts such as automata theory, algorithms
and concurrent computation. We present a taxonomy of the different ways that nondeterminism can be defined and used; the categories
of the taxonomy are domain, nature, implementation, consistency, execution and semantics. An historical survey shows how the
concept was developed from its inception by Rabin & Scott, Floyd and Dijkstra, as well as the interplay between nondeterminism
and concurrency. Computer science textbooks and pedagogical software are surveyed to determine how they present the concept;
the results show that the treatment of nondeterminism is generally fragmentary and unsystematic. We conclude that the teaching
of nondeterminism must be integrated through the computer science curriculum so that students learn to see nondeterminism
both in terms of abstract mathematical entities and in terms of machines whose execution is unpredictable.
Michal Armoni is a postdoctoral fellow at the Department of Science Teaching of the Weizmann Institute of Science. She received her PhD in science teaching from the Tel Aviv University, and her BA and MSc in computer science from the Technion. Her research interests are in the teaching and learning processes in computer science, in particular of fundamental concepts such as reduction and nondeterminism. She is currently on leave from the computer science department of the Open University of Israel. She has extensive experience in developing learning materials in computer science and in teaching the subjects at all levels from high school through graduate students. Mordechai Ben-Ari is an associate professor in the Department of Science Teaching of the Weizmann Institute of Science. He holds a PhD in mathematics and computer science from the Tel Aviv University. In 2004, he received the ACM/SIGCSE Award for Outstanding Contributions to Computer Science Education. He is the author of numerous computer science textbooks and of Just a Theory: Exploring the Nature of Science (Prometheus 2005). His research interests include the use of visualization in teaching computer science, the pedagogy of concurrent and distributed computation, the application of theories of education to computer science education and the nature of science. 相似文献
| Michal Armoni (Corresponding author)Email: |
| Mordechai Ben-AriEmail: |
Michal Armoni is a postdoctoral fellow at the Department of Science Teaching of the Weizmann Institute of Science. She received her PhD in science teaching from the Tel Aviv University, and her BA and MSc in computer science from the Technion. Her research interests are in the teaching and learning processes in computer science, in particular of fundamental concepts such as reduction and nondeterminism. She is currently on leave from the computer science department of the Open University of Israel. She has extensive experience in developing learning materials in computer science and in teaching the subjects at all levels from high school through graduate students. Mordechai Ben-Ari is an associate professor in the Department of Science Teaching of the Weizmann Institute of Science. He holds a PhD in mathematics and computer science from the Tel Aviv University. In 2004, he received the ACM/SIGCSE Award for Outstanding Contributions to Computer Science Education. He is the author of numerous computer science textbooks and of Just a Theory: Exploring the Nature of Science (Prometheus 2005). His research interests include the use of visualization in teaching computer science, the pedagogy of concurrent and distributed computation, the application of theories of education to computer science education and the nature of science. 相似文献
19.
Conflicting measures of state support for postsecondary education create confusion and misunderstanding that convolute debates
about states’ postsecondary education funding. The use of multiple measures is largely unnecessary, though. A simple single
measure is constructed that adequately quantifies both states’ postsecondary need and states’ ability to pay. Specifically,
this study proposes measuring state support for postsecondary education as state postsecondary funding per high school graduate
over the previous four years per dollar of per capita income.
相似文献
| Justin M. RoncaEmail: |
20.
Bryan McKinley Jones Brayboy Angelina E. Castagno 《Cultural Studies of Science Education》2008,3(3):731-750
This article examines the literature on Native science in order to address the presumed binaries between formal and informal
science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally
responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and contextualized knowledges within
Indigenous communities.
Bryan McKinley Jones Brayboy (Lumbee) is Borderland’s associate professor of educational leadership and policy studies at Arizona State University and President’s professor of education at the University of Alaska Fairbanks. His research focuses on Indigenous ways of knowing and being, Indigenous teacher education, and Indigenous students in higher education. He can be contacted at bryan.brayboy@asu.edu or ffbb@uaf.edu. Angelina E. Castagno is an assistant professor in educational leadership and foundations at Northern Arizona University. Her research centers on Indigenous education, multicultural education, and critical race and whiteness theories. She can be contacted at angelina.castagno@nau.edu. 相似文献
| Bryan McKinley Jones BrayboyEmail: Email: |
Bryan McKinley Jones Brayboy (Lumbee) is Borderland’s associate professor of educational leadership and policy studies at Arizona State University and President’s professor of education at the University of Alaska Fairbanks. His research focuses on Indigenous ways of knowing and being, Indigenous teacher education, and Indigenous students in higher education. He can be contacted at bryan.brayboy@asu.edu or ffbb@uaf.edu. Angelina E. Castagno is an assistant professor in educational leadership and foundations at Northern Arizona University. Her research centers on Indigenous education, multicultural education, and critical race and whiteness theories. She can be contacted at angelina.castagno@nau.edu. 相似文献