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1.
Abstracts

English: This paper examines the use of film remakes as a teaching resource to give a comparative review of time. It defines a remake and describes how the scenes discussed in the paper were selected. Film remake scenes from several films from the 1940s through to the 1990s are analysed to uncover similarities and differences in many sociocultural concepts. The paper also discusses differing sequences in using remakes for different teaching effects. The conclusions highlight the ways film remakes are a rich teaching resource for time comparisons.  相似文献   

2.
ABSTRACT

Social Activism Through Theater” chronicles the author's first full year as a teaching artist in New York City, including the launch of National Queer Theater and its inaugural show, Speechless, as well as his experiences investigating film and storytelling with teenagers at the Refugee Youth Summer Academy.  相似文献   

3.
Abstract

The technique described was used as a trial method to achieve increased efficiency in teaching and to insure the highest possible performance of the class and especially among the below-average members. Programmed instruction material was modified as to style and used as a lecture preview. Freshmen medical students were divided into control and experimental groups with only the latter having access to programmed lecture preview material.

Expectations were supported in that the below-average student in the experimental group improved his performance and in this study the above-average student also showed significant improvement.

This teaching technique appears valuable and warrants further experimental use as an ancillary technique for teaching in professional schools.  相似文献   

4.
Abstract

In the university system today, co-research may be a decolonising strategy. We evaluate teaching a ‘Modernization and Social Change’ course in Vietnam as an experiment in co-research anthropology training. If for visitors, the idea of ‘Vietnam’ is nurtured by Hollywood action cinema, 1960s–1970s protest movements and documentary television, a process of collective research can rearrange orientations for students and teachers. The essay describes the making of a ‘model’ film as a teaching tool for international faculty, and as an evaluation of general teaching practice. A co-research approach to the classroom, assuming the students as researchers, engaging their own collaborative interests together, invites further discussion on teaching mapping as model for ethics-oriented co-research anthropology training; on teaching Capital in Vietnam using maps and counter-mapping as collaborative practice; and on using participatory methods for foreign faculty in a politically charged field.  相似文献   

5.
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6.
Abstract

The purpose of this study was to determine if relationships exist between selected personal and academic attributes of and differences between affective characteristics of a 1980s sample and a 1990s sample of teacher candidates. MANOVA and follow‐up univariate ANOVA procedures identified statistically significant differences between current and past candidates' concerns about the task of teaching, anxieties about teaching, and confidence about becoming teachers. Relationships were found between the affective characteristics and the gender, planned level of teaching, father's educational level, locus of control orientation, prior teaching‐like experiences, scholastic aptitude, and personality types of the candidates.  相似文献   

7.
Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers’ professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers’ reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers’ reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.  相似文献   

8.
ABSTRACT

The preparation of teachers involves academics from across the disciplinary spectrum but research on the differences between academic disciplines has revealed that a faculty member's discipline is a major factor in shaping the several aspects of course planning and teaching. The purpose of this paper is to present a model for investigating disciplinary differences as they may relate to teaching with technology, thereby enabling more effective integration of technology into the curriculum. Components of the model include: the structure and ethos of the discipline; preparation for, and experience as, a teacher; faculty assumptions about students; faculty beliefs and perceptions about technology; and the environmental context.  相似文献   

9.

Contemporary textbooks in criminal justice use A Clockwork Orange to illustrate issues of correctional and sentencing practices. This article challenges criminal justice faculty and students to use the film to explore the political and social realities of punishment, in particular the examination of the moral question of “voluntariness” and the implications for “treatment” as a mechanism of social control. This paper explores the moral questions of state sponsored social control and using the film satire invites the student to examine their beliefs about the political and social realities of punishment and rehabilitation.  相似文献   

10.
Book Reviews     
ABSTRACT

This article focuses on primary teachers’ beliefs about teaching and learning and in particular about their preferred ways of teaching; how they integrate National Curriculum requirements into their teaching programmes and their views about stereotyped ‘models’ of pedagogy. The authors conclude that learning and teaching are understood as highly complex and cannot be subsumed under one particular model. They suggest that most primary school teachers adopt an eclectic approach, but that frequently they are confused about the content of the mix or which approach might be most appropriately used in any particular context.  相似文献   

11.
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12.
《Education 3-13》2012,40(1):12-21
ABSTRACT

This article aims to discuss the use of postage stamps in everyday teaching. The first part presents a brief clarification of the basic philatelic terms found in the text. The second part presents the ways in which philatelic collections can be used in the teaching of specific subject matters. Part 3 contains five teaching suggestions as small classroom projects using postage stamps as the main teaching material. Finally, the empirical part 4 presents a brief project about ancient Greek theatre which was implemented to a Greek primary school.  相似文献   

13.
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14.
Background: Creativity is often cited as one of the capacities that needs to be actively encouraged in all aspects of schooling. However, what creativity is and how it may be promoted through formal teaching and learning approaches remain contested. There are also differences between educators in terms of how they understand, discuss and conceptualise this complex concept.

Purpose: This paper focuses on the difficulties associated with talking about creativity in education. It considers the ways in which schoolteachers who are involved in the area of arts education understand, describe and discuss the concept of creativity and how it interacts with their classroom practice.

Sample: Twenty-three educators who taught Arts (either as generalist primary classroom teachers or as specialist teachers), and the leadership team from a Kindergarten to Year 9 (pupil ages 5–15) school in the suburbs of a city in the Australian state of Victoria participated in the project.

Design and methods: In this phenomenological study, data were gathered from participants through questionnaires, discussion groups, email prompts and reflective journals. The material was analysed qualitatively.

Findings: By examining the teachers’ dialogic and discursive responses about creativity, it was possible to capture some broad ways in which the participants spoke about creativity. Data were analysed thematically and grouped into categories that represented the connected ‘creative orientations’: thinking orientations, action orientations, emotion orientations and skill/outcome orientations.

Conclusion: There is a need for educators in and across a range of discipline areas to share, map and think about creativity. The approach adopted in this exploratory study offers a way that could be used to focus discussions and help facilitate educators’ talk about creativity.  相似文献   

15.
ABSTRACT

This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching. The data suggest that Jewish studies teachers take one of two approaches in talking about their teaching: Half the teachers focused on the process of teaching, the specific modalities and teaching moves they employed, while the other half focused on the goals of teaching, the specific outcomes they wanted to see in their students. We also found that those teachers who were more focused on outcomes (rather than process) saw personal identity as an essential ingredient in effective Jewish education. This article raises questions about the efficacy of transferring professional development models from general education to Jewish education, without special attention to the specific cultural context of Jewish studies.  相似文献   

16.
Abstract

There is a traditional debate in analytic aesthetics that surrounds the classification of film as Art. While much philosophy devoted to considering film has now moved beyond this debate and accepts film as a mass art, a subcategory of Art proper, it is worth reconsidering the criticism of film pre-Deleuze. Much of the criticism of film as pseudo-art is expressed in moral terms. Adorno, for example, critiques film as ‘mass-cult’, mass-produced culture which presents a ‘flattened’ version of reality. Adorno worries about the passivity encouraged in viewers. Films are narrative artworks, received by an audience in a context, making the focus on the reception of the work important. The dialogue held between Adorno and Walter Benjamin post-Second World War is interesting because, between them, they consider both the possible positive emancipatory and negative politicization effects of film as a mass produced and distributed storytelling medium. Reading Adorno alongside Benjamin is a way to highlight the role of the critical thinker who receives the film. Arguing that the critical thinker is a valuable citizen, this paper focuses on the value of critical thinking in the reception of cinematic artworks. It achieves this by reconsidering Adorno and Benjamin’s theories of mass art.  相似文献   

17.

Previous approaches to teacher testing have been criticized for poorly representing the knowledge base for teaching, for oversimplifying teaching decisions, and for lacking criterion-related validity evidence supporting their use. A new generation of teacher assessments has been developed in the United States through the efforts of the National Board for Professional Teaching Standards and a corollary organization of more than 30 states. These performance-based assessments use videotapes of teachers' practice, examples of lessons and assessments, samples of student work, and analyses of classroom events and outcomes to provide evidence about teaching. Early research on the effects of these assessments suggests that they may be more valid measures of teacher knowledge and skill and that they may help teachers improve their practice. The stimulus to teacher learning appears to occur through task structures that require teachers to learn new content and teaching strategies as part of their demonstration of performance and through the processes of required reflection about the relationships between learning and teaching.  相似文献   

18.
Abstract

Good teaching can be construed from two perspectives. From one point of view, teaching is seen as a developmental process in which the individual acquires knowledge and skills through practice. Recognition is then based on the teacher meeting specified proficiency criteria as measured by such procedures as student evaluation of teaching questionnaires and colleague appraisal. A second perspective is to view good teaching in terms of instructional achievements. Here judgements are often based on a teacher's portfolio submission where assessments are made on the extent to which the teacher has contributed to the quality of teaching within the institution. This paper describes developments at the University of New South Wales in recognizing and rewarding good teaching based on the second perspective, and on how teaching staff are assisted in developing teaching portfolios to document teaching achievements. These developments are discussed in relation to the issues of what constitutes evidence for ‘good teaching’ and concerns that teaching staff have raised about the process of documenting teaching.  相似文献   

19.
Abstract

This article makes an “exercise in the archaeology of education” and focuses on the City of Birmingham (UK) in the year 1935 where the Education Committee allowed an experiment on the use of classroom film in senior elementary schools. Arrangements were made to provide projectors, films, operators, and screens for a series of exhibits at 80 schools. The aim of the experiment was to test the value of cinema for class teaching purposes. This article argues that this experiment with sound film could equally be considered an experiment in cultural learning. The first section describes the experiment and the local context in which it took place. The second section broadens the perspective by providing context beyond the local level that puts the experiment in time and place. The third and final section picks up on some of the findings of the first two sections and considers contemporary sources, mainly articles published in the British Film Institute’s film magazine Sight and Sound, as well as recent scholarship on both educational and documentary film in order to discuss the notions of “background” and “excursive” film and to show that the experiment was a genuine adventure in cultural learning.  相似文献   

20.

Current demographic trends are contributing to a rapid increase in religious, racial, and ethnic diversity in the United States. This article provides a rationale for teaching about religious diversity, particularly Islam, in public schools and the vital role religion has played in American history. The article provides readers with important information regarding pedagogical and curricular issues related to teaching about Islam in social studies courses and information on how teachers can establish positive relationships with Muslim students by understanding the requirements and core beliefs of Islam.  相似文献   

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