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1.
The purpose of this paper is to explore the tensions that erupted between the two authors during the final stages of their engagement with the practical argument process. These tensions arose when the 'researcher' constructed a representation of 'the teacher's' reality. In this paper, the researcher shares her representation and the teacher responds to her analysis. The teacher's response to the researcher's representation of her and her teaching suggests tensions arose between the teacher and the researcher over how the researcher constructed the teacher's practical argument. As the teacher and the researchers, we analyze our experiences with the practical argument process and our collaborative relationship. The result is an enlarged view of the place of story and practical argument within research collaborations. In addition, we learned the necessity of continuing dialog between researcher and teacher through the writing of the project. This ensures that, regardless of the research method, both collaborators are heard and their tales are told in the public representation. 相似文献
2.
Ian Mather 《School Leadership & Management》2013,33(4):475-484
This paper examines the school development planning process at Southlands Community College and considers that, while it has been a useful process to date, fundamental rethinking is now necessary. In particular, it advocates the utilisation of the concepts of 'strategic intent' and 'futures thinking' in order to enhance the capacity of self-managing schools to manage in an increasingly turbulent environment. The paper demonstrates, through a case example, how one school is meeting the challenge of developing new approaches to school planning. 相似文献
3.
Susan L. Miller 《Journal of Criminal Justice Education》2013,24(1):177-187
This paper describes a pedagogical process used in an introductory criminal justice class to challenge typical university students' preconceptions and beliefs about the personal and neighborhood factors that most often characterize crime and criminals. Students were asked to respond to the similarities and differences between themselves and the characters in Alex Kotlowitz's (1991) book There Are No Children Here. They also were asked to relate the book conceptually to issues discussed in the classroom. In contrast to their earlier expressions of ideological narrowness, the students' response papers reflected consistent themes of injustice, powerlessness, unfair police or court practices, and racism. The students were able to stop distancing themselves from “criminals” and to examine how social disorganization and social institutions shape individuals' hopes and opportunities. 相似文献
4.
Susan Peters 《International Studies in Sociology of Education》2013,23(1):101-104
The following book is reviewed.Disability, politics and the struggle for change Len barton 'Ed.', 2001 London: David Fulton Publishers 184 pp., ISBN 1 85346 809 6 £21.00 相似文献
5.
AbstractEducators and policy makers must confront the race and class disparities in learning opportunities across American society. Nowhere are these disparities more acute than in the country's great metropolitan areas. As the demographic landscape continues to shift, metropolitan areas are fueling the transition to a majority-minority country. This essay provides an overview of the challenges for the country's public schools and offers an alternative path to creating a more just and vital society. 相似文献
6.
Felicia Moore Mensah 《科学教学研究杂志》2009,46(9):1041-1066
This study focuses on the structure and theoretical foundations of the book club for promoting multicultural understandings in science teacher education. The book club was defined as an informal, peer‐directed group discussion that met regularly to discuss an ethnographic, multicultural text regarding issues pertinent to science teaching and learning in urban classrooms. Twenty‐three preservice teachers (PSTs) enrolled in a 16‐week elementary science methods course at a large urban university participated in the study. From the qualitative analyses of PSTs' written reflections and researcher journal notes, five themes which emphasize Individual, Collaborative, and Collective learning are presented. These findings highlight how the book club structure and theoretical foundation fostered critical, reflective inquiry and served as a method for effecting ideological change which is needed in order to embrace issues of diversity in urban science education. Implications for science teacher education concerning the relevancy of pedagogical strategies, the use of multiple theoretical perspectives, and the book club as a strategy in teacher education and urban education are discussed. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1041–1066, 2009 相似文献
7.
王念孙疏证《广雅》,常用"讹作"这一用语进行校勘,校勘的内容包括对文献表述的校勘和文献用字的校勘。王念孙对不同的讹误现象采用的校勘方法和证据是不同的,不仅体现了他精深的校勘功底,也反映出他已经具备了较为科学的语言文字观念。文章试对"讹作"涉及的校勘内容进行分类,以考察王念孙的校勘方法及他的一些语言文字观念。 相似文献
8.
Dean Sheetz 《The Internet and Higher Education》2009,12(3-4):181
This book review of The World is Open: How Web Technology is Revolutionizing Education by Curtis J. Bonk (2009) includes a brief overview of the book, along with a discussion of prevalent themes in the book. In addition to the stated theme of online learning, many of Bonk's examples and analyses focus on empowerment of the learner as a core concept in education of the future. 相似文献
9.
Stephen Weiss 《Emotional and Behavioural Difficulties》2013,18(1):9-18
Abstract Psychoanalytic theory postulates that an individual's forgotten past can shape his or her behavior in the present. In psychotherapy, clients relive past conflicts and direct them toward their therapists in the present. This phenomenon, known as transference, is not limited to treatment considerations, but influences all interpersonal interactions. However, the professional literature has given minimal consideration to the importance of transference for understanding classroom dynamics. This and a companion article focus upon how transference shapes relationships between teachers and students by integrating narrative case studies with a literature review. However, the ideas and examples are thought to be relevant for all mental health and educational workers with children. The article provides an overview of transference concepts as they emerge in the context of clinical psychoanalysis and human development with implications for classroom life. 相似文献
10.
Moyra Evans 《School Leadership & Management》2013,33(2):273-283
This is an autobigraphical study of my leadership role in relation to the setting up of a teachers' group of action researchers in a secondary school. The intention was to provide the conditions and support necessary within school for teachers to take ownership of the development of their classroom or management practice. The paper shows how I used 'story' as an aid to self reflection, modelling the way I encouraged teachers to use it in their action research studies. 相似文献
11.
Ruyu Hung Morimichi Kato Xu Di Chia-Ling Wang 《Educational Philosophy and Theory》2020,52(14):1526-1545
AbstractThis book review symposium aims to open a space for discussions and questions responded to the book Education between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction, which is published in 2018. The symposium is composed of four articles by four authors. They are “Introduction” by the author of the book; Morimichi Kato's “Writing, History, and Playfulness: A dialogical review of Ruyu Hung's Education Between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction”; Xu Di's “Think Beyond Dichotomy: Discussant paper on Education Between Speech & Writing by Dr. Ruyu Hung”; and Chia-Ling Wang's “Buddhist unconsciousness: A language beyond phonocentrism and graphocentrism in postgraphocentric education”. This symposium creates new possibilities of understanding and exploring Eastern Asian philosophy of education. 相似文献
12.
Adina Shamir 《Educational Media International》2013,50(1):81-96
This research investigated the effects of an educational electronic book (e‐book) on low socioeconomic status (SES) kindergarteners' emergent literacy while focusing on the relationship between process and outcomes during joint learning. The sample (96 kindergarteners, aged five to six) was randomly assigned to experimental (e‐book activation) and control groups (regular kindergarten program). The experimental group's second joint learning session was recorded. Emergent literacy measures included word meaning, phonological awareness, and story comprehension. The main findings indicate an association between the process of e‐book use (hotspot activation and collaboration) and educational outcomes (emergent literacy). Implications for educators and e‐book designers are noted. Processus et Résultats d'une activité associée aux livres en ligne pour promouvoir les débuts de l'alphabétisation chez les enfants de la maternelle La recherche a porté sur les effets d'un livre éducatif électronique (e‐book) sur les débuts de l'alphabétisation d'enfants de la maternelle (niveau SES bas) tout en mettant l'accent sur la relation entre le processus et le résultat pendant l'apprentissage associé. L'échantillonnage (96 élèves de maternelle âgés de 5 ou 6 ans) a été réparti au hasard entre les groupes expérimentaux (avec activation par le livre électronique) et les groupes de contrôle (programme de maternelle habituel). On a enregistré la deuxième session d'apprentissage associé du groupe expérimental. Les mesures marquant l'émergence de l'alphabétisation comprenaient la signification des mots, la sensibilité phonologique et la compréhension des histoires. Les résultats principaux font apparaître une association entre le processus d'usage du livre électronique (activation des points chauds et collaboration) et les résultats éducatifs (l'émergence de l'alphabétisation). On a également noté des conséquences possibles pour les éducateurs et pour les concepteurs de livres électroniques. Methoden und Ergebnisse des gemeinsamen Einsatzes von E‐Büchern für die Förderung von “Kindergarteners Emergent Literacy” Diese Forschung untersuchte die Auswirkungen eines erzieherischen elektronischen Buches auf niedrige SES Vorschul‐Lese und Rechtschreibfähigkeit durch Konzentration auf den Zusammenhang zwischen Prozess und Ergebnis während gemeinsamen Lernens. Die Gruppe bestand aus 96 Vorschulkindern im Alter von 5 bis 6 Jahren, die zufällig dazu ausgewählt waren, an der Experiment –bzw. Kontrollgruppe (reguläres Vorschulprogramm) teilzunehmen. Die zweite Sitzung der Experimentalgruppe wurde aufgezeichnet und umfasste Wortbedeutung, phonologisches Bewusstsein und Textverständnis. Als Hauptergebnis kann ein Zusammenhang zwischen dem Prozess der E‐Book‐Nutzung (Hotspot‐Aktivierung und Zusammenarbeit) und dem Lernerfolg (emergent literacy) für Pädagogen und E‐Buch Designer festgestellt werden. Procesos y resultados de una actividad associada con los libros en línea para fomentar el alfabetismo emergente entre los alumnos de pre‐primaria Esta investigación trata de los efectos de un libro educativo electrónico (e‐book) sobre el alfabetismo emergente de alumnos de “kinder” (SES bajo) con un enfoque sobre la relación entre el proceso y los resultados durante el aprentizaje asociado. La muestra (96 alumnos de “kinder” de 5 y 6 años) fue divida de manera aleatoria entre los grupos experimentales (con activación por el libro electrónico) y los grupos de control (programa normal del “kinder “). Se hizo una grabación de la segunda sesión de aprendizaje asociado del grupo experimental. Las medidas de alfabetismo emergente eran el sentido de las palabras, la conciencia fonológica y la comprensión de las historias. Los resultados más destacados indican una asociación entre el proceso de uso del e‐book (activación de los hotspots y colaboración) y los resultados educativos (alfabetismo emergente). Se nota también algunas implicaciones para los educadores y los diseñadores de libros electrónicos. 相似文献
13.
《Journal of Teaching in Social Work》2013,33(3-4):35-46
Abstract The purpose of this study was to examine changes in student's attitudes toward the use of low-cost videophone equipment as a tool for interacting with elderly residents. Students enrolled in four undergraduate social work courses were asked to observe and participate in a social history interview with a resident volunteer from an assisted-living facility located in north Mississippi. In order to measure changes in participants' attitudes toward technology, students completed the Student Telecommunication Satisfaction Questionnaire prior to and immediately after observing the interview. It was hypothesized that students would demonstrate a positive increase in their attitude toward the use of technology to deliver health care services after being exposed to such technology. The results of this study provide partial support for the hypothesis. In general, students responded positively to the use of video phone technology as a means of augmenting more traditional forms of communication. 相似文献
14.
Bookaboo is a television programme aiming to promote literacy and reading among young children. In each episode, a celebrity reads a book to Bookaboo, a dog who plays the drums in a rock band, in order to help him overcome stage fright. Using the episode featuring the picture book (Cowell and Layton in That Rabbit Belongs to Emily Brown, 2006) as a case study, this article explores how this type of adaptation of picture books transforms the original narrative, with implications for children’s developing narrative literacy. Taking a multimodal social semiotic perspective, this study investigates the changes in meaning which result from the employment of semiotic resources such as animation, sound, and camera movement in the representation of the book on the television show. We argue that the deployment of such resources can subtly reshape the meanings expressed through the modes of language and images in the original picture book, potentially affecting the child viewer’s engagement with the narrative. Examining the use of these resources in the picture book’s televisual representation is thus an important first step towards developing frameworks for evaluating the ability of television programmes that incorporate picture book reading to support children’s literacy. 相似文献
15.
《Journal of Marketing for HIGHER EDUCATION》2013,23(1):93-106
ABSTRACT This paper explores how perceived attractiveness of the social life at a college/university influences potential applicants' likelihood to request information from, visit and apply to (decision approach actions) that school. Results obtained from a study of high school juniors indicate that attractiveness of social life, defined in terms of characteristics of the people and experiences to be found at a school, is at least as important as quality of education in determining the likelihood of a candidate undertaking decision approach actions toward a school. The implications of these findings for colleges'/universities' recruitment efforts are discussed. 相似文献
16.
This article is based on a pilot study investigating the representation of women in a sample of texts for citizenship education in the immediate post-Second World War era in England. The authors argue that existing research into the field of education for citizenship does not engage adequately with how the subject is taught in schools, and how citizenship education constructs the polity in line with normative and traditionalist assumptions about the role of women and men in society. By studying the texts of citizenship for the period 1940-66, the authors argue that researchers can, if they deploy a more critically engaged approach to the way in which notions of 'citizenship' and 'polity' are gendered, generate new questions and new understandings of how education for citizenship functions in schools. 相似文献
17.
The children's book, The Indian in the Cupboard, by British author Lynne Reid Banks, provides a case study which contrasts American Indian and non-Indian perspectives about stereotypes of Native Americans in children's literature, as reflected in the review literature. Exploration of the reasons why the book is becoming a classic in children's literature reinforce the need for teachers, librarians, and parents to find a role in: encouraging practitioners to understand what constitutes stereotypes of American Indians; educating potential teachers and librarians about cultural diversity; including works reflecting the voices of Native Americans in library collections for children; using caution when relying on book reviews; helping children learn critical thinking skills that enable them to recognize stereotyping; and providing and hearing the voices of Native Americans explaining why portrayals of Indian characters are often fantasized literary constructions. 相似文献
18.
Pam Christie 《Globalisation, Societies & Education》2016,14(3):434-446
ABSTRACTReflecting on South African experience, this paper develops an analytical framework using the work of Henri Lefebvre and Nancy Fraser to understand why socially just arrangements may be so difficult to achieve in post-conflict reconstruction. The paper uses Lefebvre's analytic to trace three sets of entangled practices (perceived–conceived–lived) as evident in education in post-apartheid South Africa in order to illustrate the complexity that is entailed in a particular moment of social reconstruction. Coupled with this approach, It draws on Fraser's analytic to show how the different forms of social injustice and their different remedies (redistribution–recognition–representation) may easily shift and slip in times of complex change. The paper shows that post-conflict reconstruction in education requires a number of different social practices that are not easily orchestrated. 相似文献
19.
In this paper, we focus on the 'problem' of student writing in higher education. We set out to explore this problem from two perspectives: first, from the perspective of 'non-traditional' student-writers as they attempt to engage in academic writing and, second, from the perspective of a cultural-historical tradition of scientific rationality. A common frame of reference for these perspectives we see as a 'discourse of transparency', whereby language is treated as ideally transparent and autonomous. We illustrate how this discourse of transparency is currently enacted and historically situated. We argue that current academic practices need to be located within a broader historical and epistemological framework both in order to reach a deeper understanding about what's involved in student writing and in order to inform meaningful pedagogies. 相似文献
20.
《Journal of moral education》2012,41(3):355-365
This paper asks whether it would be better not to talk about morality in schools. The issue is raised through a consideration of changes in public discourse and especially in educational discourse, where categories such as ''personal, social and health education'' and ''citizenship education'' are more salient than ''moral education''. Drawing on John Wilson's arguments, the paper considers claims for the indispensability of the concept of morality. It is argued that such claims, in Wilson's own writings, are applied to both an ''individual'' and a ''social'' conception of morality. Contrary to Wilson, the paper argues that the ''wisest strategy'' for public education is to take the social conception of ''morality in the narrow sense'' as a central focus. 相似文献