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In many contemporary texts boundaries are broken down. Words and image convey multiple meanings, lending themselves to postmodern readings, in the sense that they encourage readings that reject a single interpretation and instead hold in suspense the possibility of multiple readings co‐existing. This article explores how these texts allow the consumer/reader the opportunity to actively engage, and in a sense therefore to produce, the cultural event rather than being merely the passive receiver of it. It raises implications for the way that such texts are considered in schools. 相似文献
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Alison Price 《Journal of Mathematics Teacher Education》2004,7(4):383-391
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Gene E. Hall 《科学教学研究杂志》1992,29(8):877-904
That change is a process, not an event, is being accepted gradually by educators, policy makers, and researchers. Just as development of an innovation takes time, specialized personnel, and resources, so does implementation. A number of issues and implications related to viewing innovation development and implementation as a process need to be addressed. Planning for, facilitating implementation, and evaluating the change process varies depending on whether there is a single innovation, innovation bundle, hyperinnovation or large—scale innovation. Instead of top down, or bottom up, in all cases, the various participants must strive to level the playing field. Change processes are most successful when policy makers, practitioners, and researchers understand that all are part of the same effort and each has an essential role in achieving implementation success. 相似文献
156.
We report on a survey of K-12 teachers and teacher candidates wherein participants evaluated known models (e.g., TPACK, SAMR, RAT, TIP) and provided insight on what makes a model valuable for them in the classroom. Results indicated that: (1) technology integration should be coupled with good theory to be effective, (2) classroom experience did not generally influence teacher values and beliefs related to technology integration, (3) some models may be more useful to teachers than others, (4) the widespread use of a model does not necessarily reflect usefulness, (5) useful models for teachers should engender real-world, concrete application, and (6) visual appeal of a model is largely subjective, but some visual representations might convey notions of practicality. Conclusions should be used to help researchers and practitioners understand the practical application value of technology integration models in real-world settings. 相似文献
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Current policy in relation to special needs prioritises early intervention and inclusive education, at least as 'good intentions' This article argues for a paradigmatic shift away from individualist models of learning and disability. The social context of play is emphasised as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society. 相似文献
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