Vygotsky and moral education: A response to and expansion of Tappan     

Colin J. Lewis 《Educational Philosophy and Theory》2019,51(1):41-50

Despite increasing studies and applications of Vygotsky’s theory of learning and development, little has been written connecting Vygotsky specifically to moral education. The most comprehensive attempt at formulating such an account is given by Mark Tappan. I critically evaluate Tappan’s account before raising several problems for his approach. I then offer suggestions for resolving these issues by turning to research in socialization theory and recommending additional sociocultural artifacts that can supplement moral education.  相似文献   

Validating self-paced sentence-by-sentence reading: story comprehension,recall, and narrative transportation     

Ashley Chung-Fat-Yim  Jordan B. Peterson  Raymond A. Mar 《Reading and writing》2017,30(4):857-869

Previous studies on discourse have employed a self-paced sentence-by-sentence paradigm to present text and record reading times. However, presenting discourse this way does not mirror real-world reading conditions; for example, this paradigm prevents regressions to earlier portions of the text. The purpose of the present study is to investigate the ecological validity of self-paced sentence-by-sentence presentations by comparing it to normal page reading with respect to comprehension, recall, and narrative transportation, across two time points (immediate and delayed). Bayesian analyses found greater evidence in favor of the null hypothesis for transportation, indicating that little difference likely exists between sentence-by-sentence presentations and normal reading for this outcome. Weak evidence supporting the alternative hypothesis was found for immediate comprehension and recall, with participants who read the story as isolated sentences scoring marginally higher. Altogether, these results validate the self-paced sentence-by-sentence paradigm for measuring reading times, uncovering few differences in outcomes relative to natural reading.  相似文献   

The Elusive Search for Teacher Collaboration     

Jocelyn A. Glazier  Ashley Boyd  Kristen Bell Hughes  Harriet Able  Ritsa Mallous 《The New Educator》2017,13(1):3-21

Collaboration is a well-used term in the field of education, identified as promising practice for student learning and teaching learning alike. However, collaboration comes in different shapes and sizes, leading to radically different ends. The authors examine teachers’ own understandings and practices of collaboration with teacher colleagues within their school contexts and within a professional development model designed to allow for collaborative conversation between teachers. Implications for teacher education are then considered.  相似文献   

会拍动的机翼     

StevenAshley柯江华  李子 《科学中国》2003,(12):30-37

未来的飞机可以像鸟类一样拍动翅膀飞翔，随着飞行条件的变化，机翼的几何形状也相应变化。  相似文献   

Sin in cyber-eden: understanding the metaphysics and morals of virtual worlds     

Ashley John Craft 《Ethics and Information Technology》2007,9(3):205-217

This article uses a notorious incident within the computer program EVE Online to exemplify and facilitate discussion of the metaphysics of virtual worlds and the morality of user behavior. The first section examines various frameworks used to understand virtual worlds, and emphasizes those which recognize virtual worlds as legal contracts, as representational worlds, and as media for communication. The second section draws on these frameworks to analyze issues of virtual theft and virtual betrayal arising in the EVE incident. The article concludes by arguing that, in the absence of countervailing contractual obligations, users of virtual worlds have the same de facto duties to each other as they do in mediated and real environments. This paper grew out of my senior thesis in philosophy at Pomona College, entitled Game Theory: The Metaphysics and Morals of Massively Multiplayer Environments. I am indebted to Peter Kung and Paul Hurley for their critical insights and constant encouragement, as well as the Fulbright program, which afforded me the time and resources to develop this project.  相似文献   

Urban Education and the Creative City     

Amelia M. Kraehe  Tyson E. Lewis 《Educational theory》2019,69(2):145-151

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Barriers to implementing classroom management and behavior support plans: An exploratory investigation     

Melissa A. Collier‐Meek  Lisa M. H. Sanetti  Ashley M. Boyle 《Psychology in the schools》2019,56(1):5-17

Teachers are responsible for delivering classroom‐management plans and behavior support plans; however, many struggle to implement them consistently. Low levels of treatment integrity may be the result of various implementation barriers. No study has been conducted to examine teachers’ experience of these barriers within the context of specific interventions. This exploratory study involves the analysis of barriers reported during implementation planning by 33 teachers responsible for delivering classroom‐management plans or behavior support plans. Teachers most frequently indicate struggling to respond to problem behaviors and manage competing responsibilities. Strategies suggested to ameliorate barriers most frequently include re‐teaching the intervention and scheduling implementation.  相似文献   

‘Becoming European’? Respatialising the European Schools System through PISA for Schools     

Steven Lewis 《International Studies in Sociology of Education》2020,29(1-2):85-106

ABSTRACT

This paper examines the Organisation for Economic Cooperation and Development’s (OECD) PISA for Schools, a local variant of the more-renowned ‘main PISA’ test that measures and compares individual school performance on reading, mathematics and science against international schooling systems. Here, I address the governance implications of how PISA for Schools data has been taken up by the transnational European Schools System (ESS). Drawing suggestively across new ‘relational’ thinking around data-driven modes of governance, as well as interviews with key policy actors within the ESS, I show how PISA for Schools reflects contradictory logics within the ESS, in which the inherently context-based goal of ‘becoming European’ is juxtaposed with the desire to employ decontextualised international evidence. I conclude by exploring how the perceived need for such data, associated with the global authority of the OECD, can produce a problematic focus on data-driven practices.  相似文献   

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention     

Okhee Lee  Cory Buxton  Scott Lewis  Kathryn LeRoy 《科学教学研究杂志》2006,43(7):607-636

This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non‐mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 607–636, 2006  相似文献   

Changing attitudes to cultural difference: perceptions of Muslim families in English schools     

Sarah Pearce  Kirstin Lewis 《Cambridge Journal of Education》2019,49(1):1-14

This article argues that neoliberal and neoconservative schooling policies in England legitimise a long-standing neglect of cultural difference in schools, and are having a particularly damaging effect on Muslim children’s experience of schooling. It offers evidence that relationships between teachers and Muslim families in particular may be becoming more distant, and argues that this is largely a result of a complex series of pressures on teachers’ working lives. Interview data from a small-scale interpretive, empirical study of eight primary teachers suggests that in some schools the most frequent response to issues involving Muslim families is avoidance. It is suggested this is because teachers did not see Muslims as individuals, but as representatives of an essentially different group. However, a major finding of this study is that when teachers were able to make connections with families, they gained a more complex understanding of the realities of the Muslim children in their classes.  相似文献