A little nonsense now and then is relished. . .     

Frank Davis 《Communication quarterly》2013,61(3)

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Narrative Pedagogies in Science, Mathematics and Technology     

Linda Hobbs  Rob Davis 《Research in Science Education》2013,43(3):1289-1305

Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students’ lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience.  相似文献   

The Inner London Education Authority and the William Tyndale Junior School Affair, 1974-1976     

John Davis 《牛津教育评论》2013,39(2-3):275-298

The William Tyndale Junior School affair marked a turning point in modern educational history. The affair, in which one north London primary school was paralysed by internal arguments over teaching method, is here analysed as a product of the pressures prevalent in Inner London education, and the article assesses the attempts of the Inner London Education Authority to contain those pressures. A necessary deference to the autonomy of teachers led to the adoption in the school of adventurous didactic methods which proved unacceptable to many parents. The unfolding of the affair widened divisions within the authority, between the authority and the teachers, between radical and traditional teachers, between teachers and managers, between teachers and parents, between different groups of parents and between the ILEA and the Borough of Islington. The Tyndale controversy was thus very complex, but its outcome is relatively straightforward: the apparent failure of 'progressive' methods in one London school prompted the adoption nationally of a more interventionist approach to methods and standards by central government and, in the process, a diminution of the autonomy of LEAs.  相似文献   

INTERGENERATIONAL DIALOGUES: A TESTED EDUCATIONAL PROGRAM FOR CHILDREN     

Richard H. Davis  Gerald Jay Westbrook 《Educational gerontology》2013,39(4):383-396

Children's attitudes about growing old and about the elderly themselves are in large part influenced by negative images projected by the media and through lack of actual experience in interacting with older people. To counter this situation and to provide an opportunity for positive attitude shift, an educational program has been developed for 10‐ and 11‐year‐old students. Growing Up — Growing Older is a developed unit of instruction relying on a package of software including films and printed support materials. A strong experiential component is provided through structured intergenerational dialogues, facilitated by visiting older volunteers.

The program was field tested using both a treatment and control population. Survey methodology was used to determine pre‐ and post‐experience stages of attitude awareness and understanding of the elderly. Although the study population did not demonstrate the level of negative attitude we had anticipated from the literature, post‐experience testing indicated a positive shift. More significant is the demonstrated increase in level of awareness of aging issues and of older persons as a result of the educational experience. Finally, the treatment population increased significantly the percentage of old people they interacted with outside the classroom. This increased familiarity and awareness of the elderly can be expected to continue to produce attitudes based more on fact than on fancy.  相似文献   

MSW Students’ Perceptions of Relevance and Application of Statistics: Implications for Field Education     

Ashley Davis  Rebecca G. Mirick 《Journal of Teaching in Social Work》2013,33(3):317-336

Many social work students feel anxious when taking a statistics course. Their attitudes, beliefs, and behaviors after learning statistics are less known. However, such information could help instructors support students’ ongoing development of statistical knowledge. With a sample of MSW students (N = 101) in one program, this study examined students’ feelings of anxiety and confidence, beliefs about the relevance of statistics to their education and practice, and the relationship of these attitudes and beliefs to their actual statistical competence. The findings indicate that repeated exposure to statistics supports the development of statistical competence, particularly in relevant applied contexts like field education.  相似文献   

Consequence Choice and Students with Emotional and Behavioral Disabilities: Effects on Academic Engagement     

Mandi Davis Skerbetz  Douglas E. Kostewicz 《Exceptionality》2013,21(1):14-33

The difficulties students identified with emotional and behavior disabilities present sometimes strain inclusive educators. General education teachers often find themselves ill equipped to provide effective support for both students with and without disabilities. An effective intervention that may hold promise for included students with academic and behavior problems involves the use of choice; more specifically, consequence choice, which provides students with the ability to select their own reinforcement. The current study examined the effects of choice of reinforcement via a single-subject multielement design with baseline for four students with emotional disturbance or behavior disabilities educated in an inclusion setting. With an increase in task difficulty, the behavior of two students indicated a functional relation between engagement and choice and two additional students demonstrated a functional relation between the presence and absence of reinforcement. Students did not distinguish academic behavior across the course of the study. The difficulty level of the instructional material, as well as the perceived preference of the reinforcers may play a role in study outcomes. Future directions follow study limitations and implications for inclusion practitioners.  相似文献   

Dialogue of the Soul: The Phenomenon of Intrapersonal Peace and the Adult Experience of Protestant Religious Education     

Dent C. Davis 《Religious education (Chicago, Ill.)》2013,108(4):387-402

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The Meaning High-Achieving African-American Males in an Urban High School Ascribe to Mathematics     

LaTasha Thompson  Julius Davis 《The Urban Review》2013,45(4):490-517

Many researchers, educators, administrators, policymakers and members of the general public doubt the prevalence of high-achieving African-American males in urban high schools capable of excelling in mathematics. As part of a larger study, the current study explored the educational experiences of four high-achieving African-American males attending an urban high school with particular emphasis placed on their mathematical experiences, which have been largely understudied in the educational research literature. Specifically, using African-centered worldview as the theoretical framework and phenomenological qualitative methods, the researchers examined participants’ lived experiences and how said experiences shaped their meaning of mathematics. Findings indicated teacher influence, peer influence, achieving success through sports and economic mobility were the most influential factors impacting mathematics meaning-making. Implications for educational researchers and mathematics teachers are discussed.  相似文献   

The war of 1870 in the pattern of Franco‐German relations     

Colin Davis 《Culture, Theory & Critique》2013,54(1):77-89

The worlds of the living and the dead might seem irrevocably cut off from one another. Nevertheless, an important strand of modern thought attempts to find some form of intelligibility emanating from the dead. Paul de Man's discussion of prosopopoeia suggests the possibility of giving voice to the dead, though this turns out to be a form of delusion inherent in language. Emmanuel Levinas, arguing against Heidegger, seeks to maintain a relationship with the other beyond death, and Giorgio Agamben tries to find meaning in the silent testimony of victims of the Holocaust. This article examines these various attempts to mediate with the dead and suggests that it may be impossible to eliminate the risk of imposing our own words on those who cannot speak. However, a readiness to be surprised by unanticipated meanings may be the necessary condition to finding signifying sources outside ourselves.  相似文献   

Label-free electronic probing of nucleic acids and proteins at the nanoscale using the nanoneedle biosensor     

Rahim Esfandyarpour  Mehdi Javanmard  Zahra Koochak  Hesaam Esfandyarpour  James S. Harris  Ronald W. Davis 《Biomicrofluidics》2013,7(4)

Detection of proteins and nucleic acids is dominantly performed using optical fluorescence based techniques, which are more costly and timely than electrical detection due to the need for expensive and bulky optical equipment and the process of fluorescent tagging. In this paper, we discuss our study of the electrical properties of nucleic acids and proteins at the nanoscale using a nanoelectronic probe we have developed, which we refer to as the Nanoneedle biosensor. The nanoneedle consists of four thin film layers: a conductive layer at the bottom acting as an electrode, an oxide layer on top, and another conductive layer on top of that, with a protective oxide above. The presence of proteins and nucleic acids near the tip results in a decrease in impedance across the sensing electrodes. There are three basic mechanisms behind the electrical response of DNA and protein molecules in solution under an applied alternating electrical field. The first change stems from modulation of the relative permittivity at the interface. The second mechanism is the formation and relaxation of the induced dipole moment. The third mechanism is the tunneling of electrons through the biomolecules. The results presented in this paper can be extended to develop low cost point-of-care diagnostic assays for the clinical setting.  相似文献