LINKING MARXISM, GLOBALIZATION, AND CITIZENSHIP EDUCATION: TOWARD A COMPARATIVE AND CRITICAL PEDAGOGY POST 9/11     

Awad Ibrahim 《Educational theory》2007,57(1):89-103

Abstract In a post‐9/11 world, where the politics of “us” versus “them” has reemerged under the umbrella of “terrorism,” especially in the United States, can we still envision an éducation sans frontières: a globalized and critical praxis of citizenship education in which there are no borders? If it is possible to conceive it, what might it look like? In this review essay, Awad Ibrahim looks at how these multilayered and complex questions have been addressed in three books: Peter McLaren and Ramin Farahmandpur’s Teaching Against Global Capitalism and the New Imperialism, Nel Noddings’s Educating Citizens for Global Awareness, and Gita Steiner‐Khamsi’s The Global Politics of Educational Borrowing and Lending. Ibrahim concludes that, through creating a liminal, dialogical space between humanism, environmentalism, materialism, philosophy, and comparative education, the authors in these books offer a critical pedagogy in which éducation sans frontières is possible — a project that is as visionary as it is hopeful.  相似文献   

Interpreting student ratings: consultation, instructional modification, and attitudes towards course evaluation     

Barbara Fresko  Fadia Nasser 《Studies in Educational Evaluation》2001,27(4):291

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INTERNATIONAL CO‐OPERATION IN HIGHER EDUCATION: THE GLOBALIZATION OF UNIVERSITIES     

Ibrahim Alladin 《Higher Education in Europe》1992,17(4):4-13

This article begins by posing some fundamental questions about global co‐operation and why co‐operation among nations is necessary. Co‐operation in higher education can foster global understanding and bridge cultural gaps. What is therefore called for is the globalization of universities. For positive international co‐operation in education to occur, the following initiatives are required: global perspectives in the curriculum, foreign students as learning resources, the globalization of universities and colleges, and the disengagement of educational policy from foreign policy.  相似文献   

An Integrative Cultural Model to better situate marginalized science students in postsecondary science education     

Hagar Ibrahim Labouta  Jennifer Dawn Adams  David Thomas Cramb 《Cultural Studies of Science Education》2018,13(3):785-796

In this paper we reflect on the article “I am smart enough to study postsecondary science: a critical discourse analysis of latecomers’ identity construction in an online forum”, by Phoebe Jackson and Gale Seiler (Cult Stud Sci Educ.  https://doi.org/10.1007/s11422-017-9818-0). In their article, the authors did a significant amount of qualitative analysis of a discussion on an online forum by four latecomer students with past negative experiences in science education. The students used this online forum as an out-of-class resource to develop a cultural model based on their ability to ask questions together with solidarity as a new optimistic way to position themselves in science. In this forum, we continue by discussing the identity of marginalized science students in relation to resources available in postsecondary science classes. Recent findings on a successful case of a persistent marginalized science student in spite of prior struggles and failures are introduced. Building on their model and our results, we proposed a new cultural model, emphasizing interaction between inside and outside classroom resources which can further our understanding of the identity of marginalized science students. Exploring this cultural model could better explain drop-outs or engagement of marginalized science students to their study. We, then, used this model to reflect on both current traditional and effective teaching and learning practices truncating or re-enforcing relationships of marginalized students with the learning environment. In this way, we aim to further the discussion initiated by Jackson and Seiler and offer possible frameworks for future research on the interactions between marginalized students with past low achievements and other high and mid achieving students, as well as other interactions between resources inside and outside science postsecondary classrooms.  相似文献   

Does Training in Alternative Assessment Matter? The Case of Prospective and Practicing Mathematics Teachers’ Attitudes Toward Alternative Assessment and Their Beliefs About the Nature of Mathematics     

Juhaina Awawdeh Shahbari  Fadia Nasser Abu-Alhija 《International Journal of Science and Mathematics Education》2018,16(7):1315-1335

This study explored the training of prospective and practicing mathematics teachers in alternative assessment and its impact on their attitudes toward alternative assessment methods and their beliefs about the nature of mathematics. Data were collected from 51 prospective teachers and 50 practicing teachers who took a course on alternative assessment in mathematics. Findings indicated a significant change in the correlation between the positivist and constructivist dimensions of their beliefs about the nature of mathematics following the course. No significant differences were found between the prospective and practicing teachers’ beliefs either before or after the course nor in their attitudes toward alternative assessment after the course. Before the course, however, the two groups differed significantly in their attitudes toward alternative assessment. Findings also revealed significant changes in attitudes toward alternative assessment and beliefs about the nature of mathematics following participation in the course. These changes in attitudes and beliefs were accompanied by a shift in the nature of the assessment tasks written by the participants. Participants who demonstrated more positive attitudes and constructivist beliefs tended to write more conceptual problems and less procedural exercises. Implications for mathematics teacher training and professional development in alternative assessment are discussed.  相似文献   

How Do You Mourn A Strong Poet?     

Awad Ibrahim 《Educational Studies A Journal of the American Educational Studies Association》2015,51(5):410-412

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Interpreting VASS Dimensions and Profiles for Physics Students   总被引：1，自引：1，他引：0  

Halloun  Ibrahim  Hestenes  David 《Science & Education》1998,7(6):553-577

Student views about knowing and learning physics have been probed with the Views About Sciences Survey (VASS) along six conceptual dimensions, and classified into four distinct profiles: expert, high transitional, low transitional, and folk. As an aid to interpreting VASS results, this article provides a qualitative analysis of student responses to items within each of the six dimensions and a quantitative analysis of their relation to students' profiles. Students with an expert profile are chiefly scientific realists and critical learners. Students with a folk profile are primarily naive realists and passive learners. Students with transitional profiles hold mixtures of these views. Student profiles correlate significantly with physics achievement. Indeed, they may be major determinants of what students learn in physics courses.  相似文献   

Optimizing Instructional Video for Preservice Teachers in an Online Technology Integration Course     

Mohamed Ibrahim  Rebecca Callaway  David Bell 《The American journal of distance education》2013,27(3):160-169

This study assessed the effect of design instructional video based on the Cognitive Theory of Multimedia Learning by applying segmentation and signaling on the learning outcome of students in an online technology integration course. The study assessed the correlation between students’ personal preferences (preferred learning styles and area of specialization) and their learning outcomes. A three-group pretest–posttest design was employed to assess whether there were significant differences in students’ test scores after they watched an instructional video. The results of the analysis of covariance (ANCOVA) analysis indicate that instructional design had a significant effect on students’ learning outcome. This effect was demonstrated by the statistically significant differences in students’ learning outcomes, with the highest scores achieved by students in the segmented and signaled video group and the lowest scores in the no-segmentation and no-signaling group. Moreover, results indicate that students’ learning preferences and area of specialization related significantly and positively to their learning outcomes. These findings suggest that the use of educational video in online courses has the potential to effectively improve students’ learning outcome; however, it requires design manipulation. The results also emphasize the importance of rethinking the one-size-fits-all approach in developing online course content and include consideration of the students’ learning preferences and area of specialization to optimize their learning.  相似文献   

High school students' understanding of projectile motion concepts     

Refik Dilber  Ibrahim Karaman  Bahattin Duzgun 《Educational Research and Evaluation》2013,19(3):203-222

The aim of this study was to investigate the effectiveness of conceptual change-based instruction and traditionally designed physics instruction on students' understanding of projectile motion concepts. Misconceptions related to projectile motion concepts were determined by related literature on this subject. Accordingly, the Projectile Motion Concepts Test was developed. The data were obtained through 43 students in an experimental group taught with learning activities based on conceptual change instruction and 39 students in a control group who followed traditional classroom instruction. The results showed that conceptual change-based instruction caused significantly better acquisition of conceptual change of projectile motion concepts than the traditional instruction.  相似文献   

Large-scale diagnostic assessment: Mathematics performance in two educational systems     

Menucha Birenbaum  Fadia Nasser  Curtis Tatsuoka 《Educational Research and Evaluation》2013,19(5):487-507

A diagnostic methodology for large-scale assessment was employed to compare performance on a national test in mathematics of representative samples of Jewish and Arab 8th graders in Israel in order to shed light on a previously identified large achievement gap between these 2 populations. The results revealed significant differences between the 2 groups in patterns of strengths and weaknesses with respect to content, process, and skill/item-type attributes, indicating different paths for remedial interventions.  相似文献