University Lecturers' Concept of their Role     

Sue G Burroughs‐Lange 《高等教育研究与发展》1996,15(1):29-50

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“Let’s not leave this problem”: exploring inclusive education in rural South Africa     

Claudia Mitchell  Naydene De Lange  Nguyen-Thi Xuan Thuy 《Prospects》2008,38(1):99-112

Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.

Nguyen-Thi Xuan ThuyEmail:

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Claudia Mitchell’s (Canada)   research focuses on visual and other participatory methodologies, particularly in addressing gender and HIV and AIDS, teacher identity, and the culture of girlhood within broader studies of children and popular culture and media studies. She is a co-founder of the Centre for Visual Methodologies for Social Change at UKZN, which focuses on participatory visual methods and arts-based approaches to research. Naydene De Lange (South Africa)   is a National Research Foundation rated researcher. Her doctoral research focused on adolescents who have Tourette’s Syndrome. However, currently working in KwaZulu-Natal where the HIV prevalence rate is highest in South Africa, her research focus shifted to HIV and AIDS, particularly using visual and participatory methodologies in addressing HIV and AIDS in rural schools and their communities. Nguyen-Thi Xuan Thuy’s (Viet Nam)   doctoral research focuses on educational and social theories, inclusive education, and policy practices. She completed a Master degree in Inclusive Education at the Department of Counselling and Educational Psychology of McGill University. Prior to this she worked in inclusive education and educational management at the Department of Education and Training of Thua Thien Hue province, Viet Nam.  相似文献   

隐藏的河马     

Karen E.Lange 《海外英语》2008,(12):23

The pygmy hippo is a solitary,elusive creature,pushing its way like a squat,500-pound battering ram through the dense undergrowth of forests in Liberia and nearby countries.As its territory was lost:to logging and farming,then overrun by civil wars starting in 1990,conservationists could only guess how many remained-certainly no more than 3,000.So when Ben Collen of the Zoological Society of London heard that the first camera trap his team set up in Sapo,Liberia's largest park,had captured a Hexaprotodon liberiensis on its way back from foraging,he was overjoyed-and relieved.……  相似文献   

Technology,instructional methods,and the systemic messiness of innovation: improving reading fluency for low socio-economic elementary school students     

Lange  Alissa A. 《Educational technology research and development : ETR & D》2019,67(5):1333-1350

Educational technology research and development -  相似文献   

大象散去     

Karen E. Lange 《海外英语》2009,(7):23-23

怎样才能让大象远离你家的花园？这听上去像是一个荒谬的谜题,但在东南亚却是一个不小的挑战,这个地区到处都有饥饿的大象从森林中窜出来大啖农作物。在泰国西部的萨拉卡帕地区,仅2006年一年就有462起大象袭击事件,造成农民的损失达30,000美元。  相似文献   

Explanation-Construction in Fourth-Grade Classrooms in Germany and the USA: A cross-national comparative video study     

Cory Forbes  Kim Lange  Kornelia Möller  Mandy Biggers  Mira Laux  Laura Zangori 《International Journal of Science Education》2013,35(14):2367-2390

To help explain the differences in students' performance on internationally administered science assessments, cross-national, video-based observational studies have been advocated, but none have yet been conducted at the elementary level for science. The USA and Germany are two countries with large formal education systems whose students underperform those from peers on internationally administered standardized science assessments. However, evidence from the 2011 Trends in International Mathematics and Science Exam assessment suggests fourth-grade students (9–10 year-olds) in the USA perform higher than those in Germany, despite more instructional time devoted to elementary science in Germany. The purpose of this study is to comparatively analyze fourth-grade classroom science in both countries to learn more about how teachers and students engage in scientific inquiry, particularly explanation-construction. Videorecordings of US and German science instruction (n _1?=?42, n _2?=?42) were sampled from existing datasets and analyzed both qualitatively and quantitatively. Despite German science lessons being, on average, twice as long as those in the USA, study findings highlight many similarities between elementary science in terms of scientific practices and features of scientific inquiry. However, they also illustrate crucial differences around the scientific practice of explanation-construction. While students in German classrooms were afforded more substantial opportunities to formulate evidence-based explanations, US classrooms were more strongly characterized by opportunities for students to actively compare and evaluate evidence-based explanations. These factors may begin to help account for observed differences in student achievement and merit further study grounded in international collaboration.  相似文献   

The Job Performance of Nursing Graduates: A Program Evaluation     

Barry J. Wilson  Crystal M. Lange  Crystal M. Lange 《Community College Journal of Research & Practice》2013,37(2):191-202

Abstract

The study was designed to assess the strengths and weaknesses of the nursing education preparation of associate degree nursing graduates as reflected in their job performance. The predictive relationships of measures of scholastic success such as G.P.A. and State Board Examination Scores with graduate job performance were also investigated. A rating scale of 62 items was designed to measure the following dimensions of nursing performance: (a) planning for nursing care, (b) implementing nursing care, (c) interpersonal relationships and communication, (d) leadership and group procedures, (e) evaluating and reporting nursing care, (f) professional involvement, and (g) other. Sources for the rating scale included curriculum objectives and a field survey of performance criteria. Graduates were rated by a nurse and a physician who function in close supervision of their job. Graduates completed a similar rating scale in which they were asked to rate the adequacy of their educational preparation for various job requirements. Ratings were obtained from a sample of 153 graduates of the associate degree nursing program at Delta College, University Center, Michigan. Results indicated a stated need for additional clinical experience requiring total involvement of nursing students, advanced course work in pharmacology, anatomy, physiology, and nutrition, and planned leadership preparation. Findings demonstrated no significant relationship between various indices of G.P.A. and State Board Examination Scores with job rated performance. It is projected that rated job performance is influenced by a number of personality variables. Physicians perceive the performance of nurses from different perspectives than do supervising nurses.  相似文献   

Between end and beginning     

J. De Lange 《Educational Studies in Mathematics》1993,25(1-2):137-160

2002 is marking the epoch as considered here. It is still within the interval Freudenthal once made predictions for, rather provocative predictions, I must confess. I quote a lecture from 1975: ‘What to predict now? How mathematics education will look like in the year 2000? The answer is simple. There will be no mathematics education anymore in the year 2000. It will be gone. There will be no subject, called mathematics anymore, no mathematics lesson on the schedule, no textbook to teach from. Don't call me ‘this devil's advocate’, I àm the devil'. In the present contribution Freudenthal's predictions will be both confirmed and refuted. This means mathematics education is underway to getting integrated in other subjects to some extent, but on the other hand.... After an example of geometry from a new program, which is on blind spots captains of ships have to deal with while navigating, the arguments justifying the renewal of mathematics programs in secondary education are considered. Then the essentials of the olds will be characterised globally. However, what is left then, are the problems of implementation. The problems for the teachers evolve from the decisive differences between the old-fashioned rules and routines oriented programs and the new, problem oriented programs, containing a wealth of situations embedded in all kinds of interesting contexts. Differences in structure, in goals, in teaching, in tests and exams pas the review. Modern technology and its possibilities and promises are of my concern in the next chapter. Finally some conditions to be created by policy makers, are elaborated which to some extent would guarantee some sound development of mathematics education up to the year 2002. One of Freudenthal's predictions seems to come through: In the year 2000 pupils in general, secondary education will pick up more mathematics than ever before, or so it seems.  相似文献   

I actually started to scream: emotional and mathematical trauma from doing school mathematics homework     

Troels Lange  Tamsin Meaney 《Educational Studies in Mathematics》2011,77(1):35-51

Mathematics homework is an activity done by large numbers of students across the world. However, it is not without controversy, with concerns being raised about its academic value and whether parents have the appropriate resources to actively support or teach their children. In this article, we use the narratives of two 10-year-old girls to consider how emotional and mathematical trauma can arise from doing mathematics homework with family help. This is often the undiscussed outcome of homework interactions, but one that can have profound implications for relationships between children, their parents, the school and mathematics as a discipline. The way that the children described their and other participants’ actions in the narratives provided information about the children’s agency whilst doing school mathematics in the home. We discuss the opportunities and constraints on children doing homework as a consequence of the social and institutional relations that they operate within. The constraining influence of schooling over the opportunities provided within the home situations was the main determiner of the emotional and mathematical trauma experienced by the children.  相似文献   

Counterfactuals all the way down?     

Jim Woodward  Barry Loewer  John W. Carroll  Marc Lange 《Metascience》2011,20(1):27-52

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