Extending the Bounds of Race and Racism: Indigenous Women and the Persistence of the Black–White Paradigm of Race     

Angelina?E.?CastagnoEmail author 《The Urban Review》2005,37(5):447-468

In this article, I illustrate how the dominant Black–White binary paradigm of race in the United States situates Indigenous women as either racialized Others or White Others in the context of a predominantly White university. Race and racism are thus salient in the lives of Indigenous students in multiple and complex ways—ways which are rarely elaborated upon in the current research literature. Angelina E. Castagno is a PhD Candidate in the Department of Educational Policy Studies, University of Wisconsin-Madison.  相似文献   

No evidence for overshadowing or facilitation of spatial pattern learning by visual cues     

Michael?F.?BrownEmail author  Sue?Y.?Yang  Kelly?A.?Digian 《Learning & behavior》2002,30(4):363-375

Two experiments were conducted to examine the effects of redundant and relevant visual cues on spatial pattern learning. Rats searched for hidden food items on the tops of poles that formed a square (Experiment 1) or a checkerboard (Experiment 2) pattern. The experimental groups were trained with visual cues that specified the locations of the baited poles. All groups were tested without visual cues so that any overshadowing or facilitation of spatial pattern learning by visual cues could be detected. Spatial choices were controlled by the spatial pattern and by the visual cues in both experiments. However, there was no evidence of overshadowing or facilitation of spatial pattern learning by visual cues in either experiment. The results are consistent with the idea that the representation of the spatial pattern that guides choices is not controlled by the same learning processes as those that produce associations between visual cues and food locations.  相似文献   

The initial development of spelling in Spanish: From global to analytical     

Sylvia?DefiorEmail author  Francisca?Serrano 《Reading and writing》2005,18(1):81-98

During a school year, samples of words written by three groups of children of successive ages were collected. Two groups of children were in first and second year of Kindergarten (4 and 5 years of age), when alphabetic rules were not taught in a systematic way. The third group was in first year of Primary School (6 years of age), and was being taught to read and spell in a systematic way. After classifying the words written by the children, seven categories of spelling were obtained, which may represent different stages in their learning process. Their analysis showed that they are related to different types of knowledge and processes, mainly phonological ones. The results show that the development of spelling in Spanish does not qualitatively differ from that of children who learn to spell in opaque writing systems. The differences mainly involve the time it takes to learn, and the rate of acquisition.  相似文献   

两种大师与“第三种批评”     

傅金祥 《滨州学院学报》2001,17(1):35-36

仅仅阐释经典、繁琐考证是治学的误区 ,是埋葬天才的坟墓。这正是中国传统学术文化的悲剧所在。“第三种批评方法”倡导独立的思想和学术品格 ,可谓医治传统痼疾的良药  相似文献   

Students’ Perception of Change in the Singapore Education System     

Pak?Tee?NgEmail author 《Educational Research for Policy and Practice》2004,3(1):77-92

This paper presents the findings of a research that examines students perception of the change in the Singapore Education System and how that impacts on their satisfaction and outlook. Analysis of the data obtained through a questionnaire and face-to-face interviews shows that the more favourable the perception of change amongst students, the more favourable is their satisfaction and outlook. The implication for education leaders is that it is important to understand student perception of change because they are the ultimate beneficiary of change.  相似文献   

Jürgen Oelkers/Fritz Osterwalder/Heinz-Elmar Tenorth (Hrsg.): Das verdrängte Erbe. Pädagogik im Kontext von Religion und Theologie     

Raf?VanderstraetenEmail author 《Zeitschrift für Erziehungswissenschaft》2004,7(2):296-299

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A Longitudinal Study of Children’s Developing Knowledge and Reasoning in Science     

Russell?TytlerEmail author  Suzanne?Peterson 《Research in Science Education》2005,35(1):63-98

The growth in science understanding and reasoning of 12 children is being traced through their primary school years. The paper reports findings concerning children’s growing understandings of evaporation, and their changing responses to exploration activities, that show the complexity and coherence of learning pathways. Children’s responses to identical explorations of flight, separated by two years, are used to explore the interactions between conceptual knowledge and scientific reasoning, and the manner in which they change over this time. The paper discusses the particular insights afforded by a longitudinal study design, and some attendant methodological issues.  相似文献   

Latin American Universities: From an Original Revolution to an Uncertain Transition   总被引：1，自引：0，他引：1  

Rodrigo?Arocena  Judith?SutzEmail author 《Higher Education》2005,50(4):573-592

The aim of this paper is to discuss the prospects of Latin American public universities. Its main assertion is that universities could become important actors of development in Latin America, but prevailing trends point in another direction. The paper focuses on the interactions between, on the one hand, specific traditions and social contexts, and, on the other hand, global trends concerning the role of knowledge and academic changes. The specific traits of the evolution of Higher Education in Latin America are discussed, in order to describe the emergence of an original ‘idea of University’. Changes and continuities during the last decades of the 20th century are summarized. Similarities and differences between developed countries and Latin America concerning current trends in Higher Education are analyzed. Particular attention is given to the interactions between what is happening in Latin American universities and the new insertion of the continent in the global economy. A prospective analysis is attempted, focusing on the social commitment of universities.  相似文献   

Biomechanical behavior study of dog's small intestines     

陈柏  周银生  穆晓枫 《浙江大学学报(A卷英文版)》2002,3(5):549-552

The biomechanical behavior of dog's duodenum and jejunum were studied and a formulation of the stress-strain relation is presented in this paper. The results obtained indicated that the exponential coefficient α and the incremental duodenum of the elastic modulus are both large than those of the jejunum. It means that the duodenum is more deformable than the jejunum. The experimental results of this work provide basal data for kinematics study of a robotic endoscope. Project supported by the National Natural Science Foundation of China (No. 59805017) and the Chinese “863” High Technology Project of China  相似文献   

Windows into the mind   总被引：1，自引：0，他引：1  

Richard?J.?ShavelsonEmail author  Maria?Araceli?Ruiz-Primo  Edward?W.?Wiley 《Higher Education》2005,49(4):413-430

As faculty, our goals for students are often tacit, hidden not only from students but from ourselves as well. We present a conceptual framework for considering teaching goals – what we want our students to achieve – that encourages us to think more broadly about what we mean by achieving in our knowledge domains. This framework includes declarative knowledge (“knowing that”), procedural knowledge (“knowing how”), schematic knowledge (“knowing why”) and strategic knowledge (“knowing when, where and how our knowledge applies”). We link the framework to a variety of assessment methods and focus on assessing the structure of declarative knowledge – knowledge structure. From prior research, we know that experts and knowledgeable students have extensive, well-structured, declarative knowledge; not so novices. We then present two different techniques for assessing knowledge structure – cognitive and concept maps, and a combination of the two – and provide evidence on their technical quality. We show that these maps provide a window into the structure of students declarative knowledge not otherwise tapped by typical pencil-and-paper tests. These maps provide us with new teaching goals and new evidence on student learning.Based on an invited address, Facoltá di Ingegneria dell’Universitá degli Studi di Ancona, June 27, 2000. This research was supported, in part, by the Center for Research on Evaluation, Standards, and Student Testing (Grant R117G10027), and by the National Science Foundation (Nos. ESI 95-96080). The opinions expressed here represent those of the authors and not necessarily those of the funding agency.  相似文献