Addressing 21st-century crises through children’s literature: picturebooks as partners for teacher educators     

Patricia A. Crawford  Sherron Killingsworth Roberts  Vicky Zygouris-Coe 《Journal of Early Childhood Teacher Education》2019,40(1):44-56

ABSTRACT

Teacher educators might consider using high-quality picturebooks as partners to help teacher candidates understand and navigate today’s painful world realities. From a critical perspective, these books also have the potential to reflect and shape empathy and action in regard to these difficult situations. This piece includes a rationale for using picturebooks to address human crises, findings related to a study of 21st-century representations of crises in picturebooks, and implications for sharing these books as pedagogical partners to engage with teacher candidates. To this end, we conducted a content analysis of recent 21st-century fictional picturebooks depicting human crises. Topics related to refugee status, poverty, homelessness, and hunger were analyzed to reveal common themes across these books related to persistence, courage, caring, and hope. Teacher educators who are eager to address 21st-century disasters, many of which are presented in sensitive and accessible ways in recent touchstone picturebooks, can find a ready and capable partner in these powerful picturebooks to help readers understand and navigate these human crises.  相似文献   

The corporatizing and privatizing of schooling: A call for grounded critical praxis     

Kathryn Bell McKenzie  James Joseph Scheurich 《Educational theory》2004,54(4):431-444

Our review of Henry Giroux's Stealing Innocence , Alex Molnar's Giving Kids the Business , and Kenneth Saltman's Collateral Damage describes how these authors assess the problems posed by contemporary corporate influences on public schools and considers the solutions they offer to counter those influences. We also examine Henry Levin's edited collection Privatizing Education , in which various authors address research on privatization in schooling. In our analysis of this book, we highlight the underlying themes of the wide-ranging chapters. Next, we critique all four books, focusing primarily on the books by Giroux, Molnar, and Saltman. We suggest that these three authors provide a somewhat totalized and ahistorical portrait of contemporary corporate influences on schooling and offer a solution that depends on teachers acting as democratic revolutionaries, though there is no realistic possibility that teachers today would take on this role. In contrast, we call for a critical theory and practice that is grounded both in a more complex understanding of the current historical context and also in a dialogical engagement with students, teachers, parents, and other community members.  相似文献   

一项父母--子女活动的跨文化研究     

赖淑玲  张台生  叶仁敏  Kathryn Sanchez 《外国中小学教育》2005,(7):18-20,34

近些年来，对学生课后活动家长的参与，及这类活动与学生在校学习的关系的研究吸引了众多教育研究者和学校、社会工作者的关注与兴趣(科克，2000)。摩鄂(2000)专题讨论了学生课外阅读中家长的介入，以及与学业成绩的关系。撒舍德等人(1997)分析了父母对学生在音乐、艺术、乐器演奏和欣赏，及对他们在学校的行为的影响。  相似文献   

Research productivity and academics’ conceptions of research     

Angela Brew  David Boud  Sang Un Namgung  Lisa Lucas  Karin Crawford 《Higher Education》2016,71(5):681-697

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Equitable representation of deaf people in mainstream academia: Why not?     

Kathryn Woodcock  Meg J. Rohan  Linda Campbell 《Higher Education》2007,53(3):359-379

Approximately 5% of people in most countries have deafness or significant hearing loss. This significant minority is underrepresented in mainstream universities across the world. Background information about deafness, relevant technology and its drawbacks, and the use of interpreters are discussed. The barriers to equitable representation of qualified Deaf academics in university settings are reviewed. The experiences of three Deaf academics who teach in mainstream universities are discussed, and suggestions for resolution are offered. Examples are cited for teaching, research and service, the threefold duties of the successful academic. Continuing access difficulties mean that only a few deaf graduates now consider doctoral study; cost and the perception of cost, as well as negative attitudes and lack of knowledge may mean that the few successful graduates have difficulties gaining employment; successful tenure and promotion prospects may also be hindered for the same reasons. We also provide recommendations how barriers for successful Deaf academics can be removed or mitigated.  相似文献   

Rhetoric Versus Reality in Educational Reform: The Case of the National Science Foundation's Urban Systemic Initiative     

Kathryn M. Borman  Bridget Cotner  M. Yvette Baber  Theodore Boydston  William Katzenmeyer  Gladis Kersaint  Jeffrey Kromrey  Reginald Lee  Kazawaki Uekawa 《Journal of Educational Change》2004,5(3):249-266

In this paper, we present findings from a study assessing the impact of reforms on mathematics and science instruction to illustrate the multiple levels at which educational change must occur to promote student achievement and close achievement gaps. We undertake an analysis of the extent to which the rhetoric of national policy, in this case, the National Science Foundation's Urban Systemic Initiative, matches the realities of the day-to-day classroom practices we evaluated in our study. Addressed here is the problem of how applied anthropologists can broaden the scope of research and research findings from the edges of the societal mainstream to address larger policy issues. More globally, we discuss the influence of contemporary applied anthropologists and their colleagues who study marginalized groups on educational research.  相似文献   

‘Philanthropizing’ consent: how a private foundation pushed through national learning standards in Brazil     

Rebecca Tarlau  Kathryn Moeller 《教育政策杂志》2020,35(3):337-366

ABSTRACT

This article explores how the Base Nacional Comum Curricular (National Learning Standards), entered the policy debate in Brazil and became the most important reform initiative of the Ministry of Education between 2015 and 2017. We argue that this accelerated policy process was contingent upon the practice of philanthropizing consent: foundations’ use of material resources, knowledge production, media power, and informal and formal networks to garner the consent of multiple social and institutional actors to support a public policy. In other words, these foundations do not impose policies on governments; rather, they ‘render technical’ high-stakes political debates on pressing issues of educational equity and then influence state officials’ consensus about which policies to adopt. We argue that this philanthropic influence is not simply a neoliberal, profit-maximizing scheme; rather, it is an attempt by foundation and corporate leaders to garner power and influence on different scales, and re-make public education in their own image. Although this educational policy game is in many ways participatory and widely accepted, foundations are only able to play this role due to their tremendous economic power, a direct product of the unequal global political economy, and the systematic defunding of the public sphere.  相似文献   

VOICES OF DISAFFECTED PUPILS: IMPLICATIONS FOR POLICY AND PRACTICE   总被引：3，自引：0，他引：3  

Kathryn Riley  Jim Docking 《British Journal of Educational Studies》2004,52(2):166-179

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Engineering education on the ‘fuzzy’ front end: a high-technology entrepreneurship model     

G. P. Crawford  D. J. Broer 《European Journal of Engineering Education》2006,31(2):145-153

We have developed a university entrepreneurship program, culminating in a prototype and business plan, with five objectives: (1) value for all academic participants’ (2) introduction to engineering issues for students; (3) refinement of engineering students’ ‘soft’ skills; (4) training for students in creating value out of embryonic ideas; and (5) a genuine entrepreneurship opportunity for students who wish to pursue a start-up company. The framework is disclosed in the context of three case studies. Furthermore, educational outcomes are derived and discussed based on participant evaluations and faculty reflection. Value creation is evaluated in terms of student performance in graduation exams, in external competitions, industrial interest, investment, intellectual property creation, and market intelligence. Finally, factors that add value to or redirect university research are discussed in the context to better serve society.  相似文献   

Big change question As national policy-makers seek to find solutions to national education issues, do international comparisons such as TIMMS and PISA create a wider understanding, or do they serve to promote the orthodoxies of international agencies?     

Kathryn Riley  Harry Torrance 《Journal of Educational Change》2003,4(4):419-425

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