Decentring the ‘places’ of citizens in national curriculum: the Australian history curriculum     

Kelsey Halbert  Peta Salter 《Curriculum Journal》2019,30(1):8-23

There is debate internationally about the production of curriculum texts and the epistemologies underpinning the knowledge legitimated in national curricula. National History curricula in particular are a source of contention bounded by calls for coherent and unifying national narratives that are inclusive and reflect the complexity of the discipline and historical consciousness of the nation to which they are bound. This paper uses critical spatial theory to highlight the ‘spaces’ and ‘places’ of the Australian Curriculum History (years 7–10) which organise and disorganise representations of identities in and out of the centre of the national narrative. Interrogating the impact of these representations within purported inclusive and cohesive national narratives draws attention to the notions of belonging presented to Australian citizens. We argue that resistance to normative national narratives and colonial legacies presented with place-based identities can reinhabit the curriculum. This reinhabiting and decentring seeks to engage History students with alternative perspectives and articulations to the national narrative, and foster meaningful connections to place and citizenship. Finally, critical place-based education approaches invite an embodied local/global citizen through local and marginalised knowledges.  相似文献   

全球化、相互依赖与教育     

Deane Neubauer 《Frontiers of Education in China》2007,2(3):309-324

Contemporary globalization is marked by rapidly and dramatically increasing interdependence, which operates both within and among countries. Increasing global interdependence has profound influence on education at all levels, such as how to deal with a world with more permeable boundaries in which people are on the move more frequently (migration) than ever before in human history, and in which urbanization is increasing at an unprecedented rate. This paper proposes a transformational analysis of contemporary globalization and identifies the increasing challenge for education due to the globalization, including the struggle to match the pace of technology change in society, to provide graduates with skills relevant to contemporary society, and to lead education students to an accommodation with persistent and rapid social change. Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2006, 4(4): 75–83  相似文献   

Subject librarian as coauthor: A case study with recommendations     

Kelsey Corlett-Rivera 《College & Undergraduate Libraries》2017,24(2-4):189-202

ABSTRACT

It can be challenging for subject librarians to participate in or lead Digital Humanities projects. This article presents a case study of a cataloging and digitization project that led to the creation of a Digital History website, both led by a subject librarian. Recommendations, such as leveraging your librarian skills and targeting graduate students, will be useful for other subject librarians who are looking for ways to become involved in the Digital Humanities.  相似文献   

Conceptual change and killer whales: constructing ecological values for animals at the Vancouver Aquarium     

Elin Kelsey 《International Journal of Science Education》2013,35(5):551-559

Changes in the mode of presenting the killer whales within the aquarium required both marine mammal and interpretation staff to change their conceptions of the role and value of killer whale ‘performances’. The process of change that staff underwent is similar to, and can be facilitated by understanding of, conceptual change processes among learners of science. Similar constructivist strategies of conceptual challenge can guide the staff's interaction with visitors, as an attempt is made to help visitors see the ecological relationships of wild and captive killer whales.  相似文献   

Long-term predictors of narrative skill in children with early bilateral cochlear implants     

Kelsey E. Klein 《欧洲特需教育杂志》2013,28(2):202-219

Narratives require the integration of many different linguistic skills and can be used as an ecologically valid measure of child language development. This study investigated the narrative skills of 18 six- to seven-year-old prelingually deaf children who received simultaneous bilateral cochlear implants (CI) between 5 and 18 months of age. No significant differences were found on any of the narrative measures between this group and a matched group of normal-hearing children. Measures taken of the children at 3, 6, 9, 12, 24, 36 and 48 months post-implantation, and measures from their parents were examined as possible predictors of narrative skills 72 months post-implantation. Child auditory skills, expressive language and receptive language were significant predictors of later narrative skills. A greater use of auditory-verbal language relative to visually supported language by parents and educators was associated with increased language complexity in child narratives. These results strongly suggest that early bilateral CI is associated with improved language outcomes for children with severe congenital hearing loss.  相似文献   

An exploration of future trends in environmental education research     

Nicole M. Ardoin  Charlotte Clark  Elin Kelsey 《Environmental Education Research》2013,19(4):499-520

This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social–ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse.  相似文献   

“Is Gay the New Black?”: An Intersectional Perspective on Social Movement Rhetoric in California's Proposition 8 Debate     

Michelle Kelsey Kearl 《传播与批判/文化研究》2013,10(1):63-82

This essay charts a critical intersectional rhetoric as a means for understanding the articulation of a Civil Rights Movement (CRM) analogy in marriage equality campaigns. Analyzing the campaign against Proposition 8, California's version of the Defense of Marriage Act, I argue that the use of such analogizing elides difference, prevents meaningful and complex conversations about power and oppression, and makes visible the material intersectional tensions between and among communities of color and gay and lesbian communities and how these discourses further marginalize those that identify as queer people of color. Through criticism of campaign commercials, movement strategy, and the protest rhetoric after the proposition passed, I argue that CRM analogy discourse historicizes racism, privileges white gay identities, and exacerbates divisions that prevent coalition building.  相似文献   

Prediction of Essay Scores From Writing Process and Product Features Using Data Mining Methods     

Sandip Sinharay  Mo Zhang  Paul Deane 《教育实用测度》2019,32(2):116-137

Analysis of keystroke logging data is of increasing interest, as evident from a substantial amount of recent research on the topic. Some of the research on keystroke logging data has focused on the prediction of essay scores from keystroke logging features, but linear regression is the only prediction method that has been used in this research. Data mining methods such as boosting and random forests have been found to improve over traditional prediction methods such as linear regression in various scientific fields, but have not been used in the prediction of essay scores from keystroke logging features. This article first provides a review of boosting, which is a popular data mining method. The article then applies boosting to predict essay scores from a large number of keystroke logging features and other predictor variables from two real data sets.  相似文献   

Considering the Museum Experience of Children with Autism     

Taylor Kelsey Kulik  Tina Sue Fletcher 《Curator: The Museum Journal》2016,59(1):27-38

This article reports on a study that was designed to provide insight about the barriers that limit families with children with autism spectrum disorder (ASD) from visiting fine arts museums. Parents (N=54), and staff and volunteers (N=62) at the museum completed a questionnaire about their perceptions of the participation of children with ASD in museum activities. Some significant differences in responses were found between parents and museum staff and volunteers. Parents reported being thankful for the sense of community that Autism Awareness Family Celebrations provide, but were frustrated with reactions from others during typical museum experiences. Museum staff and volunteers expressed that museum participation was important, but responses were split between those who desired to learn more about ASD in order to create an optimal museum experience, and those who preferred not to take on this initiative. Studies such as this help museums become more inclusive.  相似文献   

The Relation Between Walking and Language in Infant Siblings of Children With Autism Spectrum Disorder     

Kelsey L. West  Nina B. Leezenbaum  Jessie B. Northrup  Jana M. Iverson 《Child development》2019,90(3):e356-e372

In typical development, walk onset is accompanied by increased language growth (e.g., Walle & Campos, 2014). The present study explored whether this relation may be disrupted in the infant siblings of children with autism spectrum disorder (ASD; heightened risk of receiving an ASD diagnosis; HR), a population exhibiting substantial variability in motor and language development (e.g., Gamliel, Yirmiya, & Sigman, 2007; Landa & Garrett-Mayer, 2006). Receptive and expressive language were examined across the transition to walking in three groups of HR infants (no diagnosis, language delay, and ASD; N = 91, 8–18 months) and in infants with no family history of ASD (N = 25; 9–15 months). Only infants with an eventual ASD diagnosis did not show increased language growth following walk onset.  相似文献