Defining the outcomes of teacher education: what's social justice got to do with it?     

Marilyn Cochran‐Smith 《Asia-Pacific Journal of Teacher Education》2004,32(3):193-212

In the context of escalating criticism of university‐based teacher education across the world, a clear need exists for informed defence of the field and the profession as well as critical evaluation of both teacher education and schooling. This paper takes up the issue of the ‘outcomes question’ in this regard, arguing the case for a strong focus on social justice as the necessary complement to an ongoing concern with academic excellence and rigor. It argues the need for teacher educators and others to look closely at the different ways that educational outcomes are currently being defined and for these differences to be made more openly and widely available for criticism and discussion. The paper seeks to contribute to debate regarding the role and renewal of teacher education, in specific relation to widespread standards movements and the public good, and the conduct and governance of education more generally.  相似文献   

National Assessments: Underlying Cultural Values Revealed by Comparing English and French National Tests     

Claire Planel  Patricia Broadfoot  Marilyn Osborn  Keith Sharpe  & Brigitte Ward 《European Journal of Education》2000,35(3):361-374

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Off with a theme: Emergent curriculum in action     

Marilyn A. Sheerer  Ernest Dettore  Jennifer Cyphers 《Early Childhood Education Journal》1996,24(2):99-102

Early childhood teachers can plan developmentally appropriate classrooms through a fusion of thematic and emergent curriculum approaches. Ernie, a preschool teacher/university professor working in a campus laboratory setting, designed and implemented a space theme which was relevant to young children, allowed them many opportunities to demonstrate their knowledge and skills and expand upon them in significant ways, and incorporated a variety of materials and resources. Overall, the use of this theme reflected the initial and emergent interests of both the teachers and children, as they interacted in the social environment.  相似文献   

Conditioning copulatory behavior to an artificial object: Efficacy of stimulus fading     

Michael Domjan  Marilyn Huber-McDonald  Kevin S. Holloway 《Learning & behavior》1992,20(4):350-362

Copulatory behavior rarely occurs in response to an arbitrary inanimate object. However, such behavior can provide important information about the stimulus control of copulatory behavior. In the present study, male Japanese quail were administered 15–20 conditioning trials that included exposure to an inanimate object and an opportunity to copulate with a live female quail. For some subjects, the stimulus object was always entirely covered with terrycloth. For other birds, the stimulus object contained a taxidermically prepared head and neck of a quail hen. Fading consisted of gradually covering up the neck and then the head portions of the stimulus object over successive trials. After conditioning, all subjects were tested with the entirely covered object. The fading procedure facilitated the conditioning of copulatory behavior to the entirely artificial object. In subjects that received the fading procedure, learning did not depend on pairings of the stimulus object with copulatory opportunity. The results are discussed with respect to an associative mediation mechanism.  相似文献   

Just pretending     

Marilyn Segal  Don Adcock 《Early Childhood Education Journal》1986,13(3):16-19

The appeal of fantasy is universal. Adults as well as children enjoy escaping the bonds of reality. For us as adults these flights of fantasy are usually short-lived, but for young children they are a way of life. This article focuses on structured activities for the classroom with ways to help children grow through imaginative play.This article is excerpted from the bookJust Pretending available from Mailman Family Press, 707 Westchester Ave., White Plains, NY 10604.  相似文献   

AECT International Student Media Festival: Big Plans for Anaheim and the Future     

Marilyn Connelly 《TechTrends》2003,47(2):11-11

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National Context,Educational Goals and Pupil Experience of Schooling and Learning in Three European Countries     

Marilyn Osborn 《Compare》1999,29(3):287-301

The paper reports on the findings of a major research project which examines the relationship between the national context and national educational values as these are translated into the school context, teacher beliefs, classroom processes and pupil perspectives on learning and schooling. The theoretical rationale for such research is examined and evidence is drawn from questionnaires administered to approximately 1,800 pupils in secondary schools in England, France and Denmark, individual and group interviews with pupils, discussions with teachers and headteachers, and classroom observation. The paper explores the significance of the cultural context in which learning occurs by examining pupil perspectives on the purposes of schooling and on the teaching they receive. Our findings suggest that although pupils in different European countries share many common concerns, they also come to school with significantly different attitudes towards themselves as learners, towards school and towards achievement. As a result their expectations of themselves and of their teachers are also different.  相似文献   

Cognitive biases in the interpretation of autonomic arousal: A test of the construal bias hypothesis     

Keith D. Ciani  Matthew A. Easter  Jessica J. Summers  Maria L. Posada 《Contemporary educational psychology》2009

According to Bandura’s construal bias hypothesis, derived from social cognitive theory, persons with the same heightened state of autonomic arousal may experience either pleasant or deleterious emotions depending on the strength of perceived self-efficacy. The current study tested this hypothesis by proposing that college students’ preexisting efficacy beliefs may affect how physiological arousal during exams is construed as a valence of positive emotion. Survey data were collected from 172 students in a statistics course at a large research university in the Midwest. Students provided self-reported intensity of autonomic arousal during previous exams, statistics self-efficacy, and positive affect toward a proximal final exam. The construal bias hypothesis was supported by a significant interaction between autonomic arousal and self-efficacy on the dependent variable positive affect. Results revealed that as autonomic arousal increased, so did the moderating effect of self-efficacy. Specifically, as physiological arousal intensified, students with high or low self-efficacy reported divergent levels of positive emotion. Implications for theory, research, and practice are discussed.  相似文献   

Connellys’ Classroom Cutaway     

John  Marilyn Connelly 《TechTrends》2010,54(4):7-9

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Building trust by eliminating plagiarism: White paper from the ad hoc committee on plagiarism     

Marilyn Chambliss  Mimi Bong  Barbara Greene  Douglas Kauffman  Sofie Loyens  Peggy Van Meter 《Contemporary educational psychology》2010

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