排序方式： 共有46条查询结果，搜索用时 15 毫秒
31.
Mordechai Gordon 《Teachers and Teaching》2013,19(6):737-746
Constructivism has emerged as a very powerful model for explaining how knowledge is produced in the world as well as how students learn. Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs and public schools across the nation, while demonstrating significant success in promoting student learning. In this essay, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. He outlines some of the ways in which constructivism has been misconstrued and analyzes several ways in which constructivist teaching has been misused. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful. 相似文献
32.
Mordechai Gordon 《Educational Philosophy and Theory》2014,46(2):162-174
AbstractA review of the literature in philosophy in the past 20 years indicates that relatively little has been written on the connection between friendship, intimacy and humor. This article is intended to begin to address the neglect of this topic among philosophers by focusing on some interesting aspects of the relationship between friendship, intimacy and humor. The author begins his analysis by examining the different types of friendships while highlighting the characteristics of the particular kind of friendship that involves intimacy. The second part of this article discusses the concept of intimacy, which has not received much attention among philosophers. Next, the author takes a close look at the issue of humor while distinguishing it from both joking and laughter. He then moves to the heart of this article, which focuses on the question of: how can humor enhance intimacy in friendship? In the final part of this article, the author briefly outlines some educational implications that can be gleaned from the analysis of the relationship between friendship, intimacy and humor. 相似文献
33.
34.
ObjectiveTo investigate the extent to which childbirth may function as a retraumatization of childhood sexual abuse, and may exacerbate postpartum posttraumatic stress reactions.MethodsData was obtained from a convenience sample of 837 women in mid-pregnancy, at 2 and 6 months following childbirth. Three groups were drawn from this sample: women who experienced childhood sexual abuse (CSA), women survivors of trauma other than CSA, and women who reported no-trauma experiences.ResultsPTSD subcategories of intrusion and arousal were increased in the CSA group following childbirth, although the overall PTSD score did not increase following childbirth in any of the groups CSA survivors scored higher at all data collection time points.ConclusionsCSA is a traumatic event that has greater negative long-term effects than other traumas in the population of pregnant women.Practice implicationsIdentifying women who are survivors of CSA early in their pregnancy and establishing a risk assessment may significantly reduce delivery complications and consequently mitigate postpartum PTS outcomes. 相似文献
35.
This study examined 126 students' (14–16 years of age; 66 females) perceptions of self-disclosure to their mothers with respect to their mistakes in class activities. Specifically, we hypothesized that self-disclosure would predict adolescents' ability to learn from mistakes they made in classroom tasks. In addition, we hypothesized that perceived mothers' love withdrawal would correlate negatively with adolescents' self-disclosure, whereas perceived autonomy support would correlate positively with self-disclosure. Further, we hypothesized that the effect of mothers' parenting practices on adolescents' ability to learn from their mistakes would be mediated by adolescents' self-disclosure of their school experiences. Results, using SEM analyses, showed the importance of mothers' autonomy support for adolescents' self-disclosure and learning from their mistakes in classroom tasks. 相似文献
36.
Malka Margalit Mordechai Miron 《International Journal of Disability, Development & Education》1983,30(3):195-200
The attitudes of adolescents toward handicapped people were investigated with the long‐term goal of maximizing the effective mainstreaming of handicapped teeangers. Analysis of the attitudes of 262 Israeli high school students showed a generalized accepting tendency. Significant differences emerged, not with regard to the type of handicap as had been expected, but for three content areas defined as limitations of the handicapped, feelings of reservation and shame, and the rights of the handicapped. There were significant differences between the sexes in general acceptance and in two of these content areas. Implications of the results in terms of intervention programming are discussed. 相似文献
37.
Mordechai Gordon 《Educational theory》2011,61(2):207-219
In this essay, Mordechai Gordon interprets Martin Buber's ideas on dialogue, presence, and especially his notion of embracing in an attempt to shed some light on Buber's understanding of listening. Gordon argues that in order to understand Buber's conception of listening, one needs to examine this concept in the context of his philosophy of dialogue. More specifically, his contention is that closely examining Buber's notion of embracing the other is critical to making sense of his conception of listening. Gordon's analysis suggests that, in Buber's model, listening involves a kind of active attentiveness to another's words or actions, engaging them as though they are directed specifically at us. Gordon's discussion of dialogue and listening also indicates that the relation between speaking and listening is one of reciprocity and mutual dependence and that listening plays an essential role in initiating many dialogues by creating a space in which two people can embrace each other as complete individuals. 相似文献
38.
Scientists usually identify themselves as eithertheoreticians or experimentalists, while technology –the application of science in practice – is done byengineers. In computer science, these distinctionsare often blurred. This paper examines the history ofmajor achievements in computer science as portrayed bythe winners of the prestigious Turing Award andidentifies a possibly unique activity calledTheory-Guided Technology (TGT). Researchers developTGT by using theoretical results to create practicaltechnology. The reasons why TGT is practical incomputer science are discussed, as is the coolreception that TGT has been received by softwareengineers. 相似文献
39.
This paper explores perceptions of professional identity among experienced early childhood educators (ECEs) who are novice
students in a new master’s degree program in ECE. We sought to examine the changes experienced by these educators. The study
used qualitative content analysis, which included an open-ended questionnaire that was administered twice to the participants:
at the beginning of their first year of study and at the end of the second year. The findings indicate a change in the participants’
perceptions of their multi-dimensional professional identity. They began to examine the early childhood educational system
with a critical point of view based on their academic and pedagogical conceptual vision, and became aware of the contingent
political consequences. We believe this study will enable us to advance the ECE system and promote academic research conducted
by professionals. 相似文献
40.
Mordechai Gordon 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):39-58
Although New York's highest court granted children the constitutional right to a meaningful high school education in Campaign for Fiscal Equity v. State of New York, equitable funding has yet to be implemented. The state of New York continues to stall on revising the funding formula statewide, despite the many indications that this must be done if the state is to satisfy the Court of Appeal's 2003 ruling. Although some factors that affect children's performance in school, such as lead poisoning and poverty, lie beyond the control of the schools, schools are nevertheless required to remediate their effects by providing special education. Equitable funding based on obtaining good educational outcomes for all children would help create conditions under which children could improve their life chances through education. After equitable funding has been obtained, defining the markers of a meaningful high school education will be the next task for school reformers in New York. 相似文献