Toward a renaissance in curriculum theory and development in the USA   总被引：4，自引：4，他引：0  

William Wraga  Peter Hlebowitsh 《课程研究杂志》2013,45(4):425-437

The curriculum field in the USA has existed in a chronic state of disarray, even crisis, for many years. This study considers whether the field's 'reconceptualization' has alleviated the signs of crisis articulated some 30 years ago by Joseph Schwab. It concludes by suggesting that four issues should be examined in order to establish a vital sense of community among curriculum scholars and to create favourable conditions for a renaissance in the US scholarly field of curriculum theory and development.  相似文献   

Deliberative theory and the legitimacy of Islamic influence in the British education system     

Peter Matthew Hills 《牛津教育评论》2013,39(6):716-729

Abstract

This article argues that deliberative theory provides an important contribution in the debate about the legitimacy of an Islamic influence within the British education system. The contribution is a timely one, in light of the tendency to view issues involving Islam and Muslims through the distorting prism of Islamophobia. The contribution of deliberative theory is developed and explained through a constructive comparison with two positions within debates about the legitimacy of religion and the accommodation of minority claims within education: ethical liberalism and ethical pluralism.  相似文献   

Intercultural comparative research: rethinking insider and outsider perspectives     

Peter Kelly 《牛津教育评论》2013,39(2):246-265

A commonsense problematic positions comparative researchers as either inside or outside cultures, or their situation is considered so as to acknowledge cultural fluidity and fragmentation. This article rejects the objectivism of these positions to provide a relational account. Using the lens of social practice theory, comparative pedagogy is analysed and a case study provided, where pedagogy is described as a socially situated phenomenon and research on pedagogy as a contested field. Three relations are examined: researchers to pedagogy in processes of data generation; researchers to theories of and empirical research about pedagogy in processes of analysis; and theories of and empirical research about pedagogy to pedagogy in processes of validation. Methodological insights into the status, legitimacy and limitations of research findings are discussed, and a view of comparative pedagogy as craft apprenticeship is presented.  相似文献   

A highway for research in science education that no longer leads to the frontier     

Peter J. Fensham 《Studies in Science Education》2013,49(2):237-241

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Factors influencing the take-up of physics within second-level education in Ireland—the teachers’ perspective     

Yurgos Politis  Maureen Killeavy  Peter I. Mitchell 《Irish Educational Studies》2013,32(1):39-55

There has been a disturbing decline in the take-up of physics within second-level education in Ireland since the early nineties. Here, an analysis is presented of the main factors influencing the take-up of physics from the perspective of secondary school teachers. The database underpinning the analysis is based on a comprehensive survey of teacher opinion in Irish schools conducted in December 2004. The sample included all such schools in Ireland and was directed at school principals, senior cycle physics teachers, and junior cycle science teachers. The data reveal that most senior cycle physics teachers in Ireland do not possess a ‘physics-dominated’ primary degree, are dissatisfied with the technical back-up available to them and their students, consider that many of their students lack the basic mathematical skills needed for physics, believe their students are not adequately informed about career opportunities in physics, and feel students are disadvantaged in regard to grade points in the leaving certificate examination compared with most other subjects. These findings echo those of a previous report by the Government Task Force on the Physical Sciences and lend renewed urgency to the necessity of implementing a comprehensive action programme to reverse the decline in physics take-up before it impacts negatively on the Irish economy.  相似文献   

Psychological assessment and dyslexia: parents’ perspectives     

Louise Long  Peter McPolin 《Irish Educational Studies》2013,32(1):115-126

The purpose of this paper is to explore parents’ perceptions of the process of having their child assessed for dyslexia by an independent Educational Psychologist and the affective impact on the child or young person. The research was carried out as part of an evaluation of the services offered by the Northern Ireland Dyslexia Centre (NIDC). The methodology involved the use of a postal survey questionnaire with both qualitative and quantitative outcomes. Findings are discussed in the context of strategies for promoting partnerships with parents and affective-academic pathways for learners with dyslexia.  相似文献   

Multicutural literature and gifted black students: Promoting self‐understanding,awareness, and pride     

Donna Y. Ford  Cynthia A. Tyson  Tyrone C. Howard  J. John Harris III 《Roeper Review》2013,35(4):235-240

Social dominance orientation (SDO), right-wing authoritarianism (RWA), and socially desirable responding were examined among a sample of self-identified supporters of gifted education (N = 341), 70% of whom had an official role in gifted education as researchers, teachers, or gifted-talented (G/T) trainers. The sample was primarily female, White, well-educated, and upper middle class. The relationship of SDO, RWA, socially desirable responding, and support for various gifted education practices such as testing for identification, curricular differentiation in a heterogeneous classroom, and cooperative learning was explored through latent class analysis and logistic regression. Two distinct groups, communitarians and individualists, were found on the basis of their support for different gifted programming. Higher deference to authority among communitarians predicted support for an inclusive social norm, compared to a preference for maximizing potential without regard for inclusion among the individualists, who were less likely to defer to authority.  相似文献   

Determinants of underachievement as perceived by gifted,above‐average,and average black students 1     

Donna Y. Ford 《Roeper Review》2013,35(3):130-136

This study examined determinants of underachievement as perceived by 148 Black fifth‐and sixth‐grade students in an urban school district. Explored were the respective influences of social, psychological, and cultural determinants of underachievement as perceived by Black students in three different academic programs (gifted, above‐average, and average). Students were placed into groups based on profiles of achievement behavior (Types I through V) and compared relative to their perceptions and attitudes. Findings from the statistical analyses (frequency analyses, t‐tests, analyses of variance, and multiple regression) suggest that psychological factors played the greatest role in underachievement or poor achievement motivation, and that underachievement behaviors were noted among all students, irrespective of their academic program. Implications and recommendations are suggested for educators working with gifted, above‐average, and average Black students in urban areas.  相似文献   

8–12 middle schools: views of a local system     

Roger Barrett  Charles Cuff  Peter Moran 《Education 3-13》2013,41(1):10-14

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Talk     

Peter Harrod 《Education 3-13》2013,41(2):4-8

The publication and subsequent distribution and dissemination of Birth to Three Matters, A Framework to Support Children in their Earliest Years (DfES, 2002) marks a significant breakthrough in government recognition of the importance of the years from birth to three in shaping children's later learning. However, the Curriculum Guidance for the Foundation Stage, published the previous year, focuses upon the years from three to five. In this paper, Lesley Abbott and Ann Langston challenge the view that the Foundation Stage begins as children reach their third birthday, but rather that children are competent learners from birth, and it is at this very early stage that true foundations are laid.  相似文献