Acculturation preferences of majority and minority adolescents in Germany in the context of society and family     

Inga Pfafferott  Rupert Brown 《Int J Intercult Relat》2006,30(6):703-717

Four hundred and fifteen adolescents (134 German majority and 281 minority members) completed a questionnaire which measured attitudes towards acculturation, life satisfaction and intergroup relation variables. German majority members preferred integration followed by assimilation (according to Berry's taxonomy), while minority members had a clear preference for integration. Integration was more strongly associated with favourable intergroup relations and, in the case of minority members, life satisfaction, than the other acculturation orientations. Furthermore the study showed that discrepancies between own acculturation attitudes and perceived attitudes of the other group may influence life satisfaction and intergroup attitudes. Perceived acculturation preferences of the respondents’ parents were also examined. German majority adolescents perceived their parents’ attitudes as more favourable to exclusion than their own, and minority members perceived their parents’ attitudes as leaning more towards separation than their own. In the majority sample, these discrepancies were not related to any of the outcome variables, but in the minority sample they influenced life satisfaction, perceived quality of intergroup relations, and tolerance.  相似文献   

The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses     

Rupert Knight 《Teachers and Teaching》2017,23(7):843-858

The landscape of teacher education is undergoing significant change in many countries and this is often associated with a move towards greater school involvement in the preparation of teachers. One aspect of teaching expertise that is particularly challenging for primary student-teachers is the development of subject knowledge across a wide range of subject areas. Subject knowledge for teaching is multi-faceted and is itself linked to broader questions about curriculum and the content that should be taught. It is timely, therefore, to consider how subject knowledge development might be reconceived in a school setting and how university and school staff might work in new ways with student-teachers to this end. Communities of practice theory is employed as a framework for analysing the learning environment and evaluating these future possibilities. It is argued that collaboration with peers, with their mentoring teachers and with a wider professional community is an under-exploited way of integrating facets of subject knowledge: giving this time and status through structured activities might be a particularly fruitful form of hybrid working in situ. The paper concludes by proposing four principles to underpin this sort of practice.  相似文献   

Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue     

Rupert Wegerif 《British Educational Research Journal》2008,34(3):347-361

This article explores the relationship between ontological assumptions and studies of educational dialogue through a focus on Bakhtin's ‘dialogic’. The term dialogic is frequently appropriated to a modernist framework of assumptions, in particular the neo‐Vygotskian or sociocultural tradition. However, Vygotsky's theory of education is dialectic, not dialogic. From a dialogic perspective the difference between voices in dialogue is constitutive of meaning in such a way that it makes no sense to imagine ‘overcoming’ this difference. By contrast, due to the implicit assumption that meaning is ultimately grounded on identity rather than upon difference, the dialectic perspective applied by Vygotsky interprets differences as ‘contradictions’ that need to be overcome or transcended. A case study of research on exploratory talk is used to illustrate the potential for a fruitful relationship between ‘high level’ theory and research that is relevant to classroom practice.  相似文献   

职业教育与高等教育:问题、关注点和发展前景   总被引：1，自引：0，他引：1  

Rupert Maclean 《职业技术教育》2007,(18):76-79

从历史的角度来说，职业教育和高等教育源自截然不同的教育传统，大学一般生产系统的科学知识，而职业教育则提供某一特定职业的培训。随着时间的推移，这两者之间的关系也受到了社会经济发展过程的影响。在世界范围内，一个国家之内的精英高等教育机构、大众化高等教育机构、多科技术学院以及不同层次的职业教育机构间形成了复杂的关系。即使在都是以资本主义经济为主体的德国和英国等欧盟国家，也采用了不同的高等教育和职业教育实施方法。  相似文献   

The secondary school,teacher and the annual convention     

Rupert L. Cortright 《Quarterly Journal of Speech》2013,99(4):576-577

Disraeli, A Picture of the Victorian Age, by André Maurois. New York: Appleton and Co., 1928: pp. xiii, 379: $3.

Westminster Voices: Studies in Parliamentary Speech. By James Johnston. London: Hodder and Stoughton: pp. 255.

Representative Phi Beta Kappa Orations: Second Series. Edited by Clark S. Northup, with an introduction by C. F. Thwing. New York: The Elisha Parmele Press, 1927: pp. 554.

Milton on Education: The Tractate of Education with supplementary extracts from other writings of Milton. Edited by O. M. Ainsworth. New Haven: Yale University Press, 1928: pp. xiv, 369.

Classified Speech Models. Collected by William Norwood Brigance. New York: F. S. Crofts &; Co., 1928: 413 pp.

The Towel. By G. Oscar Russell. Columbus: The Ohio State University Press, 1928: pp. 353.

Das russische Theater. By Joseph Gregor and Rene Fueloep‐Miller. Zurich, Leipzig, Wien: Amalthea, 1927: 137 pp., 405 plates.

The Technique of Controversy. Principles of Dynamic Logic. By Boris B. Bogoslovsky, Ph. D. New York: Harcourt, Brace and Company, the International Library of Psychology, Philosophy, and Scientific Method, 1928: pp. viii, 266.

Fifty Orations That Have Won Prizes in Speaking Contests. Compiled by Winston H. Ashley, with an Introduction by William Norwood Brigance. New York: Noble and Noble, 1928: pp. xx, 390: $2.

Public Speaking, A Treatise on Delivery. By Edwin DuBois Shurter. New Edition, New York: Allyn and Bacon, 1927: pp. vii, 176.

A Lecture on Lectures. By Sir Arthur Quiller‐Couch. London: The Hogarth Press, 1927: pp. 48.  相似文献   

Developing a material-dialogic approach to pedagogy to guide science teacher education     

Lindsay Hetherington  Rupert Wegerif 《师资教育杂志》2018,44(1):27-43

Abstract

Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there is a gap in the way that science teachers think about the role of materials and that this could be addressed by changes in the theory base of teacher training, augmenting the current constructivist and dialogic theory with the addition of new materialism in the form of Barad’s ‘Agential Realism’. Our findings suggests that science teachers do not regularly explicitly consider the relationship between the material resources they deploy and the dialogic learning taking place. We argue that science teacher training and professional development should pay more attention to the material-dialogic relationships in the learning that emerges in science classrooms.  相似文献   

Overview: Secondary education at the crossroads     

Rupert Maclean 《Prospects》2001,31(1):39-45

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Peer-led focus groups as ‘dialogic spaces’ for exploring young people’s evolving values     

Natalie Djohari  Rupert Higham 《Cambridge Journal of Education》2020,50(5):657-672

ABSTRACT

Although peer-led focus groups are widely used in research with children and young people, surprisingly little has been written that evaluates their methodological appropriateness. Drawing on data from 10 peer-led focus group sessions across 5 international schools, this article demonstrates how focus group discussions around moral and social values, which become more meaningful though the self-reflection provoked in encounters with different experiences and perspectives, can be advantageous for research. Peer-moderators, as both participants and facilitators, run focus groups that open dialogic spaces for exploratory talk that avoids the self-censure and deference that can emerge in the presence of an adult moderator. This is particularly important when participants are structurally disadvantaged and lack similar spaces for collaborative inquiry into their shared experiences. Video capture allows researchers in-depth access to these focus groups after the event, revealing evidentially and pedagogically rich dialogues.  相似文献   

Adult and child discrimination of CV syllables differing in voicing onset time   总被引：1，自引：0，他引：1  

L L Elliott  L A Busse  R Partridge  J Rupert  R DeGraaff 《Child development》1986,57(3):628-635

The purpose of this experiment was to determine whether age-related differences would be observed for discrimination of synthesized, 5-formant consonant-vowel syllables that differed in voicing onset time (VOT) of the initial consonant. Just noticeable differences (JNDs) were measured relative to the end points of the stimulus continuum, using a "same"-"different," adaptive procedure with trial-by-trial feedback/reinforcement and "catch" trials, in which members of the stimulus pair were identical syllables. 6-8-year-old children required significantly longer VOTs for syllabic discrimination than did adults. Adults' JNDs relative to [pa] at the end of the stimulus continuum with longer VOTs were significantly larger than their JNDs relative to [ba], as would be expected on the basis of psychoacoustic considerations, but neither 6-8-nor 8-11-year-old children showed this trend. Performance on "catch" trials for both groups of children was significantly poorer than for adults. Outcomes corresponded to results of other investigations that have reported that children require more acoustic information than adults to achieve the same performance criterion.  相似文献   

On the scientific unity of concepts     

Rupert  Robert D. 《Metascience》2011,20(1):147-151

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