Higher Education as a Platform for Cross‐Cultural Transition: the Case of the First Educated Bedouin Women in Israel     

Sarab Aburabia‐Queder 《Higher Education Quarterly》2011,65(2):186-205

This article examines two groups of Bedouin women who studied in different cultural spaces. The first group, due to a lack of high schools in the Negev (during the 1970s), were obliged to leave the village to study and reside in boarding schools in the central and northern regions of Israel. These women returned to their society of origin after the completion of their academic studies. The second group went to Jewish universities in a town near their homes (Beersheba), attending daily and returning home each night to patriarchal control. The article examines the experience of these pioneers in higher education as a form of cultural transition and internal immigration, with an emphasis on the unique characteristics of each of the two groups. Going out to gain higher education is seen in Bedouin society as a form of immigration, and the first educated women therefore became a type of immigrant.  相似文献   

‘Nowhere that fits’: the dilemmas of school choice for parents of children with Statements of special educational needs (SEN) in England     

Meanu Bajwa‐Patel  Cristina Devecchi 《Support for Learning》2014,29(2):117-135

Giving parents a choice with regard to their children's education has been central to the political discourse of school reform at least since the 1988 Education Reform Act (ERA). With regard to children with a Statement of special educational needs (SSEN), a plethora of policies and laws have given parents the right not only to choose a school, but also to appeal to decisions in the best interest of their children. Yet, despite the discourse of school choice, the implementation and practice of such reforms is neither assured nor simple. Participants in this study indicated that they have little choice of suitable provision and are having to compromise either the academic or the social aspects of their child's schooling. This article argues that for many parents whose children have a Statement of SEN, the choice of a school is often a dilemma, as ‘nowhere seems to fit’.  相似文献   

Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties     

Paloma Gonzlez‐Castro  Marisol Cueli  Dbora Areces  Celestino Rodríguez  Georgios Sideridis 《Learning disabilities research & practice》2016,31(3):142-155

Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical competencies and word problem solving skills. The goal was to compare and contrast the effects of IDR on the acquisition of informal and formal mathematical competencies in students with attention deficit/hyperactivity disorder (ADHD) and MLD. Participants were 216 students (6–9 years), who were classified into three groups: ADHD (n = 72), MLD (n = 82), ADHD and MLD (n = 62). They completed the Test of Early Mathematics Ability (Third Edition). The results showed that all three diagnosed groups improved significantly postintervention in all mathematical competencies, with the MLD‐only group benefiting the most at posttest.  相似文献   

Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning     

Helen Askell‐Williams  Rosalind Murray‐Harvey  Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.  相似文献   

Implications for improving access and outcomes for individuals with disabilities in postsecondary distance education     

Weol Soon Kim‐Rupnow  Peter W. Dowrick  Laure S. Burke 《The American journal of distance education》2013,27(1):25-40

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(6) Commercial libraries     

C. W. Black 《International Information and Library Review》2013,45(4):485-492

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EUROPEAN DISSERTATION SUMMARIES     

Mijung Kim  Aik‐Ling Tan 《International Journal of Science Education》2013,35(4):465-472

To alleviate teachers’ reluctance toward practical work, there has been much discussion on teachers’ pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers’ conflicts in practical work, this study examines teachers’ ideas about teaching and learning that influence teachers’ decision‐making and action on teaching practical work. More important than knowing technical–rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third‐year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants’ ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre‐service teachers’ understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre‐service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre‐service elementary teachers to appreciate the balance between science teaching and practical work.  相似文献   

The Effect of a National Initiative on Exam Results     

P.B. Tymms  C.T. Fitz‐Gibbon  J.J.C. McCabe  R.D. Hazelwood 《School Effectiveness & School Improvement》2013,24(4):281-298

ABSTRACT

This paper considers the examination results of TVEI and non TVEI pupils in the database established at the University of Newcastle in 1985‐87. The pupils took national exams in the summer of 1987, when they were about 16 years old. Their average grades (Exam Means) and their accumulated grades (Exam Totals) were considered separately.

The Exam Mean and Exam Total scores were generally worse for TVEI than non TVEI pupils, even when pupils with the same ability test scores and aspirational scores were compared. However, it is possible that non TVEI factors caused the discrepancy in results and it is these factors which are the subjects of this paper.

The paper considers firstly whether the differences are an artefact of regression analysis. Secondly, the data are considered using various multilevel models. Both analyses suggest that there was no TVEI effect on the Exam Mean score and a negative TVEI effect on the Exam Total. Various explanations for these findings, concerning internal school allocational and curriculum policies, are considered and discussed.  相似文献   

Media Education in Primary Schools in Austria: Teaching Materials     

Susanne Krucsay  Gabriele Zuna‐Kratky 《Educational Media International》2013,50(2):57-62

Abstract

This article describes the questionnaire by which the Austrian Ministry of Education investigated the state of media education in primary schools, and briefly summarizes the results. It then describes the teaching materials that have been and are being produced.  相似文献   

Technology's impact: symbiotic or asymbiotic impact on differing cultures?     

Cheng‐Chang Pan  Ming‐Hsiu Tsai  Ping‐Ye Tsai  Yedong Tao  Richard Cornell 《Educational Media International》2013,50(3-4):319-330

Over the past three years or more, the authors have been examining the impact of technology interventions on students and teachers – from cultures where English is a second language. It is their hypothesis that students and teachers from non‐English speaking nations suffer severe disadvantages when technological interventions are superimposed on existing traditional pedagogical models. This paper is the latest in a series that examines extent pedagogies, primarily in Asia, and the pressures of having to re‐conceptualize what has been a tradition for centuries. It traces significant educational origins to their cultural roots and examines contemporary initiatives that, if implemented, may well disrupt. It offers possible solutions that, if approached with reconciliation as its focus, might offset catastrophic results and, in fact, achieve pedagogical symbiosis.L'impact de la technologie: symbiotique ou asymbiotique selon des cultures différentes. Durant les 3 dernières années ou plus, des auteurs ont examiné les interventions sur les étudiants et les enseignants appartenant à des cultures où l'anglais est une seconde langue. C'est une hypothèse que les étudiants et enseignants de pays non anglophones souffrent de plusieurs d´esavantages quand les interventions technologiques sont imposées sur les modèles pédagogiques traditionnels. Cet article est le plus récent d'une série qui examine plusieurs pédagogies, particulièrement en Asie, et les pressions de revoir la conceptualisation qui a été la tradition pendant des siècles. Il met les origines éducatives significatives depuis leurs racines culturelles et examine les initiatives contemporaires qui, si elles sont en oeuvre, peuvent aboutir à des ruptures. L'article offre des solutions possibles qui, si elles sont approchées dans un esprit de conciliation comme point de mire, permettent d'éviter des résultats catastrophiques et, en fait, aboutir à une symbiose pédagogique.Die Wirkung der Technik: Symbiotische oder Asymbiotic Wirkung auf unterschiedliche Kulturen? Über die letzten drei Jahre oder mehr haben die Autoren die Wirkung von Technikeingriffen auf Studenten und Lehrer aus Kulturen geprüft, in denen Englisch eine zweite Sprache ist. Es ist ihre Hypothese, daß Studenten und Lehrer aus nicht englisch sprechenden Nationen schwerwiegende Nachteile erleiden, wenn mit technologischen Eingriffen vorhandene traditionelle pädagogische Modelle überlagert werden. Dieses Papier ist das letzte einer Serie, die umfangreiche pädagogische Gebiete untersucht, in erster Linie in Asien, und den Zwang prüft, das wieder konzeptualisieren zu müssen, was Jahrhunderte eine Tradition gewesen ist. Es verfolgt signifikante Bildungsursprünge hin zu ihren kulturellen Wurzeln und prüft zeitgenössische Initiativen, die, wenn durchgeführt, das gut unterbrechen können. Es bietet mögliche Lösungen an, die, mit dem Ziel der Aussöhnung, katastrophale Ergebnisse ausgleichen und in der Tat eine pädagogische Symbiose erreichen könnten.  相似文献