Junk Representations     

Shapiro  Lawrence A. 《The British journal for the philosophy of science》1997,48(3):345-361

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Time and the Environments of Schooling     

Shapiro  Bonnie  Richards  Linda  Ross  Nita  Kendal-Knitter  Kim 《Learning Environments Research》1999,2(1):1-19

In this article, we explore questions related to the meaning and nature of time in schooling environments. Cultural, historical and ecological images inform our thinking, using concepts from postmodern perspectives such as semiotics and critical pedagogy. We begin by reviewing the historical development of conceptions of time and describe what is meant by framing our research and thinking in a postmodern vision of time. We examine ideas about other potential meanings of time using semiotic and critical pedagogical interpretations. As the research and recommendations are of value to professional educators and policy makers, we discuss the value of nurturing intellectual relationships, the value of collaboration, and the importance of developing new ways to give voice to teachers to allow them to articulate their views about what is most meaningful and significant in the organization of learning environments.  相似文献   

An Approach to Consider the Semiotic Messages of School Science Learning Culture     

Shapiro  Bonnie  Kirby  David 《Journal of Science Teacher Education》1998,9(3):221-240

Journal of Science Teacher Education -  相似文献   

From Deficit to Asset: Locating Discursive Resistance in a Refugee-Background Student’s Written and Oral Narrative     

Shawna Shapiro  Michael T. MacDonald 《Journal of Language, Identity & Education》2017,16(2):80-93

This article examines how a refugee-background student of Somali Bantu heritage employs linguistic resources to make sense of his experience with forced migration, resettlement, and formal education. Much of the educational research on refugee-background students (and other groups of English learners) propagates a deficit orientation in which educational gaps and challenges, rather than educational resources and potential, are the central focus. In contrast, this student’s written and oral narratives construct a different identity, reframing his experience in terms of asset rather than deficit. Our discussion of asset discourse focuses on three central themes: agency, critical awareness, and contribution. This analysis suggests broader implications for research in educational linguistics and related fields.  相似文献   

Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three-Dimensional Spatial Understanding     

Leonard Shapiro  Kathryn Bell  Kallpana Dhas  Toby Branson  Graham Louw  Iain D. Keenan 《Anatomical sciences education》2020,13(4):488-503

The concept that multisensory observation and drawing can be effective for enhancing anatomy learning is supported by pedagogic research and theory, and theories of drawing. A haptico-visual observation and drawing (HVOD) process has been previously introduced to support understanding of the three-dimensional (3D) spatial form of anatomical structures. The HVOD process involves exploration of 3D anatomy with the combined use of touch and sight, and the simultaneous act of making graphite marks on paper which correspond to the anatomy under observation. Findings from a previous study suggest that HVOD can increase perceptual understanding of anatomy through memorization and recall of the 3D form of observed structures. Here, additional pedagogic and cognitive underpinnings are presented to further demonstrate how and why HVOD can be effective for anatomy learning. Delivery of a HVOD workshop is described as a detailed guide for instructors, and themes arising from a phenomenological study of educator experiences of the HVOD process are presented. Findings indicate that HVOD can provide an engaging approach for the spatial exploration of anatomy within a supportive social learning environment, but also requires modification for effective curricular integration. Consequently, based on the most effective research-informed, theoretical, and logistical elements of art-based approaches in anatomy learning, including the framework provided by the observe–reflect–draw–edit–repeat (ORDER) method, an optimized “ORDER Touch” observation and drawing process has been developed. This is with the aim of providing a widely accessible resource for supporting social learning and 3D spatial understanding of anatomy, in addition to improving specific anatomical knowledge.  相似文献   

Contemplation in the Classroom: a New Direction for Improving Childhood Education     

Shauna L. Shapiro  Kristen E. Lyons  Richard C. Miller  Britta Butler  Cassandra Vieten  Philip David Zelazo 《Educational Psychology Review》2015,27(1):1-30

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Teaching,Freedom and the Human Individual     

SEBASTIAN RÖDL 《Journal of Philosophy of Education》2020,54(2):290-304

The essay represents teaching as the coming to be of the human individual. In order to do so, it reflects on the character of human life by which it is knowledge of itself. Being knowledge of itself, human life is self-determining or free. Therefore generality and particularity come together in the human being in a distinctive way: a human being is not an exemplar, instance or specimen of a species, nature or life-form. Rather, she is her own principle. This is captured in the idea of the human being as an individual. The essay reveals teaching to be the form of coming to be which is proper to what is an individual in this sense. In this way, the essay shows teaching to be internal to human freedom.  相似文献   

The Birth of Miriam Hazel     

Rachel Shapiro Cooper 《The Journal of perinatal education》2015,24(4):206-208

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Making it Personal: Teaching Judaism to North American Youth in Israel     

Dr. Faydra L. Shapiro 《Journal of Jewish Education》2013,79(1):46-56

This article offers a general examination of the Israel, Jews, and Judaism displayed to North American Jewish youth on an Israel experience program, called Livnot U'Lehibanot ("To Build and to be Built"). My focus is an analysis of the program's pedagogical techniques. Based on detailed interviews and participant observation, I analyze participants’ responses to aspects of the program, to determine the effects of Livnot's teaching style and goals. This article demonstrates that Livnot's educational emphasis on “the personal” is credited by participants as a very significant factor in transforming their attitudes toward and understanding of Israel, Jews, and Jewish religious tradition.  相似文献   

The Yale Law Library,On Demand: A Holistic Approach to Library Services     

Julian Aiken  Fred Shapiro 《Legal Reference Services Quarterly》2013,32(3):226-238

The Yale Law Library has developed a suite of On Demand access and collection services. This article describes each service in detail, with the intention of assisting other libraries in developing similar services and generating discussion as to the future of library services in the digital era.  相似文献