The politics of method: from leftist ethnography to educative research     

Andrew Gitlin  Marjorie Siegel  Kevin Boru 《International journal of qualitative studies in education》2013,26(3):237-253

In the last two decades, ethnography has become the dominant methodology of the American educational left. While debates have raged over the use of this method, for the most part they have focused on concepts of reliability and validity. Unfortunately, this emphasis has obscured the relation between method and what the researcher is trying to achieve through the method ‐ its political moment. We strive to put the political moment back in the methodological debate by considering the potential of ethnography to foster emancipatory change ‐ the express purpose of the left. Our analysis suggests that the separation of understanding and application, as well as that of the researcher from those researched, constrains the potential of ethnography to inform and foster emancipatory change.  相似文献   

Technology, security, and policy implications of future transatlantic partnerships in space: Lessons from Galileo     

Vasilis Zervos  Donald S. Siegel 《Research Policy》2008,37(9):1630-1642

Policy makers seek to identify an institutional framework that facilitates the commercialization of publicly funded R&D, while simultaneously addressing innovation market failure. In the space industry, the formation of such a framework is complicated by national security considerations and the fact that numerous sovereign nations are often included in the commercialization process. This paper analyses how multi-public partnerships with industry can promote commercially viable space programs, resolve market failures, and address transatlantic security concerns. The benefits and policy implications of the formation of such transatlantic multi-public-private partnerships (TMP³) are illustrated based on a case study of the design of a major European public-private project in the space industry: the Galileo space-based navigation system.  相似文献   

Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First Through Fourth Grade     

Rose K. Vukovic  Linda S. Siegel 《Learning disabilities research & practice》2010,25(1):25-38

This longitudinal study investigated the academic and cognitive characteristics of persistent mathematics difficulty (MD-p) from first to fourth grade. Ninety-nine children were retrospectively categorized into one of three groups: MD-p, transient mathematics difficulty (MD-t), or typically developing. MD-p was defined as persistently low mathematics achievement (≤25th percentile) in at least 2 years from first to fourth grade. The results indicated that the MD-p group was more likely than other groups to have deficits in calculation, practical problem solving, number facts, and reading. In terms of cognitive characteristics, MD-p was specifically characterized by deficits in math concepts and phonological decoding, though there was some evidence for the involvement of working memory, processing speed, and numerical reasoning.  相似文献   

Disarming Hatred: History Education,National Memories,and Franco‐German Reconciliation from World War I to the Cold War     

Mona Siegel  Kirsten Harjes 《History of education quarterly》2012,52(3):370-402

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Comparing forms of new higher education organisations at start‐up     

David J. Siegel  Daniel M. Carchidi  Scott G. Rosevear 《Tertiary Education and Management》2013,19(3):279-296

Abstract

In this article, we investigate three recently established entrepreneurial organisations created to deliver education and training to new audiences of learners at a distance. Each of the organisations ‐ the University of Michigan's Academic Outreach Program, the University Center at Northwestern Michigan College, and the Michigan Virtual Automotive College — is involved in multiple complex partnerships with internal and external entities, including government, industry, and education. Paying particular attention to the structures, strategies, and processes of these organisations, we argue that their emergence signals the evolution of a postsecondary knowledge industry in which permeable boundaries, new competitors, and market sensibilities are converging to challenge the fundamental nature of postsecondary education.  相似文献   

A SYMPOSIUM ON EPISTEMOLOGY AND EDUCATION,PART TWO: INTRODUCTION     

Harvey Siegel 《Educational theory》2011,61(5):513-514

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Comment     

Morton Siegel 《Journal of Jewish Education》2013,79(4):28-29

In response to your invitation to participate in a symposium on Jewish supplementary education in the next decade, I would like to suggest a number of processes which should be considered and implemented in order to make for an effective and rewarding educational system. In spite of the recent growth in the number of children in Jewish day schools, more than two-thirds of the Jewish students registered in Jewish schools attend supplementary schools in a variety of programs. Therefore, frustration and hand-wringing which have become too fashionable among laymen and professional educators who readily proclaim these schools to be inherently ineffectual due to constraints of time, the unavailability and inadequacy of trained and committed teachers, the indifference of family and community, etc., leaves us with a sense of hopelessness. Such an attitude is destructive and must not be perpetuated. Instead our energies should be invested in a thorough reexamination of the constructs of the schools within the framework of the total Jewish community. If we recognize that great education can only come from bold and creative measures confronting the nature, the values, the conditions and the potentialities of the civilization in which we live, the schools and the community agencies must plan together to meet the challenge.  相似文献   

中国儿童第二语言学习的新课程模式   总被引：3，自引：0，他引：3  

赵琳  裴淼  刘华  Linda Siegel 《陕西师范大学学报(哲学社会科学版)》2006,35(4):117-122

具有中国本土化的“幼儿英语浸入式整合课程”教学实验研究结果显示:在浸入式教学模式中,中国儿童能够在自己一生中学习语言的最佳时期,在保证母语良好发展的基础上,通过丰富的内容,多样化的活动,类似习得母语的方式,快乐地学习和运用着第二语言,使他们的潜能获得良好的开发,为他们的终生发展奠定良好的基础;全英语环境和习得的教学模式在中国的学校环境中是可以实现的;环境、课程和教师在促进儿童第二语言学习方面起到了合力的作用。建立在社会文化学意义上的师生、生生之间的互动交流促进了中国儿童第二语言的学习运用与发展。  相似文献   

Neither Humean Nor (Fully) Kantian Be: Reply to Cuypers     

Harvey Siegel 《Journal of Philosophy of Education》2005,39(3):535-547

In this paper I reply to Stefaan Cuypers' explication and critique of my views on rationality and critical thinking ( Cuypers, 2004 ). While Cuypers' discussion is praiseworthy in several respects, I argue that it (1) mistakenly attributes to me a Humean view of (practical) reason, and (2) unsuccessfully argues that my position lacks the resources required to defend the basic claim that critical thinking is a fundamental educational ideal. Cuypers' analysis raises deep issues about the motivational character of reasons; I briefly address this matter as well.  相似文献   

The Development of Reading Skills in Children With English as a Second Language     

Orly Lipka  Linda S. Siegel 《Scientific Studies of Reading》2013,17(2):105-131

One goal of this longitudinal study was to examine whether the predictors of reading skills in Grade 3 would differ between English as a second language (ESL) students and native English-speaking (L1) students. Phonological processing, syntactic awareness, memory, spelling, word reading, and lexical access skills were assessed in kindergarten and in Grade 3. The results indicated that in kindergarten, the ESL group had significantly lower scores on phonological processing, syntactic awareness, spelling, and memory for sentences tasks. However, in Grade 3, the ESL group performed in a similar way to the L1 group except on the syntactic awareness task. The combination of the two kindergarten measures, memory for sentences and Oral Cloze, and the combination of phonological processing and letter identification all contributed equally to predicting the L1 students' word-reading skills. However, for ESL students, letter identification and phonological processing made much larger contributions to predicting Grade 3 reading ability. Another goal of this study was to assess the procedures used to identify reading disability in the ESL and L1 student sample. Performance on two measures—letter identification and phonological awareness in kindergarten—predicted whether students would be classified in Grade 3 as at risk or having typical reading development for the ESL and L1 groups. The ESL children developed strong reading skills, and their status as ESL speakers did not put them at risk for reading difficulties in Grade 3. ESL students were not at any particular risk for reading difficulties after 4 years in Canadian schooling with an adequate balanced literacy program.  相似文献