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Yvonne Griffiths 《通化师范学院学报》2005,(12):27-32
The teaching of English as a foreign language (TEFL) experienced a major methodological shift in the1970s and 80s, with a move away from the Grammar-Translation (G-T) and Audio-lingual Approaches, which had been so popular throughout the 1950s and 60s, towards Communicative Language Teaching (CLT) and other humanistic approaches. 相似文献
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Yvonne J. Meichtry 《科学教学研究杂志》1992,29(4):389-407
The purpose of this study was to investigate the effects of the first-year field test BSCS middle school science program on student understanding of the creative, developmental, testable, and unified nature of science. The experimental group, which was exposed to the BSCS program, and the control group, which was taught using a more traditional middle school science curriculum, were administered a pretest and posttest using the Modified Nature of Scientific Knowledge Scale (MNSKS). Analyses of the results showed that the understanding of students who experienced the BSCS science program decreased significantly in regard to the developmental and testable nature of science. The understanding of students who experienced the control-group science program decreased significantly in regard to the creative nature of science. Analyses of covariance indicated that students in the control group possessed a significantly better understanding of the testable nature of science than did students who used the BSCS science program. Implications of these results are related to the constructivist view of learning, the development of curricula designed to facilitate scientific literacy, and future research endeavors. 相似文献
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In this article, the authors tease out the constructions of multi/intercultural education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/intercultural education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/intercultural education based on findings from the authors' recent empirical research in both countries using a critical multiculturalism framework. The dilemmas discussed include the interwoven dimensions of culturalism and individualism and the tendency towards social agnosticism among teachers and teacher education students. 相似文献
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This paper presents the results of a range of psychometric assessments which attempted to identify family and individual variables associated with father-daughter incest. Psychometric self-report measures were used to examine differences between families in which incest had been confirmed and a matched comparison group. Significant differences between the members of the incest and the comparison groups included behavioral and self-esteem problems in the daughters and differences in the familial environments of the two groups. Daughters who had been sexually abused reported lower levels of self-esteem about their intellectual and school status. Mothers in the incest group reported that their daughters had more conduct problems than the comparison mothers. The incest families were generally reported to be higher in conflict and organization and lower in cohesion, expressiveness, and active recreation. No differences between groups were found for levels of marital adjustment, self-esteem in mothers, or overall level of psychopathology in the perpetrators. 相似文献
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In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010–2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context. 相似文献
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Yvonne Hallesson Pia Visén 《International Journal of Research & Method in Education》2018,41(2):142-155
Reading and discussing texts as a means for learning subject content are regular features within educational contexts. This paper presents an approach for intertextual content analysis (ICA) of such text-related discussions revealing what the participants make of the text. Thus, in contrast to many other approaches for analysing conversation that focus essentially on the interaction per se, ICA takes the text as its starting point. Drawing on the concept of text movability and systemic-functional cohesion analyses, the approach combines a reader’s perspective and a text perspective to show the participants’ reception of the text, and also what and how text content is brought into the conversation and how it is handled. In the paper, ICA is described with regard to its theoretical underpinnings, usage and utility. It is suggested that the approach provides educational researchers with an analytical tool that allows detailed ICAs of text-related classroom discussion. Findings may ultimately lead to pedagogical implications with a bearing on classroom practice. 相似文献