People and practice: defining education as an academic discipline     

Dominic Wyse  Chris Brown  Sandy Oliver  Ximena Pobleté 《British Educational Research Journal》2021,47(6):1512-1521

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Ethics and openness     

Eames M  Crawford D 《New scientist (1971)》1995,146(1979):54

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The matter of energy     

Malcolm Carr  Valda Kirkwood  Barry Newman 《Research in Science Education》1987,17(1):31-37

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Curriculum Issues in Australia, 1970‐1990: contexts,policies and practices     

Malcolm Skilbeck 《Compare》1981,11(1):59-76

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Dahl’s Neologisms     

Dominic Cheetham 《Children‘s Literature in Education》2016,47(2):93-109

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Language preferences of freshman chemistry students: An exploratory study     

Douglas M. Hill  Sheldon R. Baker  Lawrence H. Talley  Malcolm D. Hobday 《科学教学研究杂志》1980,17(6):571-576

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Acquisition and extinction of differential responses to signals paired with shock or shock omission in goldfish: Evidence for truly discriminated avoidance learning     

Dominic J. Zerbolio  Joel L. Royalty 《Learning & behavior》1982,10(3):377-389

Goldfish trained to discriminate between signals paired with shock (S?) and signals paired with shock omission (S+) with a linear presentation procedure, originally learned (OL) to control the signal state of a shuttle box and showed a decided preference for the S+ signal. In Experiment 1, following OL, groups had one OL signal replaced (S+ or S?), both signals replaced (S+ and S?), or the OL signals reversed (S+ and S? reversed) and were then tested in a transfer training procedure. In transfer, groups with one signal replaced maintained discriminated performance at OL levels; the S+ replaced group was slightly superior to the S? replaced group on the first day of transfer. With both OL signals replaced, discrimination dropped to chance performance levels, whereas, with OL signal shock pairing reversed, discrimination performance dropped below chance levels. In Experiment 2, following OL, extinction procedures consisted of turning off the shocker (0% shock) or of shocking 100% or a random 25% of the trials. A fourth extinction procedure (R,) retained the trial start response-dependent shock-omission contingency, but shock differentiating the S+ and S? signals was eliminated entirely. Extinction of the S+/S? discrimination was measured both during extinction training per se and with reversal retraining of the S+/S? discrimination later. Groups for which the OL S+ was paired with shock during extinction extinguished on both measures, but groups for which the OL S? was paired with shock omission did not extinguish, especially as shown by the reversal test procedure. Theoretical implications and the implications for several conditioning procedures are discussed.  相似文献   

The school curriculum for ethnic minority pupils: A contribution to a debate     

Malcolm Saunders 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1980,26(1):31-47

This paper discusses some of the canicular needs of children of migrant parents in the United Kingdom (in particular those of South Asian and West Indian origins), against the background of current provision. The author argues the merits of a cultural accommodation strategy and outlines the human rights model of education which that strategy implies. He then analyses three major problem areas faced by children of migrant workers: conflicts of identity, communication difficulties, and unequal access to employment opportunities. In a final section, tentative but practical suggestions are given of how the school curriculum can address these problems.

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Zusammenfassung In diesem Artikel stellt der Verfasser die curricularen Bedürfnisse von Gastarbeiterkindern (besonders denen südasiatischer und westindischer Herkunft) im Vereinigten Königreich dem gegenwärtigen Angebot gegenüber. Er befürwortet eine Strategie der kulturellen Akkommodation und skizziert ein dieser Strategie entsprechendes Menschenrechts -Modell für Schulerziehung. Darauf analysiert er drei Hauptproblemgebiete von Gastarbeiterkindern: Identitätskonflikte, Kommunikationsschwierigkeiten und ungleicher Zugang zu Beschäftigungsmöglichkeiten. Im letzten Teil macht er einige praktische Vorschläge, wie das Schulcurriculum diese Probleme angehen könnte.

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Résumé Cet article traite des besoins caniculaires des enfants d'immigrants au Royaume-Uni (particulièrement ceux qui sont originaires des Indes Occidentales et du Sud Asiatique) en fonction des prestations éducationnelles courantes. L'auteur démontre les mérites d'une stratégie d'acclimatation culturelle et trace dans les grandes lignes le modèle d'éducation droits de l'homme qu'implique cette stratégie. Il analyse alors trois catégories de problèmes majeurs qui confrontent les enfants des travailleurs étrangers: conflits d'identité, difficultés de communication et inégalité des chances d'accès à l'emploi. L'auteur termine en montrant, par des suggestions d'ordre pratique, comment le curriculum peut s'attaquer à ces problèmes.

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Understanding experience better in educational contexts: the phenomenology of embodied subjectivity     

Malcolm Thorburn  Steven A. Stolz 《Cambridge Journal of Education》2020,50(1):95-105

ABSTRACT

The authors consider in this critical paper that claims that human agents experience things-in-the-world as the same are deeply flawed as these accounts misconstrue and fail to appreciate the phenomenology of embodied subjectivity. To overcome these complex problems they outline how phenomenology can reach beyond positivist and standardised approaches to classroom learning and assessment and offer a broader and more encouraging perspective. They consider that the naturalistic account of subjectivity advanced by Merleau-Ponty provides a theoretically sound basis for understanding experiences better and for embodiment to become more central to educational aims. In developing their position they detail how recognising changes in Merleau-Ponty’s thinking over time are crucial for appreciating the nature of embodied subjectivity. Thereafter, they highlight and exemplify how practical approaches based on a phenomenological reduction of seeking, sensing and seeing could enhance the centrality of embodied subjectivity in contemporary education.  相似文献   

Learning outdoors and living well? Conceptual prospects for enhancing curriculum planning and pedagogical practices     

Malcolm Thorburn  Peter Allison 《Cambridge Journal of Education》2017,47(1):103-115

In aiming to support school-based outdoor learning opportunities, this paper critiques the extent to which Deweyan and neo-Aristotelian theorising is helpful in highlighting how personal growth and practical wisdom gains can be realised. Such critique is necessary, as there are signs of an implementation gap between practice and policy, which is made worse by a lack of conceptual clarity about how educational aspirations can be dependably achieved. Dewey’s habit-forming social constructivist emphasis on learning and problem-solving is reviewed and the prospects of a neo-Aristotelian conception of human flourishing, which recognises that virtues are nurtured as moral sensitivities, are then considered. Concerns that Dewey’s writings are often vague on how ideas can be operationalised and criticisms that Aristotle’s educational thoughts rather over-privilege cognition relative to emotions are also addressed. The article concludes by teasing out suggestions on how Deweyan and neo-Aristotelian ideas on learning might coherently inform curriculum planning and pedagogical practices.  相似文献