Building an educative community for early childhood development     

Norma Rudolph 《International Journal of Early Years Education》1996,4(3):61-71

This article briefly describes the policy changes in Early Childhood Development in South Africa since 1994. It describes an attempt in Northern Province to generate discussion about the changes with a group of teacher‐practitioners and to highlight the action necessary to develop and implement the policies. The methodology of the process is discussed, with particular reference to the role of the researcher as an agent for change.  相似文献   

Did the Greeks and the Romans Play Football?     

Norma D. Young 《Research quarterly for exercise and sport》2013,84(4):310-316

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Growing up human: The case for sexuality in children's books     

Norma Klein 《Children‘s Literature in Education》1977,8(2):80-84

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Commognition as a lens for research     

Norma Presmeg 《Educational Studies in Mathematics》2016,91(3):423-430

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Figuring “Success” in a Bilingual High School   总被引：1，自引：0，他引：1  

Ali Michael  Norma Andrade  Lesley Bartlett 《The Urban Review》2007,39(2):167-189

Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions that took place among students, teachers and staff, to explore the socially and locally constructed model of success within this bilingual high school for newly arrived, Spanish-speaking immigrant youth. Ali Michael is a PhD candidate in Teaching Learning, Curriculum and Society at the University of Pennsylvania. Her academic and research interests include whiteness studies, multicultural education and anthropology of education. Norma Andrade is the Language and Latin American Coordinator and Advocate for a non-profit organization, Refugee Women’s Alliance, located in Seattle, Washington. She advocates for the immigrant and refugee communities in Washington State. Lesley Bartlett is an assistant professor at Teachers College, Columbia University. Her research and teaching interests include anthropology of education, comparative and international education, sociocultural studies of literacies, transnationalism, and schooling across the Americas.  相似文献   

(Be)Coming, (Be)Longing: Ways in which international students talk about themselves     

Norma Koehne 《Discourse: Studies in the Cultural Politics of Education》2006,27(2):241-257

This paper looks at the power of discourses to speak subjects into being, particularly the power that academic and other discourses have had to develop subject positions for international students and the ways in which students have accepted and rejected these ways of talking about them. The paper contrasts these ways of speaking with what the students say about themselves as international students. Of particular interest are the ways the students place themselves in storylines of strength and agency, with the contradictory storyline of being confused and wanting to belong spoken at the same time. They also express a desire for reciprocal dialogue within the university and for universities to recognize that many realities and knowledges exist and are valuable.  相似文献   

Prototypes,metaphors, metonymies and imaginative rationality in high school mathematics   总被引：2，自引：1，他引：2  

Norma C. Presmeg 《Educational Studies in Mathematics》1992,23(6):595-610

The growing recognition that imagination, far from being a peripheral adjunct plays a central role in reasoning has important implications for the teaching and learning of mathematics. This paper has two main parts. In the first part, examples from high school case studies are used to illustrate prototypical mathematical images and the use of imagery in metaphoric and metonymic ways in mathematics. In the second part, pattern imagery and other types of imagery are discussed as central components in a model of mathematical reasoning. It is suggested that different forms of imagery may be used in ways that make abstraction and generalization possible in mathematics. The more abstract forms are idiosyncratically constructed by individuals. However, it is suggested that the activity of the imagination in the model presented here is central to meaning-making, and that the process makes shared meanings possible. Some social consequences for mathematics classrooms are explored briefly.This paper is a modified version of a presentation at the Fifth International Conference on Theory of Mathematics Education, Paderno del Grappa, Italy, June 20–27, 1991. The research described was undertaken for a PhD at the University of Cambridge, England, and was supported in part by grants from The Ernest Oppenheimer Memorial Trust, the Human Sciences Research Council, Pretoria, and the Overseas Research Student Fund of the United Kingdom. The author wishes to thank several anonymous reviewers for their helpful comments on an earlier draft.  相似文献   

THE INFLUENCE OF HIGHER EDUCATION ON THE ASSESSMENT OF STUDENTS OF PHYSIOTHERAPY     

Norma Brook  Anne Parry 《Assessment & Evaluation in Higher Education》1985,10(2):131-145

The majority of physiotherapists are trained in hospital‐based schools outside the mainstream of further and higher education. It has been assumed that professional standards of competence are maintained through central control of the syllabus, nationally set examinations and centrally appointed examiners.

During the last decade, a small number of schools have transferred to polytechnics and begun to develop internally examined courses. It is essential that students who are successful in these examinations are automatically eligible for Membership of the Chartered Society of Physiotherapy.

This paper describes the planning of an internally examined course which is acceptable to the professional bodies as well as to the Sheffield City Polytechnic. It explores some of the conflicts which have arisen concerning the extent to which control of the profession should extend to control of the curriculum in any and every institution. It concludes that the Chartered Society's need to control right of entry to the profession and to monitor standards of competence is reconcilable with lecturers’ desire to design a course and appropriate methods of assessment which reflect their overall rationale.  相似文献   

Narratives of ‘doing,knowing, being and becoming’: examining the impact of an attachment-informed approach within initial teacher education     

Sarah Kearns  Norma Hart 《Teacher Development》2017,21(4):511-527

The Scottish Government’s vision of improving outcomes for children prioritises attachment theory and research in promoting children’s well-being across children’s services. This theme is also noted as increasing international relevance. Our narrative research springs from the experience of designing and delivering the first course within initial teacher education in Scotland to focus on the application of attachment theory to the role and identity of the teacher – particularly, in supporting children vulnerable through experiences of trauma and adversity. We capture students’ ‘real time’ learning moments through reflective journaling during school experience within the analytic ‘Doing, knowing, being and becoming’. Emergent themes include: looking behind and responding to behaviours, making links with ‘lived lives’, understanding teachers’ potential as attachment figures and ‘secure base’, understanding the relevance of adult attachment theory and resilience/self-care to teachers’ emotions and their own attachment experiences.  相似文献   

The body in the mind: The bodily basis of meaning,imagination and reason     

Norma C. Presmeg 《Educational Studies in Mathematics》1992,23(3):307-314

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