Moving forward: Inclusive education as the core of Education for All     

Renato Opertti  Jayne Brady  Leana Duncombe 《Prospects》2009,39(3):205-214

This article attempts to shed light on what is meant by the statement that inclusive education is the core of the Education for All (EFA) agenda. Against the backdrop of some fundamental concerns relating to the EFA goals expressed by UNESCO’s Assistant Director-General for Education, the article highlights the necessity and pertinence of inclusive education within the EFA agenda. It also suggests how we can move the concept of inclusive education forward in this context, while illustrating some key features for our understanding of inclusive education as the core of EFA.  相似文献   

Stated Meeting,held at the Institute,Tuesday, Feb. 18, 1890     

H.W. Jayne 《Journal of The Franklin Institute》1890,129(3):235

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A compensating pendulum     

Jemina Goode 《Journal of The Franklin Institute》1844,38(4):277-279

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Evaluating the impact of science‐enrichment programs on adolescents' science motivation and confidence: The splashdown effect     

Jayne E. Stake  Kenneth R. Mares 《科学教学研究杂志》2005,42(4):359-375

The impact of summer science‐enrichment programs on high‐school students' science motivation and confidence was evaluated in a 7‐month period following program completion. The programs took place on a college campus. The splashdown effect was defined as program‐related changes the program graduates recognized in themselves that became apparent to them after reentry to their home high school. The effect was studied in a group of 88 gifted girls and boys from 38 high schools. On qualitative and quantitative measures obtained during private interviews, students reported a strong splashdown effect after returning to their high school. Results supported the validity of the splashdown concept. Splashdown motivation and splashdown confidence (i.e., recognition of program‐related gains in motivation and confidence that occurred after high‐school reentry) predicted change in corresponding science attitudes during the follow‐up period. As predicted by social comparison theory, the intensity of the splashdown effect was associated with average school achievement in the student's home high school. Students from academically weaker schools reported stronger splashdown effects. Implications for enhancing and evaluating the effect of science‐enrichment programs on students' science attitudes are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 359–375, 2005  相似文献   

Pedagogy and student change in the women's and gender studies classroom     

Jayne E. Stake 《Gender and education》2006,18(2):199-212

Women's and gender studies (WGS) classes and programmes have been developed on many university and college campuses around the world. Despite some success in the establishment of WGS in higher education, WGS has been the target of significant criticism. Detractors of WGS have charged that WGS is intellectually frivolous and that WGS teachers focus excessively on students' personal thoughts and experiences, are intolerant of differing opinions, present a narrow political ideology and, in many cases, cause distress to students. In contrast, WGS pedagogists have emphasized the importance of allowing students to express their thoughts and opinions and of developing open‐mindedness and scholarly, critical thinking. Further, they have asserted that WGS courses promote important educational goals, including increased awareness of sexism and other social inequities, more egalitarian attitudes toward women and other traditionally oppressed groups, and active community involvement to promote social equality. This review considers the empirical evidence for these competing opinions of the value and impact of WGS.  相似文献   

Listening Retention of Third-Grade Pupils as a Function of Mode of Presentation     

Jayne E. Sullivan  Bruce G. Rogers 《Journal of Experimental Education》2013,81(4):227-229

This study compared the listening retention of third-grade pupils who had been exposed to a literature passage via three modes of presentation. Within each of 20 classrooms, pupils were randomly assigned to one of three groups in which the teacher read from a book, showed a filmstrip, or showed a film. In each presentation, identical words and pictures were used. A listening retention test was administered that showed statistically insignificant differences. Following a statistical power analysis, it was concluded that the three modes of presentation produced approximately equivalent effects upon the listening retention of the pupils.  相似文献   

Observations on the absorption of gases by water     

W.H. Goode 《Journal of The Franklin Institute》1838,25(3):168-171

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Who Wields the Spoon?     

Delmer Goode 《College Teaching》2013,61(1)

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“Soul to Soul”     

Delmer Goode 《College Teaching》2013,61(3)

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An awareness of epistemological assumptions: the case of gender studies     

Mairéad Dunne  Jayne Johnston 《International Journal of Science Education》2013,35(5):515-526

Perceptions of differences in the participation and achievement of girls and boys in school science and mathematics have given rise to considerable curriculum research and professional development. This research, and the practices arising from it, has aimed at increasing the participation of girls in ‘non‐traditional’ school subjects, with the ultimate goal of enhancing girls’ post‐school options. Mathematics and science have been seen as critical in this respect, particularly the higher levels of mathematics and the physical sciences.

This research and professional development have contributed to our understanding of the issues and have no doubt affected the post‐school options of some girls. However, there is also dissatisfaction at the lack of significant change that has flowed from this work. A more critical analysis is now emerging, leading to a deeper questioning of the assumptions that underlie research and development in the field. Ironically, at the same time there are reports that funding for research into aspects of gender issues is now taking an even lower profile than in recent years (Tisdall 1992).

This paper has emerged from debates relating to gender issues from the perspective of two teachers, one of science and the other of mathematics. The debates were precipitated by a move from work as school teachers to work in higher education, where there is an explicitly stated responsibility for research as well as teaching. The change in our labour served to highlight personal questions about the legitimation of different accounts of education in research, science and mathematics education and gender issues. It was in the process of grappling with the apparent plethora of research methods that we began to look at the epistemological assumptions of research into gender issues in science and mathematics education.

For us then, there are three major interrelated and overlapping areas of concern. One is related to the epistemological assumptions that pervade science and mathematics in schools. The second also concerns epistemological assumptions, those relating to educational research, particularly into gender issues. The third raises the ontological question of the conceptualization of gender within the research. We needed a conceptual framework to enable us to critique the normalization of the debates and uncover the problematics within each of these three concerns. At the same time, the framework had to allow an examination of the interrelatedness and continuities between them. It was the normalization and apparent consensus surrounding these issues that was disturbing for us. This we recognized as a depoliticization of social institutions which are essentially political. It was against this background, and in acknowledgement of some feminist critiques (Fraser 1989), that we use a framework developed by Habermas (1972), which recognizes the political dynamic of epistemological positions, and allows us to make explicit the politics of educational research.

Our starting point, in this paper, is Habermas's work. We outline the three ‘knowledge‐constitutive’ interests of this schema, and describe their implications for education. We then explore the dominant perspective within science and mathematics education. Having described this context, we examine the gender research with particular attention to the conceptualization of gender. With reference to Habermas's framework the epistemological and ontological assumptions of this research are explored, and the possibilities and limitations are discussed. This is used to examine the epistemological basis of different research methodologies.

We contend that there is a relationship between the scientific paradigm, the organization of education and the framing of research. Further this relationship has constituted the field of research about gender and science and mathematics and limited its potential for explanation.  相似文献