Indigenizing Education and the Phenomenology of Place     

Justin Pack 《Educational theory》2019,69(5):603-613

In this essay Justin Pack responds to Vine Deloria, Jr., and Daniel Wildcat's call to “indigenize education” by exploring what that entails both in his own life and for his teaching. Recognizing the power of place in Native American metaphysics, epistemology, and ethics is essential to the project of indigenizing education, according to Pack. He recounts how reading Deloria and Wildcat's Power and Place: Indian Education in America as a graduate student radically changed his perception of and relation to place, instilling in him the insight that knowing the history of a place is key to gaining a sense of one's connection to place. This realization, in turn, influenced Pack's approach to teaching. He came to understand that passing his changed perception and experience of place along to his students helped their development of critical thinking skills by exposing them to a metaphysics radically different from Western epistemology and ethics and by opening a path for them to recover a deeper sense of what it means to be in a place. Ultimately, Pack's aim in the essay is to demonstrate the potential for teaching Native American philosophy to function as a disruptive force in the classroom.  相似文献   

Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program     

Ricardo Borges Viana  Mário Hebling Campos  Douglas de Assis Teles Santos  Isabela Cristina Maioni Xavier  Rodrigo Luiz Vancini  Marília Santos Andrade  Claudio Andre Barbosa de Lira 《Anatomical sciences education》2019,12(1):74-81

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

Response to Intervention in Middle Schools: Practices and Outcomes     

Sara Prewett  Daryl F. Mellard  Donald D. Deshler  Justin Allen  Ryan Alexander  Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147

Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.  相似文献   

Temptation to inquiry     

Michael Eyquem de Montaigne 《Quarterly Journal of Speech》2013,99(2)

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Critical costs: negotiating feminism 'at home'     

Malathi de Alwis 《Inter-Asia Cultural Studies》2013,14(3):493-499

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Education and training 14–19: Curriculum,qualifications and organisation     

James de Winter 《Curriculum Journal》2013,24(1):98-99

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DIRECTORS AND MINISTERS OF RELIGIOUS EDUCATION *     

Justin Lewis  Albert Karbal 《Religious education (Chicago, Ill.)》2013,108(6):657-659

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Thinking about University Video Centres in the Netherlands     

W. de Vogel M.D. 《Educational Media International》2013,50(2):19-25

The introduction and use of forward thinking in modern planning is nowadays no longer merely a fashion but an absolute necessity, be it only to make sure that the skeleton of each new university building is provided with the right holes and channels through which to run the cables that might be needed at a future date for internal and external communications.  相似文献   

Policy intervention and power shifts: an evaluation of South Africa's education restructuring policies     

Francine de Clercq 《教育政策杂志》2013,28(3):127-146

This paper argues that the South African educational restructuring policy proposals are unlikely to become interventions that help bringing about greater development, equity, participation and redress. The reasons for this are manifold. It is contended that the policy proposals are flawed in their conceptualization of the problems and misjudge the educational context and dynamics on the ground. These interventions favour the interests of the more organized and privileged sections of society and only indirectly address the needs of the excluded and disadvantaged. The policy proposals are also based on problematic assumptions about policy and the policy process, and the relationship between policy and practice. Finally, these proposals do not have an appropriate understanding of the change process and are unable to develop strategies to influence the reform process and empower the disadvantaged to struggle for a fairer, more equitable and effective education and training system.  相似文献   

The locker room : Eroticism and exoticism in a polyphonic text     

Greg Tanaka Cindy Cruz 《International journal of qualitative studies in education》2013,26(1):137-153

Critical race theory now encompasses a polyphonic telling of story in which multiple, shifting identities are seen in relation to each other and situated within historical contexts. Locating the fictive voice of an administrator forced to deal with change at a small private university, the article begins with a flashback to confrontations demanding that he reexamine his positions in relation to both work and social life. The second part of the article is an analytic discussion of the voices of narrator and other actors and concludes with a critical reconceptualization of polyphony. Much in the same way that critical race theorists have injected story-telling into legal scholarship in order to deconstruct and then reconstruct knowledge, the authors urge education researchers to move away from methodologies and systems of analysis that derive from white liberal discourse and ironically serve to maintain the status quo by leaving in place conservative structures and reward mechanisms.  相似文献