Expert Witnesses: Voices Of Significance     

Karin Oerlemans  Lesley Vidovich 《Journal of Educational Change》2005,6(4):363-379

Michael Fullan in 1991 made the comment that little was known about how students viewed educational change, as no one had thought to ask them. There is a small but growing literature seeking the views of students on a range of issues associated with schooling. This paper reports the findings of a study of students’ perceptions of top–down educational change, involving school amalgamations, closures and creation of middle schools. The policy process was purportedly to involve consultation with students. The study interviewed students to explore the nature and extent of their participation in the policy enactment and their views about the changes. Several meta level themes emerged from the students’ ‘voices,’ including issues associated with disempowerment, and competing social justice and economic discourses. The findings foreground the often messy and contradictory tensions evident in policy processes. The study found that despite the policy intent to include students, they continued to be the ‘objects’ of policy initiatives, submerged in what Freire labelled a ‘culture of silence.’ It was the macro level policy elite who exerted the most influence, using their power, privilege and status to propagate particular versions of schooling. The paper concludes that students are deeply impacted by educational change and they want to participate in restructuring agendas. Therefore policy makers at all levels need to make spaces for the active engagement of students in policy processes.  相似文献   

高师体育专业学生语言素质的培养     

涂运玉  蒋家添 《黑龙江高教研究》2003,(2):137-138

本通过分析高师体育专业学生加强语言素质教育的重要性和必要性，提出学生语言素质教育的几点建议，以供参考。  相似文献   

Empowering Culturally Diverse Families of Young Children with Disabilities: The Double ABCX Model     

Yaoying Xu 《Early Childhood Education Journal》2007,34(6):431-437

Many culturally diverse families and their young children with disabilities or delays are not provided appropriate early intervention/early childhood special education services, especially not in a culturally sensitive and meaningful context. Families with diverse backgrounds often feel helpless and stressful because their values are not respected, concerns are not identified, and therefore their needs are not met due to the lack of support from appropriate resources. The purpose of this article is to provide a positive strategy to empower families of young children with special needs and who are from culturally diverse backgrounds through a family-centered, strength-focused family system model: Double ABCX model. Procedures of implementing the double ABCX model was described and discussed. Supported by previous research and the current case studies, the double ABCX family adaptation model has found to be an effective approach to serving diverse families of children with disabilities.  相似文献   

三元能量对人体心血管机能的影响     

刘楚芳  耿海英  郇美华 《人天科学研究》1996,(1)

用“血液循环动力学参数检测仪”从人体左手挠动脉获取脉搏信息,进行无创性检测,证实贯顶使人体心血管机能发生了十分显著的变化,改善了整个心血管的调节功能,特别是改善了心功能和冠脉功能。  相似文献   

对知识型员工授权赋能的动因探析   总被引：1，自引：0，他引：1  

雷巧玲  赵更申  段兴民 《科学学与科学技术管理》2006,27(6):148-153

运用人力资本理论、知识转移成本理论、人性假设及情境领导理论,从不同角度解释了对知识型员工授权赋能的合理性,并将企业对知识型员工进行授权赋能的主要动机归纳为六个方面：激发知识型员工的创新热情、提高其组织承诺、降低其工作压力、增加工作满意度、提高生产率及使所有利益相关者受益.  相似文献   

工作世界的变革与“智能+职业教育”的应对     

李文  许艳丽 《高等工程教育研究》2021,(2):169-175

人工智能替代人力劳动,重塑人与技术的劳动分工,智能时代的工作世界将发生职业变迁、人机协同、云劳动等颠覆性变革。这对职业教育的专业设置、教学方式与服务功能提出了新挑战。"智能+职业教育"利用新一代信息技术的赋能潜力,成为应对新挑战的重要途径,其中专业动态调整利用大数据赋能职业教育实现时效、超前与精准的专业设置,虚拟仿真实训利用VR、AR、MR等赋能职业教育创造工作情境相关的学习体验,在线职业培训利用AI、区块链等赋能职业教育提供规模、个性与可靠的培训服务。  相似文献   

院校协作脉络下的教师专业发展:赋权与规训的争拗   总被引：1，自引：0，他引：1  

操太圣  卢乃桂 《高等教育研究》2002,(6)

大学与中小学建立伙伴协作关系 ,越来越成为一种促进教师发展的重要手段和措施。从理论上来说 ,院校协作将有利于教师知识、能力、态度和情感等方面的成长 ,教师将在协作过程中充分体验到赋权感 ,但现实世界的纷繁复杂常常使大学方面关于“教师赋权”的努力在实质上变成对教师的“规训”。认识到这两种不同价值观之间存在的悖论 ,对于深入讨论院校协作是有相当意义的。  相似文献   

Malala: the story of a Muslim girl and a Muslim nation     

Ayesha Khurshid  Brittany Pitts 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):424-435

ABSTRACT

In this article, we analyze the coverage of Malala in The New York Times and The Wall Street Journal to explore how these influential media sources characterize Islam and Pakistan to tell Malala’s story. Our discourse analysis reveals how these newspapers construct Malala’s status as a global icon as an embodiment of her subject position as a girl. This media discourse mobilizes Malala’s agency in relation to her potential as an individual whereas her vulnerability as a young girl is presented in reference to her Muslim heritage and culture. Malala’s image as a global icon, thus, is produced through approaching her as an agent in a culture where girls are vulnerable victims of patriarchy. Through focusing on this media discourse, this article argues that Malala’s image as a global icon of girls’ education has become a site to reinsert, rather than challenge, the dominant images about Islam and Muslim societies.  相似文献   

论中小学教师赋权与专业发展     

李静 《现代教育论丛》2008,(9):15-21

当前素质教育推进艰难,这与教师观念陈旧有关,也与社会大环境和教育评价制度和管理制度有关.“生本“教育实验从教育系统内部出发,区域性地实现了中小学教师的赋权,促进了学生整体素质的提高和教师的专业发展.教师赋权,有助于增强教师职业的幸福感,提升教师职业的社会地位,营造出教育的和谐文化.  相似文献   

Democratizing school authority: Brazilian teachers’ perceptions of the election of principals     

John P. Myers 《Teaching and Teacher Education》2008

The idea of collective decision making in schools has been a popular democratic educational reform model. One of its claims is that participation in school decision making empowers teachers and improves teaching. This research investigates this claim by exploring seven teachers’ experiences with a unique democratic school reform in Porto Alegre, Brazil, the election of principals by teachers, students, parents, and staff. Results showed that the elections reshaped the school authority relations, resulting in greater freedom for teachers to introduce democratic teaching methods, while articulating the school as a democratic institution and teachers as citizens.  相似文献