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31.
教育中的仪式:演示、模仿、跨文化 总被引：5，自引：0，他引：5
本文从文化的演示性路径出发,对教育活动中的仪式进行了探讨,重点报告了"柏林仪式研究"项目的研究成果,重点讨论了仪式对教育和社会化过程的推动作用、仪式的模仿学习过程、仪式的跨文化学习功能以及仪式研究的方法论。 相似文献
32.
Ulf Fredriksson Monica Eklund Karin Taube 《美中教育评论》2009,6(11):17-32,56
Researchers from Mid Sweden University and Kalmar University organised surveys on reading skills in Swedish municipalities. This paper will focus on the surveys made in four municipalities between 2002 and 2007. All students in grade 8 in these four municipalities participated in the surveys--in total 16,287 students. These surveys included a reading test for the students and information about the students collected from the teachers, including participation in instruction in Swedish as a second language and in their mother tongues. Students of immigrant origin in Sweden are offered the possibility to participate in instruction in Swedish as a second language and in instruction in the student＇s mother tongue. No obvious trends over time in the participation in Swedish as a second language and mother tongue instruction were found in the four municipalities on the tests we gave, in spite of national trends. There was no difference in results on the reading tests in Swedish between those students who participated in mother tongue instruction and those who did not, but there was a difference in test results between those who participated in Swedish as a second language and those who did not. Those who did not participate （in Swedish as a second language instruction） did, on average, score higher on the test. When different language groups are compared, it can be noted that a majority in all groups of immigrant students neither participate in Swedish as a second language nor in mother tongue instruction. However, there are important differences between boys and girls and between language groups. Girls seemed to be more willing than boys to participate in voluntary mother tongue instruction, while boys more often than girls had to participate in compulsory lessons in Swedish as a second language. 相似文献
33.
Whether supervision of doctoral students is best pursued individually or collectively is a recurring but unresolved question in debates on higher education. The rarity of longitudinal data and the common usage of qualitative methods to analyse a limited number of cases have left the effectiveness of either model largely untested. To assist with overcoming these problems, this paper reports on a study of 145 individuals admitted to a specific doctoral programme between 1991 and 2014. It analyses the effects of either individual or collective supervision during the first year of the programme on the probability of thesis completion and the time to thesis completion. Group means, Cox regressions, Kaplan–Meir curves and Ordinary Least Square regressions are calculated on the basis of the number of months spent by each doctoral student in the programme without defending a thesis. Studied in these ways, it appears that collective supervision in the first year significantly increases the probability of thesis completion and decreases the time to thesis completion. Collective supervision may have this effect as it enhances peer learning, creates a wider academic learning context, allows doctoral students to gradually acquire the values and behaviours of a research practice community and reduces the risk of premature selection of permanent supervisors. 相似文献
34.
This study identifies and analyses professional norms as a means of illuminating school cultures and how norms are distributed in the system. Of special interest is the role of school leaders and how they lead, organize and realise school development. The study research question is: What professional norms do school leaders highlight in change efforts? We are also interested in identifying the support mechanisms and obstacles to implementation and norm setting exhibited by school organisations. The case we used explores change processes in the implementation of education for sustainable development at three upper secondary schools in Sweden. It was conducted in three phases, starting with a questionnaire for all teachers and principals. In the second phase, each of the principals was interviewed individually. The third phase used focus groups consisting of the principals that made up the leadership groups. Our results indicate that professional norms are set when principals and teachers experience expectations from each other, from students and from policy documents. There is also a need for well-functioning communication in the organisation to set and disseminate norms. The school principal plays a crucial role in these norm setting processes. By becoming more aware of existing norms in the organisations, and how norms can be changed, this knowledge can support principals in change efforts. 相似文献
35.
Kate Wall Steve Higgins Emma Glasner Ulfëbt Mahmout Jane Gormally 《The Australian Educational Researcher》2009,36(2):93-117
The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning
to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the
key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided
on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre
for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation
of their experiences. As a result we believe that this process supported meaningful professional development about teaching
and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and
how it supported learning. The projects were carried out by teachers in two schools, one secondary (11–18 years) and one primary
(4–11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project
aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers’ research,
focusing on the decision making which occurred and how the process of the research has impacted on their professional development.
Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional
enquiry through action research and teachers’ learning, as to the more traditional domain of students’ learning and how this
might contribute to the development of a successful Learning to Learn school culture. 相似文献
36.
作为跨文化教育的教育:一场全球变革 总被引：1，自引：0，他引：1
全球化并不是美国化或欧洲化,趋向标准化的全球化进程带来了新经济的发展,也带来了全球范围内的贫困、苦难、战争、恐怖以及过度开发和毁坏自然。必须意识到文化多样性的不可避免,并在教育体系中引入以和平与社会公正为导向的、旨在可持续性的跨文化教育,培养学生积极应对社会与自然中他者的能力。本文从多重维度对上述命题进行了探讨,并从概念与教学方式等角度分析了跨文化教育的理论与实践。 相似文献
37.
This study investigated how great apes and human infants use imperative pointing to request objects. In a series of three experiments (infants, N = 44; apes, N = 12), subjects were given the opportunity to either point to a desired object from a distance or else to approach closer and request it proximally. The apes always approached close to the object, signaling their request through instrumental actions. In contrast, the infants quite often stayed at a distance, directing the experimenters' attention to the desired object through index‐finger pointing, even when the object was in the open and they could obtain it by themselves. Findings distinguish 12‐month‐olds' imperative pointing from ontogenetic and phylogenetic earlier forms of ritualized reaching. 相似文献
38.
Carina Lüke Angela Grimminger Katharina J. Rohlfing Ulf Liszkowski Ute Ritterfeld 《Child development》2017,88(2):484-492
Early identification of primary language delay is crucial to implement effective prevention programs. Available screening instruments are based on parents' reports and have only insufficient predictive validity. This study employed observational measures of preverbal infants' gestural communication to test its predictive validity for identifying later language delays. Pointing behavior of fifty‐nine 12‐month‐old infants was analyzed and related to their language skills 1 year later. Results confirm predictive validity of preverbal communication for language skills with the hand shape of pointing being superior compared to the underlying motives for pointing (imperative vs. declarative). Twelve‐month‐olds who pointed only with their open hand but never with their index finger were at risk for primary language delay at 2 years of age. 相似文献
39.
Ann-Christine Wennergren Ulf Blossing 《Scandinavian Journal of Educational Research》2017,61(1):47-59
Students represent the majority of the people in a school organisation, but are rarely considered as participants in literature on professional learning communities (PLC). This article explored a PLC with the legitimate participation of students in the classroom. Data was based on interviews with 11 teachers. Community of practice theory provides 3 dimensions that were used as analytical tools: shared repertoire, mutual engagement, and joint enterprise. Shared repertoire refers to how teachers introduce and develop tools for learning; mutual engagement to how to establish relationships and atmosphere with a respect for learning; and joint enterprise to how students’ associations and experiences are used to shape content knowledge in planning for learning. We conclude that the theory of community of practice is useful to describe and understand the formation of a PLC. 相似文献
40.
Ulf Janson 《International Journal of Early Years Education》2001,9(2):135-143
Togetherness is seen as a function of shared activity, not just proximity in physical space. In the case of make-believe play, this activity is assumed to take place in three interrelated contexts: the physical, social and symbolical. Togetherness implies that each player has access to these contexts in order to participate in the process of co-construction and collective symbolisation characteristic of play. Through the study of blind and sighted pre-school children in play interaction the differences in the way players have access to physical space, experience social interaction and create meaningful symbols are demonstrated. Transcribed episodes of play negotiations illustrate how differences in visual ability may impede togetherness. As a conclusion it is posited that to understand such impediments differences in apprehension of the situation as opposed to disabilities defined as individual characteristics should be highlighted and made the focus of educational practice and intervention. e Togetherness f est considérée comme une fonction de l'activité partagée, et non seulement de la proximité dans l'espace physique. Dans le cas du jeu de e faire-semblant f , cette activité est supposée avoir lieu dans trois contextes interdépendants: physique, social et symbolique. e Togetherness f implique que chaque participant a accès à ces contextes, afin de participer au processus de co-construction et de symbolisation collective qui caractérise le jeu. Par l'étude d'enfants non-voyants et voyants d'âge préscolaire dans une interaction de jeu, on démontre les différences dans la manière dont les participants ont accès à l'espace physique, ont l'expérience de l'interaction sociale, et créent des symboles significatifs. Des épisodes transcrits de négociations de jeu illustrent comment les différences d'aptitude visuelle peuvent faire obstacle à e togetherness f . En conclusion, on pose que, pour comprendre ces obstacles, les différences d'appréhension de la situation plutôt que les handicaps définis comme caractéristiques individuelles devraient être soulignées et rendues centres de convergence de la pratique éducative et de l'intervention. El sentimiento de unión se ve como función de una actividad compartida, no sólo como proximidad en el espacio fisico. En el caso de hacer-creer-jugar, se supone que esta actividad tiene lugar en tres contextos interrelacionados: el físico, el social y el simbólico. Unión implica que cada jugador tiene acceso a estos contextos, a fin de participar en el proceso de co-construcción y simbolización colectiva, característico del juego. A través del estudio de niños preescolares ciegos y videntes, se demuestran las diferencias en la manera que los niños tienen acceso al espacio físico, experimentan la interacción social y crean símbolos con signifícado. Episodios grabados de negociaciones de juego ilustran cómo las diferencias en habilidad visual pueden dificultar la unión. Como conclusión se plantea que, para entender dichos impedimentos, deberían ponerse en relieve las diferencias en apreciación de la situación en oposición a discapacidades definidas como características individuales y convertilas en el centro de la práctica educativa e intervención. 相似文献