批判理论视角下的语言教师教育研究     

玛格丽特·霍金斯  邦尼·诺顿  李奕婷 《当代教师教育》2018,(2):5-10

批判性教师教育强调提升教师学习者的批判意识、进行批判性地自我反思和形成与批判性教学法相联系的能力.在语言教学中,充分认识到不同族群在教育机构和社会交往中的权力关系以及它们对学习者自我认知方式的影响.通过教育培养少数族裔学生的批判意识和反抗现存社会中不公平的能力.  相似文献   

The Learner‐Centered Approach to the Co‐Curriculum Model     

Kara L. Fresk  Caleb J. Keith  Hannah C. Keith 《Assessment Update》2020,32(4):1-16

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The 'new vocationalism' in the United States: Returning to John Dewey     

W. Norton Grubb 《Educational Philosophy and Theory》1996,28(1):1-23

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Governing good,bad and ugly workplaces? Explaining the paradox of state-steered voluntarism in New Labour’s Skills Strategy     

Hannah Durrant 《Journal of Education & Work》2016,29(4):373-401

The post-compulsory education and training system in the UK has long been defined as an archetypical voluntarist model. Yet, with the election of a New Labour government in 1997, the relationship between the state as supply-side provider of skills and employers as the demanders of skills began to subtly change. An additional rhetoric emerged in skills policy that suggested a role for the state to shape higher skills demands. This instigated a move towards what is here defined by the oxymoron ‘state-steered voluntarism’; an approach to the governance of skills which aimed to deliver both a demand-led skills system and a system to lead demand. Drawing on policy documents and interviews with key policy-makers, this article offers an interpretive analysis of New Labour’s ideas about the nature of workplaces, and the role of the state and skills providers in response, that explains the existence of policy paradox. We find that New Labour articulated three distinct strategies for governing skills, depending on whether workplaces were perceived to have ‘good’, ‘bad’, or frankly ‘ugly’ skills aspirations. However, whilst this threefold skills strategy seemingly served the purpose of containing multiple policy objectives and creating a graded role for state action, it was also prone to being used selectively by those with vested interests in UK skills policy (i.e. the representatives of businesses and employers and the representatives of employees and learners).  相似文献   

Situational influences upon children's beliefs about global warming and energy     

Patrick Devine‐Wright  Hannah Devine‐Wright  Paul Fleming 《Environmental Education Research》2004,10(4):493-506

This paper explores children's beliefs about global warming and energy sources from a psychological perspective, focusing upon situational influences upon subjective beliefs, including perceived self‐efficacy. The context of the research is one of growing concern at the potential impacts of global warming, yet demonstrably low levels of self‐efficacy amongst both adults and children to effectively respond to this large‐scale environmental problem. Empirical research was conducted on a sample of 198 UK children and adults to explore the influence of a cooperative learning environment upon children's beliefs about global warming and energy. A comparative design was adopted, contrasting 9–12 year old members of the Woodcraft Folk educational organisation with non‐members of similar age and with adult members of the same organisation. Results indicate that cooperative learning environments can have a significant and positive effect upon children's beliefs about large‐scale environmental problems. In particular, Woodcraft folk children reported significantly higher levels of personal awareness and perceived self‐efficacy in relation to global warming in comparison to their peers. Secondly, unexpected differences were identified between levels of perceived self‐efficacy in children and adult Woodcraft folk. The implications of these differences for the design of educational programmes seeking to empower children to respond to global warming are discussed.  相似文献   

Distance education in an era of eLearning: challenges and opportunities for a campus‐focused institution     

Hannah Forsyth  Jenny Pizzica  Ruth Laxton  Mary Jane Mahony 《高等教育研究与发展》2010,29(1):15-28

The growth of eLearning technologies has blurred the boundaries of educational modes to a point where distance education programs can be offered without drawing particular notice on campus. The experience of distance education staff working in campus‐focused universities and their perceptions of their chances of successfully planning and teaching by distance should inform evaluation of a university’s quality framework. In this case study, we report on the experience of distance educators at an Australian campus‐focused university. We identify organisational structure and culture as critical success factors for quality in distance education, with technology a, perhaps surprisingly, minor consideration. While the eLearning era has opened the door to a distance education cottage industry, eLearning strategy has failed to comprehensively prepare the way for the issues unique to distance education. The paper recommends that campus‐focused universities must protect their reputation by systematically assuring the quality of their (inevitable) distance offerings.  相似文献   

Teaching About Energy     

Aguiar  Orlando  Sevian  Hannah  El-Hani  Charbel N. 《Science & Education》2018,27(9-10):863-893

Science & Education - In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom. This...  相似文献   

Aerobic exercise and type a behaviour     

Lori A. Schmied  Hannah Steinberg  Tim Moss  Elizabeth A. Sykes 《Journal of sports sciences》2013,31(5):433-445

The Type A behaviour pattern is a well‐documented, if controversial, risk factor for coronary heart disease. Surprisingly, relatively little work has been reported on ways of modifying this behaviour pattern. Aerobic exercise, with its demonstrated benefits for both cardiovascular reactivity and psychological ‘well‐being’, is a promising treatment. The literature is reviewed and recommendations are made for practical applications and future research.  相似文献   

READING IN THE WAKE OF POSTCOLONIALITY: CONSTRUCTING "RACE" IN PUBLIC EDUCATION IN THE U.S. TERRITORY OF HAWAII     

Hannah M. Tavares 《Educational theory》2003,53(4):437-452

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Intercollegiate Athletes and Effective Educational Practices: Winning Combination or Losing Effort?     

Paul D. Umbach  Megan M. Palmer  George D. Kuh  Stephanie J. Hannah 《Research in higher education》2006,47(6):709-733

Scrutiny of intercollegiate athletics has intensified in recent years. This study compares student-athletes with those of non-athletes in terms of their engagement in effective educational practices. Contrary to many reports in the popular media, the findings from this study indicate that, on balance, student-athletes across a large number of colleges and universities do not differ greatly from their peers in terms of their participation in effective educational practices. In most instances, when differences do exist, they favor athletes.  相似文献