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41.
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
42.
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
43.
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
44.
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
45.
The main goals of e-government are to increase agency efficiency and offer benefits to citizens. These goals have often been addressed as two interplaying outcomes of public e-service development, which are possible to achieve in parallel. This article shows that the two frequently applied stakeholders of e-government (agencies and citizens) are much too extensive and heterogeneous in order to be meaningfully addressed in public e-service conceptualization and development. We conduct a stakeholder centered analysis of a public e-service development and implementation process in order to identify stakeholder groups and discuss how they differ in their perceptions and, consequently, also in their feelings of relevance and need related to the e-service. By adopting a multi-faceted perspective on stakeholders, public e-service development can be analyzed and understood in a way that takes several stakeholder groups into account. Our study contributes with deeper insights about a situation where stakeholder salience changes over time, while some stakeholder groups have low salience during the entire process. The result of conducting a stakeholder centered analysis is that we, by visualizing the stakeholder groups' differences, are better prepared to meet and combine different needs related to a planned e-service. Thus, we argue that a stakeholder centered analysis of expectations and opinions concerning the e-service help to develop e-services possible to succeed in offering both external service and internal efficiency. 相似文献
46.
Sean Maw Lisa Proctor Jessica Vredenburg Peter Ehlers 《Journal of sports sciences》2013,31(12):1239-1246
Abstract Top short track speed skaters and their coaches have suspected that starting positions influence finishing positions, especially in the 500 m racing distance. The objective of this study was to examine systematically the influence of starting position on finishing position in 500 m short track speed skating. The data analysed included results from World Cup 500 m races ranging from the 1999 – 2000 season through to the end of the 2003 – 2004 season. All 500 m men's and women's races with four skaters starting and finishing (preliminaries, heats, quarter-finals, semi-finals and finals) were included in the data set. The association between starting position and finishing position was examined using Kendall's tau. Results show that for both sexes, there is a significant positive correlation between starting position and finishing position (P < 0.001). This effect is generally more pronounced in semi-finals and finals than it is in preliminaries, heats and quarter-finals. Strategies to counter this inequity are proposed, drawing upon similar experiences in other sports. 相似文献
47.
Comparison of two Actigraph models for assessing free-living physical activity in Indian adolescents
Kirsten Corder S⊘ren Brage Ambady Ramachandran Chamukuttan Snehalatha Nicholas Wareham Ulf Ekelund 《Journal of sports sciences》2013,31(14):1607-1611
Abstract This aim of this study was to compare the new Actigraph (GT1M) with the widely used Model 7164. Seven days of free-living physical activity were measured simultaneously using both the Model 7164 and GT1M in 30 Indian adolescents (mean age 15.8 years, s = 0.6). The GT1M was on average 9% lower per epoch than model 7164, thus a correction factor of 0.91 is suggested for comparison between the two monitors. The differences between monitors increased in magnitude with intensity of activity (P < 0.001) but remained randomly distributed (r = 0.01, P = 0.96). No significant difference was observed between monitors for time spent in moderate (P = 0.31) and vigorous (P = 0.34) physical activity when using the same epoch length. The Model 7164 classified less time as sedentary (P < 0.001) and more time as light-intensity activity (P < 0.001) than the GT1M. In conclusion, data from the GT1M can be compared with historical data using average counts per minute with a correction factor, and the two models might be comparable for assessing time spent in moderate to vigorous physical activity in children when using the same epoch length. 相似文献
48.
49.
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
50.
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