National Education and ‘Active Citizenship’: Implications for Citizenship and Citizenship Education in Singapore     

Christine Han 《Asia Pacific Journal of Education》2000,20(1):63-72

Citizenship and values education in one form or other has existed in Singapore since it acquired self‐government in 1959. Much has been written about the different forms that this education has taken over the years. In recent years, there have been efforts at describing and analyzing aspects of National Education, which was introduced in 1997. At the same time, a number of books and papers have been written examining the concept of citizenship in Singapore, which cover the period between the late 1980s to the mid 1990s. In the last five years leading to the millennium, there have been two major sets of changes in Singapore that have had implications for the conception of citizenship and for citizenship education. The first is to do with the introduction of National Education; the second, with the notion of active citizenship. This article describes these recent changes, and discuss their implications for the concept of citizenship and for citizenship education in Singapore.  相似文献   

Supporting distributed communities of practice with interactive television     

Kurt D. Squire  Christine B. Johnson 《Educational technology research and development : ETR & D》2000,48(1):23-43

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Cross-Modal Transfer of Shape is Difficult to Demonstrate in One-Month-Olds     

Daphne Maurer  Christine L. Stager  & Catherine J. Mondloch 《Child development》1999,70(5):1047-1057

We tested 1-month-olds for cross-modal transfer of shape between touch and vision using a procedure described by Meltzoff and Borton, but including controls for side bias and stimulus preference. In Experiment 1 (N = 48), infants' looking times to smooth and nubby visual stimuli were not influenced by previous oral exposure to one of the shapes during the preceding 90 s, except for an effect on the first test trial in one group; this effect could have been due to limited cross-modal transfer, to Type 1 error, or to side bias, possibly interacting with a small stimulus preference. The failure of that effect to replicate in a group (N = 16) with less side bias (Experiment 2) suggests that it was not due to cross-modal transfer. Experiment 3 (N = 32), an exact replication of Meltzoff and Borton's experiment, also failed to yield evidence of cross-modal transfer. Overall, there is not good evidence that 1-month-olds can transfer information about these shapes from touch to vision. Future studies exploring the ability to transfer information about other shapes will be easier to interpret if they include controls for side bias and stimulus preference.  相似文献   

Asynchronous multimedia conferencing in continuing professional development: issues in the representation of practice through user‐created videoclips     

Peter Goodyear  Christine Steeples 《Distance Education》1999,20(1):31-48

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Market Mechanisms in Education: School choice in The Netherlands,England and Scotland in a comparative perspective     

Christine Teelken 《比较教育学》1999,35(3):283-302

This article analyses differences in the availability of school choice in The Netherlands, England and Scotland. A 10 variable model is used to determine that the increased availability of choice leads generally to an increased presence of the market mechanism in the three countries. However, the functioning of the market is most obvious in The Netherlands, to a lesser extent in England and even less in Scotland.  相似文献   

Women in Action: a community development project in Amazonas     

Christine Storey  Jocilene Gomes Da Cruz  Renata Feirreira Camargo 《Environmental Education Research》1998,4(2):187-199

This article is a report of a Community Development Project currently being run by the Centre for Studies and Development in Environmental Education (CEDEA), at the National Institute for Amazon Research (INPA) in Manaus, Amazonas, Brazil. The Centre was inaugurated 3 years ago as part of an attempt to change the Institute's direction, from that of carrying out research for the scientific community to one that integrates research with sustainable development and social needs. CEDEA's team members embarked on a participatory community project, INPA and Society, that was developed with a community near the Institute. This is an urban community with economic, social, cultural and environmental problems that the project aims to approach. INPA and Society is divided into several projects, one of which is Women in Action. This is a report about the challenges that Women in Action has produced for both the Institute and the Centre. It also discusses the results that are being achieved, while commenting on the difficulties that have been confronted and how these could possibly be avoided by other groups.  相似文献   

Blue, black, green, red: What colour the chameleon?     

Mark T. Maybury  Afzal Ballim  Christine Vanoirbeek  Ronan G. Reilly  Fionn Murtagh 《Metascience》1998,7(3):470-485

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Evaluating the usability and instructional design quality of Interactive Virtual Training for Teachers (IVT-T)     

Shernoff  Elisa S.  Von Schalscha  Katherine  Gabbard  Joseph L.  Delmarre  Alban  Frazier  Stacy L.  Buche  Cédric  Lisetti  Christine 《Educational technology research and development : ETR & D》2020,68(6):3235-3262

Educational technology research and development - Simulation offers unique affordances over traditional training (e.g., remote access, mastery learning experiences, immediate feedback) relevant to...  相似文献   

Black male teachers,white education spaces: Troubling school practices of othering and surveillance     

Christine Callender 《British Educational Research Journal》2020,46(5):1081-1098

The absence of male teachers in primary schools has been an ongoing concern for policymakers and schools in the UK, USA, Canada and Australia, and as schools have become more ethnically diverse so have concerns that the teacher workforce should reflect the communities it serves. Pre-service teacher training plays a critical role in this aim, by identifying, recruiting, retaining and training those who demonstrate potential to become teachers in English primary schools. As one of a few studies to explore the racialised and gendered experiences of black male teachers in England, I adopt the use of critical race theory (CRT) to examine how black male teachers are characterised and constructed in white education spaces. Drawing on a larger study, this paper utilises counternarrative, a key precept of CRT, to draw attention to processes of exclusion, othering and surveillance through the experience of David (the main character). Interview and documentary data illuminate institutional processes of overt and covert racism, as well as racialised and gendered stereotyping. David’s story reveals how his voice is muted as it is woven into processes of othering, hyper-surveillance and disciplinary power.  相似文献   

Degrees of change—resistance or resilience     

Christine Marsh 《Performance Improvement》2001,40(3):29-33

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