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This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice. 相似文献
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Sarah Hopkins Graham Ogle Corresponding author Lisette Kaleveld John Maurice Betty Keria William Louden 《Asia-Pacific Journal of Teacher Education》2005,33(1):77-96
Reading literacy and reading interest was examined in four primary schools in Papua New Guinea: in an international, suburban, settlement and village school. In this paper we present a summary of findings located within a local context and examine the implications as viewed through two lenses. From an ‘educational for equality’ perspective, the findings suggest a critical need to re‐evaluate the use of national testing to select children for further education and address the serious shortage of reading books in school libraries. From an ‘education for life’ perspective, the findings indicate a continuing need for community‐based actions together with innovative teacher education programs aimed at developing ways of strengthening the connections between home and school. 相似文献
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Lois M. R. Louden 《British Journal of Religious Education》2004,26(3):273-284
The ‘conscience clause’ allows parents to withdraw their children from religious education and collective worship; however, the reasons why parents might wish so to do are not stated in the legislation. This article looks briefly at the legal issues to do with the place of religious education in the school curriculum, the type of religious education to be provided in schools without a religious affiliation (including an exploration of the meaning of the ‘Cowper‐Temple’ clause), and at the grounds on which parents may wish to exercise the conscience clause. It shows conclusively that withdrawal may only occur on the grounds of conscientious objection, not as a matter of choice. 相似文献
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One Hundred Children is an Australian study of literacy learning in the early years of education. The larger study (Hill, Comber, Louden, Reid and Rivalland, 1998) includes detailed case studies of children’s literacy learning in their homes, pre-schools, day-care centres and schools. This paper reports on the assessment framework developed during the study and provides a brief overview of children’s performance on items in that framework. The study demonstrates that most children made rapid and substantial progress in literacy learning and identifies the literacy domains in which children learned most during their first year at school. A number of advantages of the use of baseline measures for assessing young children’s progress in literacy are also highlighted. 相似文献
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Robert B. Louden 《Educational Philosophy and Theory》2019,51(13):1308-1318
AbstractIn this essay, I try to make sense out of Kant’s unusual concept of grace, particularly as regards its uneasy relationship to education within the context of the effort to overcome evil. The key to the puzzle, I argue, lies in what I call ‘moral receptivity’. Part of education’s job is to make us morally receptive to grace by preparing us for its possibility. 相似文献
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L. M. R. Louden 《Journal of educational administration and history》1988,20(2):29-42
The author is indebted to Revd. Ian Pearson for permission to use the National Society Archives, Revd. Gerald Field for access to the minutes of St Luke's C.E. School Managers, and to the Culham Educational Foundation for support for this research. 相似文献