A qualitative critique of teacher labor market studies     

Barnett Berry  George W. Noblit  R. Dwight Hare 《The Urban Review》1985,17(2):98-110

Qualitative studies of the teacher labor market suggest that problems and remedies generated by quantitative research fail to capture the most dynamic variables which are affecting the supply and demand of public school teachers. For example, quantitative research has not accounted for (1) the continual exiting and reentering of urban teachers, (2) the considerable bifurcation between urban and rural teacher labor markets as reflected in teacher mobility and cultural economic opportunities, (3) local definitions of labor market needs and teacher quality, and (4) the demanding and stressful working conditions of teaching, which are having a systemic and adverse effect on the occupation.  相似文献   

Reflections on some contemporary educational slogans     

William Hare 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(1):71-83

Five fashionable ideas in educational theory are here identified as essentially amounting to slogans in which mere rhetoric supplants rational discussion. First, the back-to-basics movement, trading on a preference for what is essential and useful, blurs the point that there is serious dispute about what actually is essential in education. Second, progressive educators favour discovery learning, but ignore the fact that discoveries can grow out of teaching situations. Third, the notion of values clarification is attractive to all who reject authoritarianism in moral education, but it cannot be enough merely to clarify our moral views. We need to ask how far they are defensible. Fourth, the idea of the hidden curriculum is used to denounce subtle indoctrination, but it is too readily assumed that a hidden curriculum is both inevitable and undesirable. Finally, modern educators have succumbed to the apparent security offered by behavioural objectives without noticing that many educational outcomes, including dispositions, cannot be specified with the precision demanded. Slogans offer simplistic solutions, and serve to curtail serious criticism.

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Zusammenfassung Fünf gängige Begriffe aus der erziehungswissenschaftlichen Theorie, die wesentlich zur Schlagwortbildung beitragen, werden hier identifiziert, bei denen das rein Rhetorische die rationale Diskussion ersetzt. Erstens, die Back to Basics (Zurück zu den Grundfertigkeiten)-Bewegung, die mit Vorliebe übernimmt, was daran wesentlich und nützlich ist, jedoch die Tatsache verwischt, daß eine ernsthafte Auseinandersetzung darüber geführt wird, was eigentlich in der Erziehung wesentlich ist. Zweitens, fortschrittliche Erzieher bevorzugen entdeckendes Lernen, übersehen aber die Tatsache, daß Entdeckungen aus Lehrsituationen heraus erwachsen können. Drittens, der Begriff der Werteabklärung ist für alle verlockend, die das Autoritäre in der Moralerziehung ablehnen, aber es ist nicht ausreichend, nur unsere moralischen Standpunkte zu klären. Es muß die Frage gestellt werden, inwieweit sie zu verteidigen sind. Viertens, der Gedanke des verborgenen Curriculums wird angewandt, um die subtile Indoktrination zu entlarven, aber es wäre voreilig anzunehmen, daß das verborgene Curriculum gleichermaßen unvermeidlich und unerwünscht ist. Schließlich glauben moderne Erzieher durch die sich anbietenden Verhaltensweisen eine Garantie zu haben, ohne zu bemerken, daß vielfach Folgen der Erziehung einschließlich der Charakteranlagen, nicht im einzelnen mit der erforderlichen Präzision angegeben werden können. Schlagworte bieten vereinfachende Lösungen und dienen dazu, ernsthafte Kritik einzuschränken.

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Résumé Les cinq idées en vogue dans le domaine de la théorie éducative sont identifiées ici essentiellement en tant que slogans dans lesquels la rhétorique supplante le débat rationnel. Tout d'abord, le mouvement pour un retour aux éléments d'apprentissage essentiels de base, en tirant profit d'une préférence pour ce qui est fondamental et utile en éducation, cache la controverse sérieuse qui est soulevée lorsqu'il s'agit de savoir ce qui est vraiment essentiel en éducation. Deuxièmement, les éducateurs progressistes favorisent l'apprentissage par la découverte, mais ignorent le fait que ces découvertes peuvent provenir des situations d'apprentissage. Troisièmement, la notion de clarification des valeurs est attirante pour tous ceux qui rejettent l'autoritarisme dans l'éducation morale, mais il est insuffisant de clarifier nos vues morales. Nous devons nous demander jusqu'à quel point elles sont justifiables. Quatrièment, l'idée du curriculum dissimulé est utilisée pour dénoncer une indoctrinement raffinée, mais on affirme trop facilement qu'un curriculum dissimulé est inévitable et peu désirable à la fois. Enfin, les éducateurs modernes ont cédé à l'apparente sécurité offerte par les objectifs relatifs au comportement sans remarquer que de nombreux résultats éducatifs, y compris les dispositions, ne peuvent être spécifiés avec la précision demandée. Les slogans offrent des solutions simplistes et servent à amputer la critique sérieuse.

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Four Anxieties about Open-mindedness: Reassuring Peter Gardner     

W. Hare  & T. McLaughlin 《Journal of Philosophy of Education》1998,32(2):283-292

In this article four anxieties expressed by Peter Gardner about our conception of open-mindedness and its educational implications are examined. It is argued that none of Gardner's anxieties undermine our view that open-mindedness requires neither neutrality nor indecision with respect to a matter in question, but rather that open-mindedness is compatible with holding of beliefs and commitments about such matters provided that the beliefs and commitments are formed and held in such a way that they are open to revision in the light of evidence and argument.  相似文献   

Navigating gender and sexuality in the classroom: narrative insights from students and educators     

Kathleen A. Hare 《Sex education》2017,17(4):482-484

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Classroom interaction patterns among teachers and emotionally disturbed children     

H. Lyndall Rich 《International Journal of Disability, Development & Education》1979,26(1):34-40

Observational procedures were used to investigate classroom interaction patterns among direct and indirect teachers and emotionally disturbed children who were classified as conduct problems or personality problems. It was expected that initiated and respondent interaction dyads, classified as dominant, non‐direct, and nurturant modes, would be the same (reciprocal), thus creating an interaction “cycle”. The cycle concept was only partially supported; instead, initiated dominance by teachers and conduct problem children was the most influential interaction characteristic affecting the classroom environment. A discussion of teacher managerial/instructional behaviours, the impact of student behaviours, and implications for additional research are included.  相似文献   

Standards as a Threat to Open‐mindednes     

William Hare 《欧洲师范教育杂志》1982,5(3):133-145

The article examines the view that open‐mindedness, which is seen as a critical weapon in the teacher's armoury, is endangered by the movement to establish objective standards in education generally and in teacher education in particular. It analyses different ways in which standards impinge on open‐mindedness and proceeds to examine the possibilities, under each heading of the analysis, for containing the threat.  相似文献   

Post-secondary Science Students’ Explanations of <Emphasis Type="Italic">Randomness</Emphasis> and <Emphasis Type="Italic">Variation</Emphasis> and Implications for Science Learning     

Rebekka Darner Gougis  Janet F. Stomberg  Alicia T. O’Hare  Catherine M. O’Reilly  Nicholas E. Bader  Thomas Meixner  Cayelan C. Carey 《International Journal of Science and Mathematics Education》2017,15(6):1039-1056

The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naïve no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term.  相似文献   

Introduction to the special issue: New Perspectives on Developing and Assessing Thinking: Selected papers from the 15th International Conference on Thinking (ICOT2011)     

Carol McGuinness  Liam O’Hare 《Thinking Skills and Creativity》2012,7(2):75-77

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On specific gravity.—No. III     

Robert Hare 《Journal of The Franklin Institute》1826,1(3):154-160

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On the bouyancy of air     

Robert Hare 《Journal of The Franklin Institute》1826,2(6):357-358

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