排序方式： 共有20条查询结果，搜索用时 15 毫秒
1.
Stephen C. Scholes 《Religious education (Chicago, Ill.)》2020,115(2):184-200
AbstractIn Scotland, and particularly with regards to non-denominational RE, known as Religious and Moral Education (RME), a current focus of debates is on how and why practitioners are implementing or deviating from legal and curricular expectations. Using the findings of a small-scale qualitative practitioner enquiry centered on one local education authority in Scotland, this article advances recent discussions and engages with comparative international scholarship by identifying the challenges and opportunities in relation to the provision of RME and arguing that practitioners are motivated by the demands of learners and the priorities of school leaders, rather than official expectations. 相似文献
2.
3.
4.
5.
Laura Scholes Jo Lunn Brownlee Susan Walker Eva Johansson Veronica Lawson Julia Mascadri 《International Journal of Inclusive Education》2017,21(5):507-520
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participated in epistemic beliefs and moral reasoning tasks in the first year of a three-year longitudinal study. Findings showed that while children described objectivist epistemic beliefs (right/wrong answers) about social inclusion, their justifications revealed an unexpected, more complex set of epistemic beliefs. Implications for moral pedagogies are discussed. 相似文献
6.
Robert J. Scholes 《Interchange》1997,28(1):1-14
Five possible relationships among speech, writing, and language are evaluated. These relationships are: that writing is related to language through the medium of speech, that speech is based on writing, that spoken and written forms of a language are decodable one to the other, that spoken and written language are related only through the single language they represent but cannot be translated one to the other without recourse to the grammar of that language, and that speech and orthography represent distinct languages.The conclusion reached is that the grammars underlying speech and writing are distinct –that they employ different conceptions of morphology and syntax – and thus may be said to represent different languages. 相似文献
7.
As we navigate through a new form of economic era where science, technology, knowledge and services will replace consumer goods as drivers of growth, and the workplace will increasingly value creative abilities, there appears a need for an educational paradigm shift. However, within an Australian context of increasing school accountability, a great deal of emphasis is placed on standards vis-à-vis improving literacy and numeracy skills for students, and measured by high-stake testing. This current Australian agenda is also part of an ongoing concern for improving the educational outcomes and life chances of boys. Through a social justice lens, this paper offers an exploration of how an innovative and creative arts curriculum has the potential to engage and enhance educational outcomes for all students, particularly for boys who are at risk of underachieving. First, this paper offers an explanation of the changing nature of workplace trajectories and the significance of the creative arts in this shifting economic era. Concurrently, as we prepare students for an unknown future, this paper examines how engagement in the creative arts has the potential to facilitate emerging understandings about learning while providing opportunities to develop learner engagement, motivation, cognitive capacities and academic achievement. Second, while avoiding essentialist accounts of gender and recuperative masculinity politics, we recognise that ‘some’ boys are underachieving in schools and that these boys are often from lower socioeconomic communities. We also recognise that many of these boys are disengaged and invest considerable energy performing masculinities that are in opposition to, and resistant to, the formal processes of schooling including participation in the creative arts. Third, we draw on findings from recent research, including a doctoral study, to discuss perceived barriers to boys' engagement with the creative arts and implications for educational practice. 相似文献
8.
Laura Scholes Joanne Lunn Brownlee Susan Walker Eva Johansson 《International Journal of Inclusive Education》2017,21(10):991-1010
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female?=?85, male?=?87), between the ages of six and seven and 155 children (female?=?78, male?=?79) who were interviewed again in Year 2. The children’s responses to scenarios regarding inclusion or exclusion of an aggressive child (who is bossy and pushes others around) in their play at school demonstrated that they were more likely to include an aggressive child in their play in Year 2 than in Year 1 of elementary school. They were also more likely in Year 2 to provide justifications that demonstrated a deeper understanding of the reasons for children’s aggressive behaviour at school. These data suggest that children’s school experiences may contribute to their ability to access multiple perspectives when reasoning about inclusion of others. Findings suggest the need to consider more closely how contextual experiences influence young children’s moral reasoning. 相似文献
9.
Subjects of verbs in English sentences may be indicated by any one of a number of cues. In some cases, the subject of the verb is determined by semantic constraints, as when the verb requires an animate noun phrase as subject; in other cases the subject is determined by syntactic factors, as in the case of third person singular verb markers; and, as is commonly the case in informal language, the most immediately preceding noun phrase is the subject of the verb. These three types of cues, semantic (here described as extensional), syntactic (here labeled intensional), and adjacency are investigated in a series of tests of sentence comprehension using university undergraduates as subjects.The results of these experiments show that when the adjacency strategy does not apply, even these highly literate native speakers have great difficulty in correctly comprehending subject-verb correspondences.These results are discussed in the context of the relationship between intensional linguistic processing and literacy. 相似文献
10.
This article disrupts dominant discourses around boys and reading that often homogenise young males as reluctant, disengaged and, at times, adversarial readers. Rather than essentialising boys, we argue there is a need for a more sophisticated knowledge base about the influences, constraints and diverse experiences of boys as readers in society today. Drawing on interviews (n = 30) with Year 4 (8 to 9-year-old) boys at six schools, we consider their personal recounts of their enjoyment in reading, their preferred reading choices and narratives related to their experiences as readers at school. Analysis highlights boys' emerging reading interests, sophisticated and specific reading preferences, and changes in reading identities over time. Boys' preferences for particular fiction authors, novel series and genres dispute the common assumption in educational contexts that boys prefer to engage with non-fiction books. This finding is significant, as negative gendered stereotypes can impact on boys' reading self-concepts. It is also critical given Jerrim and Moss's recent research highlighting the importance of fiction in the development of reading skills. We consider implications for pedagogical practices that broaden reading experiences for the diversity of emerging masculine reading identities in nations such as Australia, where there is an absence of reading for pleasure in education policies. 相似文献