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1.
Matuk Camillia Hurwich Talia Spiegel Amy Diamond Judy 《Research in Science Education》2021,51(3):685-732
Research in Science Education - Equitable learning opportunities are critical to the goals of science education. However, major curriculum standards are vague on how to achieve equity goals, and... 相似文献
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The study focused on the interpretations of eight “good” or effective Secondary One teachers. It suggests that the teachers interpreted the “text” (consisting of 12 elements) on the basis of their practical knowledge. The teachers tended to describe the literal meaning of the content. This, however, is a rather restricted form of interpretation which ignores the role of both the reader and the plurality of meanings in the message(s) of the text. To be receptive to the text, the teachers need to reflect on their often taken-for-granted knowledge and practices. The repertory grid was used to elicit such tacit knowledge. Like a mirror, the grid reflected to the teacher his or her own frame of reference for his or her consideration. This is a vital first step in the transformation of both the teacher and his or her interpretation of the text. 相似文献
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Catherine Diamond 《Inter-Asia Cultural Studies》2017,18(4):540-557
The socialist People’s Democratic Republic of Laos (Lao PDR) has some of the largest intact forests in Southeast Asia, yet these are being quickly depleted by illegal logging, slash-and-burn farming, increasing population pressures, monocrop plantations, mining and dam building. Foreign government and nongovernmental organizations stage “infotainment” theatre plays to educate and inform the Lao public of its role in protecting the forests even though government projects and concessions are the primary causes of forest destruction. Because all the nationally subsidized performing arts troupes are government mouthpieces they cannot critique the government’s role. Foreign aid agencies funding the dramas are also made complicit in the hypocrisy of promoting forest protection to those with the least power to do so, while both performers and spectators know who is profiting the most from the sale of forest products. This article examines theatrical performances regarding forest protection presented in this context of performativity in which the state manipulates socialist rhetoric to conceal its actions that enrich its officials and capitalist partners at the expense of the rest of the Lao public. 相似文献
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One hundred forty-one parents of preschool children with and without disabilities, enrolled in integrated or self-contained classrooms, participated in this study. Parents responses on the Parent Perspectives on Integration Questionnaire, administered at the beginning of the school year, were factor analyzed. The revised instrument was then used to assess parents' attitudes at the end of the school year. Results suggested that all parents held generally positive attitudes toward integration. By the end of the school year, parents whose children had participated in an integrated program held more positive attitudes toward integration than did parents whose children had not participated in this type of class. Implications of these results for the development of integrated early childhood programs are discussed. 相似文献
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Karen E. Diamond 《Early education and development》1993,4(2):123-129
Although mainstream preschool programs have been in existence since the 1970s, little is known about the ways in which typical children attempt to understand what it means for a peer to have a disability. In this study, 4-year-old children without disabilities who were enrolled in a mainstream preschool class explained their peers' disabilities by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. The implications of these cognitions for children's developing attitudes and behaviors toward peers with disabilities are discussed. 相似文献
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Fleur Diamond Graham Parr Scott Bulfin 《Changing English: An International Journal of English Teaching》2017,24(3):266-284
Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher educator in an Australian university in a praxis-based partnership. Using Cavarero’s framing of ‘who’ and ‘what’ narratives, and Bakhtinian discourse theory, the authors present three autobiographical narratives exploring different perspectives on their experiences in the co-teaching partnership. The article affirms the value of school–university praxis partnerships for speaking back to standards-based reforms, but acknowledges that this speaking back involves complex relational and dialogic work in grappling with institutional and system-wide policies and practices. 相似文献
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