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1.
Shi-Yong Peng 《Asia Pacific Education Review》2010,11(2):243-252
Using Kuhn and McPartland’s approach, 116 Chinese college students were recruited and asked to write as many sentences as
possible beginning with “Chinese…,” “Americans…,” and “Japanese….” The population of sentences consisted of 258 adjectives,
of which 96 described Chinese, 53 described Americans, and 109 described Japanese. Next, the first ten adjectives with the
highest frequencies describing Chinese, Americans, and Japanese, respectively were selected for the second step of data collection
in that students were asked if they would accept these adjectives describing Chinese, Americans, and Japanese. If they did,
they were further asked to provide examples or illustrations to support their agreement. Based on the top 30 adjectives and
the qualitative data collected at the second step, students’ perceptions of Chinese, American, and Japanese were analyzed.
The results of the data analysis discovered that Chinese students are, to some extent, stereotyped toward American and Japanese,
and their understanding of Chinese people is not accurate, either. The results confirm that media to certain extent are responsible
for the shaping of some of the students’ stereotypes. Evidently, the results of this study suggest that the Chinese students’
stereotypes will affect their intercultural communication with Americans and Japanese. Although this study does not provide
tactics on the reduction or elimination of stereotypes in the process of intercultural communication, it provides meaningful
clues for future research in how stereotypes may be reduced by way of intercultural contact or training. This research has
two major limitations. First, all the subjects are Chinese. Had American and Japanese samples been selected for a comparative
investigation, more meaningful and insightful results could have been obtained. Second, because of the space constraints,
verbs and nouns were not analyzed. 相似文献
2.
陈自然 《唐山师范学院学报》2000,(4)
刘震云是世纪末文坛为数不多的坚守文学精神的作家之一,他的小说具有强烈而深刻的批判精神。其批判精神贯穿始终,且超越了一般意义上的对具体人和事的批判,上升到理性的高度,是对人类全部生活的全方位的、宏观并深入到本质的批判,体现了作家的社会责任感,属于现实主义的批判。 相似文献
3.
Rebecca Miles Narelle Lemon Donna Mathewson Mitchell Jo-Anne Reid 《Asia-Pacific Journal of Teacher Education》2016,44(4):401-414
As a field, Teacher Education has lived with continued criticism from governmental and research bodies on the quality of professional preparation and the lack of a strong research base. We respond to such criticisms by considering possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. We draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice. In conclusion, we make a methodological case for reframing the roles of teacher and researcher within a “thirdspace” to consider the practice of researching teaching as recursive and always regenerative. 相似文献
4.
Conclusions Educationists in Europe have an established tradition of exploring educational disadvantage from a socio-cultural perspective,
as indicated by the focus on social justice in education. Their concerns have been with relatively small-scale phenomena:
the context in which particular disadvantaged groups are educated, leading to specific recommendations for local areas. Policy-makers,
in contrast, are concerned with combating social exclusion at the national or Europe-wide level, primarily as a means of reducing
unemployment and social unrest. The initiatives they set in motion necessarily take a wider perspective and pay little heed
to diverse needs, aspirations and goals among the socially excluded. There is a need for European educationalists to increase
their own awareness of the European context—not simply the national context—in which they work. They need also to develop
perspectives on major European initiatives to combat social exclusion, the effects of which will remain otherwise unexplored
by a community of educationalists with a history of interest in and commitment to challenging educational disadvantage.
Original language: English
Joanna McPake (United Kingdom) At present, Deputy Director of the Scottish Centre for Information on Language Teaching and Research, University of Stirling.
Formerly, Senior Researcher and Programme Manager, Scottish Council for Research in Education. Her principal research focus
is on aspects of teaching and learning in school. Since 1996 she has been (with Ghazala Bhatti) co-ordinator of the Social
Justice and Intercultural Education Network of the European Educational Research Association. Recent publications include:
‘A mirror to ourselves? The educational experiences of Japanese children at school in the UK’ (with J. Powney, 1998); andEducation of minority ethnic groups in Scotland (with J. Powney, S. Hall and L. Lyall, 1998).
Ghazala Bhatti (United Kingdom) Ph.D. Director, Modular Master's Degree on ‘Equity and change in the public services’, University of Reading. Formerly, a
primary and secondary school teacher. Her current professional interests in the field of education concern ethnicity, gender
and social justice. She is the joint convenor (with Joanna McPake) of the Social Justice and Intercultural Education Network
of EERA. Recent publications include:Asian children at home and at school: an ethnographic study (1999) andA journey into the unknown: an ethnographic study of Asian children (1995).
This article consists of reflections on recent research presented at the European Conference on Educational Research by the
joint co-ordinators of the Social Justice and Intercultural Education network of the European Educational Research Association. 相似文献
5.
Sally Lubeck 《The Urban Review》1994,26(3):153-172
The National Association for the Education of Young Children (NAEYC, 1986; Bredekamp, 1987) has published guidelines which
define “developmentally appropriate” practice for all children birth through eight. These guidelines have now come under criticism,
however, for a variety of reasons. Researchers have argued that they present a false impression of consensus (Walsh, 1991),
that they are premised on a developmental theory characterized by ethnocentric bias (Bowman & Stott, 1994), and that they
represent cultural values that are not universally shared (Jipson, 1991; Wiliiams, 1994; Phillips, 1994). This article holds
likewise that the promulgation of guidelines based on universalist assumptions places racial, ethnic, and linguistic “minority”
children and parents at a disadvantage and contributes to the very processes that early childhood educators seek to remedy.
After reviewing an extensive research literature which shows children from traditionally disadvantaged groupsin relation, the article concludes that the poor scholastic performance of disproportionate numbers of children should be attributed
to interactional and relational factors rather than to innate capabilities or to parental “inadequacy.”
An earlier version of this paper was presented at the annual meetings of the American Sociological Association, August 14,
1993, Miami, FL. 相似文献
6.
Donald P. Ely 《Educational technology research and development : ETR & D》1960,8(5):289-294
Conclusion This report has shown that there are areas of commonality and areas of diversity in existing communications programs in higher
education. The undergraduate and graduate curricular structure reflects, for the most part, the stated objectives of the program.
Several questions remain to be answered: “What is being accomplished under the communications label that could not otherwise
be accomplished?” “What are some of the emerging trends in this rapidly growing field?” These topics will be covered in subsequent
articles.
This is the second in a series of articles on communications programs in higher education by the author who is director of
the audiovisual center at Syracuse University. The first article, “Communications Programs in Higher Education,” appeared
inAV Communication Review, Winter 1960. 相似文献
7.
丁钢 《Frontiers of Education in China》2009,4(1):1-9
Education must go beyond the borders of the disciplines and educators must make individual learning development a top priority
for education if they wish to fulfill their mission in theory and practice, and in order to promote the social development
by cultivating and developing the different individual learning. While individual development is a public issue, not a personal
affair, it is also a social issue. Thus, educational research bases itself on each type of development, as well as to its
existence in the mosaic of social and cultural understanding of the situation. Consequently, theoretical concept and empirical
study combine an intrinsic pedagogical paradigm mechanism. Furthermore as a theoretical approach to methodology, awareness
of the value of education and method-related activities, pedagogy becomes a special way of seizing the world.
__________
Translated by WANG Ying from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 3–6 相似文献
8.
The Touchstones series of poetry anthologies was first published in the UK between 1968 and 1972 in five volumes. Over a million copies and
three revisions later, Touchstones Now 11–14 appeared in the summer of 2008. Few, if any, books for the classroom can claim such longevity. In this article, the compilers
of the anthologies, Michael and Peter Benton, look back over the 40 years of the series’ life. They reflect upon the principles
which have guided their choices; and the social and political pressures, often exerted by governments, which they have confronted
in their attempt to help school students become enthusiastic, committed and discriminating readers of poetry.
Bionote: Michael and Peter Benton taught in various secondary schools in the UK for 10 years before becoming University Lecturers
in Education. Separately, they have published many articles and academic books on the teaching of English and, together, they
have collaborated on a variety of anthologies for the classroom in addition to the “Touchstones” series, notably their books
on poetry and painting, “Double Vision”, “Painting with Words” and “Picture Poems”. Michael Benton is Emeritus Professor of
Education, University of Southampton; Peter Benton is Emeritus Fellow, St Cross College, & formerly Lecturer in Education,
Department of Educational Studies, University of Oxford. 相似文献
9.
A written questionnaire was used to obtain information regarding Greek kindergarten teachers’ personal views on the concept of Environmental Education (EE). The questionnaire was also designed to obtain the teachers’ views relative to a series of theoretical and methodological issues concerning the application of EE. It was ascertained that the prevalent conception of the kindergarten teachers includes the following: (a) it is directed towards a knowledge-centered type of EE, (b) it is primarily centered on nature and its protection in terms of EE content, (c) it aims not only to shape citizens willing to adopt environmental measures recommended by the experts, but who will also actively participate in social actions for the protection of the environment, (d) it favors learning procedures in the environment with field study activities, (e) it must be compulsory in the kindergarten level. 相似文献
10.
Ulrika Bergmark 《Educational Action Research》2020,28(3):331-344
ABSTRACT Action research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcher–teacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author’s own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other’s perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher–teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other’s perspectives and needs based on a caring relationship. 相似文献
11.
James D. Finn 《Educational technology research and development : ETR & D》1953,1(2):106-126
Summary The existing research on television of interest to educators was analyzed and found to be grouped into four general categories:
(a) studies of the general social effects of television, (b) content analyses, (c) studies of the educational effects of television,
and (d) technical studies. Studies in each of these four categories were reviewed and generalizations drawn from them. No
attempt was made to review related research that is, no doubt, applicable to the problems of television. For example, the
vast amount of research information developed in the audio-visual field during the past 30 years was not touched. Future investigators
will find that the existing television research and the existing audio-visual research provide only a sketch map of the field
of audio-visual communication. To use these important instruments wisely, and this is particularly true of television, it
is necessary that we know and understand much more. This is the challenge for future research.
To the knowledge of the editor, this is the first comprebensive review of educational television research to be published.
The organizing of the research into four categories—general social effects, content analyses, educational effects, and technical
problems—the rather detailed reviewing of the results, and the drawing of general conclusions should greatly aid the educator
in understanding the unique contributions of educational television. An attempt will be made in future issues of Audio-Visual
Communication Review to supplement this review of research by regularly publishing, in “Research Abstracts,” reviews of the
most recent television studies. Dr. James D. Finn is Associate Professor of Education and Chairman of the Audio-Visual Education
Department, University of Southern California.
This paper was originally prepared at the request of the California State Department of Education for inclusion in theBrochure of Background Materials: Educational Television for the Governor’s Conference on Educational Television, held in Sacramento, California, December 15–16, 1952. It was necessary
to develop the material in a very short time, and the writer wishes to express his indebtedness to F. Dean McClusky and May
V. Seagoe of the University of California, Los Angeles, and to Lester F. Beck and Nicholas Rose, his colleagues at the University
of Southern California, as well as to several of his graduate students for helping in locating copies of the studies reviewed. 相似文献
12.
This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school’s mathematics specialist and the multi-graded (grades 2–3) classroom teacher as they attempted to deliver instruction with technology for both English Language Learners1 (ELL) and non-ELL students. Findings showed that a critical factor in access to mathematics education and technology for ELL students in a multi-graded 2–3 classroom in a Title I (K-5) school setting was language. Although potentially powerful technologies—analog (concrete objects) and digital (software) were used, many ELL students could not access the content solely because of language difficulties. Teachers used the concrete objects as modeling tools, to reveal students’ thinking, and for communication of foundational mathematics. Conversely, the software used served none of these functions because the available software did not do the kinds of things the manipulatives did, teachers’ knowledge of exemplary software was insufficient, the school used an impoverished model of technology integration, and teachers were constrained by the school district’s policies of English immersion for ELL students.This paper was presented at the American Educational Research Association Annual Meeting, 2005, Montreal, Canada, on Tuesday, April 12, 2005, 4:05–5:35 pm, in Le Centre Sheraton Montreal/Salon 7, in a session titled, “Science and Mathematics Teaching for Linguistically and Culturally Diverse Students” sponsored by Division K-Teaching and Teacher Education/Section 1—Research on Teaching Practices, Teacher Knowledge, and Teacher Education in Math and Science.Tirupalavanam G. Ganesh is a December 2003 graduate of the Interdisciplinary Ph.D. program in Educational Media and Computers, Division of Curriculum and Instruction, at the College of Education, Arizona State University. He also holds a Master of Computer Science degree from Arizona State University. His teaching interests include graduate and undergraduate courses for in-service and pre-service teachers in the use of learning technologies for Science, Technology, Engineering, and Mathematics (STEM) education and technology integration. His research interests include studying the impact of informal learning experiences in settings such as museums and after-school programs, technology integration, and teacher’s practices in elementary/middle schools. Address correspondence to Tirupalavanam G. Ganesh, Assistant Professor, Instructional Technology, College of Education, Curriculum and Instruction, University of Houston, 256 Farish Hall, Houston, TX 77204-5027. Tel.: +1-713-743-0574; e-mail: tganesh@uh.edu.James A. Middleton is Division Director of Curriculum and Instruction at the College of Education, Arizona State University, Tempe, AZ. He obtained his Ph.D. in 1992, in Educational Psychology from the University of Wisconsin, Madison. His teaching interests include mathematics methods for secondary teachers and graduate courses in children’s mathematical thinking and technological innovation. His research interests include motivational processes in education, children’s mathematical thinking especially in the area of rational number and geometry, and technological innovation in mathematics instruction and assessment. James A. Middleton, Director, Division of Curriculum and Instruction, College of Education, Arizona State University, Box 871011, Tempe, AZ 85287-1011. Tel.: +1-480-965-9644; e-mail: james.middleton@asu.edu. 相似文献
13.
Jürgen Karl Schriewer 《Prospects》1989,19(3):389-406
Member of the Executive Committee of the Comparative Education Society in Europe. His research work focuses on the comparative social history of education. His publications include two books on France, Die französischen Universitäten 1945–1968 (1972) Schulreform und Bildungspolitik in Frankreich (1974), Geschichte der Pädagogik und systematische Erziehungswissenschaft(co-editor) (1976), and Theories and Methods in Comparative Education(1988). He has published numerous articles in scholarly reviews, especially in Zeitschrift für Pädagogik. 相似文献
14.
Yiching Jean Chiu 《Asia Pacific Education Review》2009,10(2):261-270
Holistic education is a popular trend in the midst of various educational reforms, yet little systematic research has been
done to consider its application in the teaching of English as a Foreign Language (EFL) and English as a Second Language (ESL)
for Asian Chinese learners. According to the New Zealand Ministry of Education, holistic education is defined as an approach
to teaching to include the physical, social, emotional, cultural, and cognitive dimensions of a person’s growth. Education
reform in Taiwan has adopted a Western constructivist approach. However, in Confucian Heritage Culture (CHC), open teacher–student
and student–student interactions are not as common as they are in the social constructivist model found in the Anglo-Saxon
culture. CHC values social harmony, teachers’ authority, and silence to avoid confrontation. Without understanding the affective
and social environment in the Western context, holistic education is unlikely to be successfully implemented in Taiwan. The
purpose of this research is to understand the contextualization of the holistic environment and pedagogical strategies that
nurture student–teacher and student–student interactions in a holistic approach to EFL. This study utilized qualitative research
methods of observation and in-depth interviews of New Zealand English teachers and observed the pedagogical practices in New
Zealand English classes. This research provided effective pedagogical strategies for implementing the social and affective
support of a holistic educational approach for Asian EFL students.
相似文献
| Yiching Jean ChiuEmail: |
15.
Mayukh Chatterjee 《Resonance》2006,11(9):55-71
The phenomenon of dispersal has been defined in many different ways, of which one of the oldest definitions was the one given
by Lidicker in 1975 [1]. He defined dispersal as“…any movement of individual organisms or their propagules in which they leave their home area, sometimes establishing a new
home area. This does not include short-term exploratory movements, or changes in the boundaries of a home range, such that
the new range includes at least part of the former. Dispersal thus produces homeless travelers (vagrants) who are in search
of a new home.” Dispersal has been at the forefront of research involving animal behaviour and ecology for a very long time. 相似文献
16.
Amelita P. de Mesa Allan B. de Guzman 《Educational Research for Policy and Practice》2006,5(3):235-253
The intent of this qualitative study is to narrate (Brodkey, (1987a). Education Quarterly, 18, 67–76; Written communication, 4, 25–70; Qualitative communication research methods. (1987b). Lindlof, (1995). (pp. 172–174): London Sage Publications)
the master teachers as aggregate sample subjects’ pedagogical understanding and classroom practices. A qualitative analysis
of the classroom activities and journal entries of 13 teacher-participants in the Basic Education Curriculum core learning
areas is included. Findings reveal that the subject participants’ pedagogical practices still verging toward the formal suggest
a traditional inclination. However, the importance of change should be realized. Various concepts of teaching and learning,
today, are imperative. Teachers must be resocialized on their new roles and make their students have a more active role in
the teaching-learning process. 相似文献
17.
《欧洲教育》2013,45(3):32-39
The state of research in Greek higher education has far-reaching consequences. The fact that university research continues to function only sluggishly undermines the universities' educational task, isolates them from the social area to which they belong, heightens the country's economic and cultural dependence, weakens social criticism, and hampers the procedures of social reform. However much teaching might form a basic axis of the university's task—which it does to such an extent that it is often confused with the whole of its existence—research is of central importance in defining the university as an institution devoted to higher education, that is, a place where a critical analysis of the production, communication, and use of knowledge is attempted. 相似文献
18.
鲁迅对庄子的批判与认同，体现了庄子对他的巨大诱惑。在寻求自由的路上，他们分别选择了“逍遥”与“拯救”的殊途。他们关注人的“异化”，完成了对自己时代的社会批判和文化批判。庄子对鲁迅的影响，既养成了鲁迅的深刻，也是鲁迅矛盾痛苦的根源之所在。鲁迅与庄子既是精神的知己，又是思想上的对手。 相似文献
19.
Romaizah Salleh Grady J. Venville David F. Treagust 《Research in Science Education》2007,37(3):291-312
With increasing numbers of students learning science through a second language in many school contexts, there is a need for
research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei
has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three
years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English.
This research is concerned with the influence that this bilingual education system has on children’s learning of science.
The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living
things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design
was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation.
Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the
language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living
things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist
perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected
growth of the students’ understandings of the concepts of living and non-living things.
A paper accepted by Research in Science Education, August, 2006. 相似文献
20.
A considerable body of evidence highlights how inquiry-based science can enhance students' epistemic and conceptual understanding of scientific concepts, principles, and theories. However, little is known about how students view themselves as learners of science. In this paper, we explore primary children's images of doing science in school and how they compare themselves with ‘real’ scientists. Data were collected through the use of a questionnaire, drawing activity, and interviews from 161 Grade 4 (ages 9–10) students in Singapore. Results indicate that ‘doing science as conducting hands-on investigations’, ‘doing science as learning from the teacher’, ‘doing science as completing the workbook’, and ‘doing science as a social process’ are the images of learning science in school that most of the students held. In addition, students reported that they need to be well behaved first and foremost, while scientists are more likely to work alone and do things that are dangerous. Moreover, students often viewed themselves as ‘acting like a scientist’ in class, especially when they were doing experiments. Nevertheless, some students reported that they were unlike a scientist because they believed that scientists work alone with dangerous experiments and do not need to listen to the teacher and complete the workbook. These research findings further confirm the earlier argument that young children can make distinctions between school science and ‘real’ science. This study suggests that the teaching of science as inquiry and by inquiry will shape how students view their classroom experiences and their attitudes towards science. 相似文献