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1.
Can and Can’t     
刚刚开始学英语的小朋友,是不是觉得学句子有一点难呢?不要着急,从现在开始到“句型总动员”来做客吧,让我们轻松学句型。  相似文献   

2.
This research examined how rural high school teachers’ beliefs and perceptions of themselves, their students and the challenge of motivation influence their strategic classroom and interpersonal motivating practice. Participants were 13 teachers in three rural, public high schools in two US states. Teachers’ beliefs about motivation generally, and their students’ motivation specifically, reflect a position favouring need and willingness to intervene for unmotivated students. However, their self-perceptions reflect a relatively weak efficacy to intervene successfully. Generally, teachers’ prevalent choice of strategies aligned with their perceptions of reasons that students were undermotivated. In contrast, some teachers’ narratives of actual efforts to motivate a specific student were inconsistent with their self-reported philosophies and style of motivation, and with their general statements of how they would motivate students who needed it. These findings suggest implications for design of teacher education and inservice teacher professional development.  相似文献   

3.
In UK higher education, ethnic differences in academic attainment are ubiquitous and have persisted for many years. They are only partly explained by ethnic differences in entry qualifications. They vary from one institution to another and from one subject area to another. This suggests that they result in part from teaching and assessment practices in different institutions and subjects. We do not really know whether ethnic differences in attainment are reflected in variations in the student experience. We do not know what factors are responsible for the ethnic differences in attainment that remain when differences in entry qualifications have been taken into account. Finally, we do not know what aspects of teaching and assessment practices are responsible for variations in the attainment gap.  相似文献   

4.
ABSTRACT

School choice is associated with increased educational inequality and across-school segregation. This article documents the organisational practices and logics affecting school segregation and inequality. Through an institutional ethnographic study of principals’ responses to school choice within the context of immigration in Malmö, Sweden, I find that principals work to align their schools with generalised conceptions of a ‘good’ school – a ‘Swedish’ school without many immigrants. Principals pursue the image or reality of ‘Swedishness’ through choices about the presentation of the school, approaches to managing enrolment, selection of programmes of study, and even decisions about where schools are located. Through their administrative work, principals write presumed preferences for Swedishness into the structure of the school system. The results suggest that, when addressing the link between school choice and equality, group preferences of school choosers cannot be considered independently of the organisation of schooling accomplished by principals and other organisational actors.  相似文献   

5.
Abstract

Based on Fiedler’s contingency model of leadership, it was assumed that the teacher style required for effective student learning in the classroom depends on the favorableness of the situation for teaching (favorableness is defined in terms of ease of exercising influence). A person-oriented teacher was expected to be more effective than a task-oriented teacher in a situation of intermediate favorableness. A task-oriented teacher was expected to be more effective in an unfavorable situation. In support of these predictions, eighth-grade male students in a situation of intermediate favorableness rated the person-oriented teacher more positively than the task-oriented teacher in terms of effectiveness, encouragement, interest, and how much they learned. In an unfavorable situation, the opposite pattern occurred: students rated the task-oriented teacher more positively than the person-oriented teacher. Results on a performance test at the end of the lesson, though not significant, were in the predicted direction that paralleled the results on students' impression ratings. The implications of these results for teacher education were considered.  相似文献   

6.
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since 2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way, the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students.  相似文献   

7.
The impact of participation in adult literacy programmes on learners’ identities is examined through an interrogation of their past and current experiences and the assessment of the effect of particular pedagogies. The findings show how learners’ positive experiences in their programmes had caused them to re-evaluate their previous understandings and enabled the construction of new identities as people that are able to learn. These changes had come about through the challenging of negative discourses, the creation of new figured worlds and imagined futures, and the use of a learning curriculum where learners’ experiences were utilized as positive resources.  相似文献   

8.
Interprofessional education (IPE) is perceived to be one strategy to reduce professional compartmentalisation and improve collaborative practices. The unequal power relations existing between the various professions who need to collaborate for IPE remains largely unexamined and it is only in recent years that sociological theories have been employed within the interprofessional field. This paper uses selected findings from an exploratory case study into IPE conducted at the University of Malta and then examines these findings from a Bourdieusian perspective. The first part of this paper introduces the breath of theoretical perspectives employed for IPE and then goes on to provide an overview of Bourdieu’s theories of social practices. The second part outlines the context of this case study and presents selected findings. The third section discusses how these findings were examined using Bourdieu’s concepts helping us demystify the various ways in which health care professions worked and interacted, and how this all made sense within a wider societal context. It also highlights the relevance of taking into account Bourdieu’s concepts during the development of IPE.  相似文献   

9.
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10.
G. Rajasekaran 《Resonance》2012,17(10):956-973
One hundred years of Fundamental Physics, starting with discoveries such as radioactivity and electron, have culminated in a theory which is called the Standard Model of High Energy Physics. This theory is now known to be the basis of almost all of known physics except gravity. We give an elementary account of this theory in the context of the recently announced discovery of the Higgs Boson. We conclude with brief remarks on possible future directions that this inward bound journey may take.  相似文献   

11.
One-hundred and five 6- to 7-year-old children were given a test measuring their helplessness, failure expectations, task-irrelevant behaviour, lack of persistence and search for social support in a classroom setting in order to examine the impact of parental well-being and parenting styles on the children’s cognitive and behavioural strategies at school. Both parents were also asked to fill in scales measuring their depression, parenting stress and parenting styles. The results revealed that maternal depressive symptomatology was associated with their children’s use of maladaptive strategies, whereas paternal depression was not. Moreover, maternal authoritative parenting styles and authoritarian control, seemed to decrease their children’s use of maladaptive strategies. On the other hand, the more parenting stress reported by the fathers, the more their children showed the use of maladaptive strategies.  相似文献   

12.
Comparative education as a field of study in universities (and ‘comparative education’ as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and institutions and policies from one place to another. The first very explicit statement of this way of thinking about ‘comparative education’ was offered in the early nineteenth century in France and was expressed in terms of the expectation that if comparative education used carefully collected data, it would become a science. Clearly – about 200 years later – a large number of systems of testing and ranking, based on the careful measurement of educational processes and product, have provided us with hard data and these data are being used within the expectation that successful transfer (of educational principles and policies and practices from one place to another) can now take place. A transferable technology exists. This article argues that this view – that ‘we’ now have a successful science of transfer – ignores almost all of the complex thinking in the field of ‘academic comparative education’ of the last 100 years; and that it is likely to take another couple of hundred years before it can approximate to being a science of successful social and educational predictions. However, what shapes the article is not this argument per se, but trying to see the ways in which the epistemology of the field of study (academic comparative education) is always embedded in the politics of both domestic educational reform and international political relations – to the point where research in the field, manifestly increasingly ‘objective’ is also de facto increasingly ‘political’. The article is about the ‘how’ and ‘why’ of that and what has been forgotten and what has not yet been noticed.  相似文献   

13.
Amid growing debates around international assessment tools in educational policy, few have critically examined how students themselves are cast in policy tool production processes and discourse. Drawing on Stuart Hall's concept of representation, we show how higher education (HE) ‘students’ are constructed, fixed and normalized by the Organisation for Economic Co-operation and Development's (OECD) Assessment of Higher Education Learning Outcomes (AHELO) initiative. Based on an analysis of AHELO texts, we argue that the OECD, during the early stages of test production, fixes and circulates the meaning of ‘students’ as represented objects. We identify and analyze two distinct representational practices at work in AHELO texts: classifying and organizing, and marking. We posit that by fixing images of the student as an object of learning and as a consumer–investor subject, the OECD creates ‘usable’ representations of ‘students’ to claim jurisdiction over teaching and learning in HE and to justify intervention through standardized testing.  相似文献   

14.
ABSTRACT

I situate myself in the context of an evolving conversation in relation to what it means to be a woman. In my mother’s generation, the first wave of feminism forced a collision between traditional western female values grounded in a subversive authority and the desire to emerge from that type of repressive position. From the standpoint of my daughter’s generation, I may be tilting at windmills, trying to find my own authority in relation to a paternal authority that I feel deauthorises and devalues the voice I am trying to find. I take that consultation seriously, inviting me to think about relationships between what can and cannot be seen from any particular vertex. Given that maturation requires our ability to come to terms with difference and with limit, how can women more effectively enact and pass along the process of becoming oneself as a fundamental value?  相似文献   

15.
Abstract

Under models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their own. When applied to the contemporary issue of alleviating child poverty, it seems such emotions are both appropriate and easily developed through education. However, emotional appeals increasing a sense of urgency regarding such a dire issue should not necessarily be prioritized in the face of competing possibilities. Emotions can be difficult to develop, regulate, and sustain. Their appropriate expression and application in global contexts can be problematic, as people’s valuation and understanding of feelings varies across societies. Additionally, there are tensions between discourses of emotional care and compassion and rational duty to social justice. This article examines competing views on education for understanding and responding to child poverty, and defends post-humanitarian imaginaries and the possibility of non-relational care ethics. Care, compassion, empathy, and emotion may be involved in learning about child poverty, but an a priori rational orientation is also essential in such grave matters of social injustice.  相似文献   

16.
In 1963, the Nobel Prize-winning ethologist Niko Tinbergen proposed a framework for the scientific study of animal behaviour by outlining four questions that should be answered to have a complete understanding: causation, ontogeny, function and evolution. At present, Tinbergen’s framework is still considered the best way to guide animal behavioural research. Given the importance in science instruction of demonstrating how scientists work and ask questions, we investigated to what extent Tinbergen’s questions are addressed in biology textbooks in secondary education in Flanders, Belgium, and represented in upper-secondary and first-year university students’ explanations of behaviour in general and of specific animal behaviours. Our results revealed that teaching of animal behaviour mainly addresses ontogeny and causation, and that Tinbergen’s framework is not explicitly referred to. Students typically addressed only one or two questions, with the majority addressing causation or both causation and ontogeny when explaining behaviour in general, but function or causation and function when explaining specific animal behaviours. This high prevalence of function may be due to teleological thinking. Evolution was completely neglected, even in university students who had recently completed an evolution course. Our results revealed that transfer of the concepts of ontogeny and evolution was (almost) absent. We argue why Tinbergen’s framework should be an integral part of any biology curriculum.  相似文献   

17.
This study examined the relationship of family background on students’ academic self-efficacy and the impact of students’ self-efficacy on their career and life success expectations. The study used the national dataset of the Educational Longitudinal Study of 2002 (ELS: 2002), funded by the U.S. Department of Education. Based on a path model, results demonstrated that family background predicted academic self-efficacy positively and students’ career and life success expectations negatively. However, with the mediating influence of academic self-efficacy, family background positively influenced students’ career and life success expectations. School counselors should consider interventions to enhance interactions between parents and students and seek to develop positive perceptions about students’ capabilities and futures. In addition, school counselors need to be knowledgeable about curricula, enrichment classes, summer opportunities, various educational options, and students’ academic and career aspirations for providing better guidance.  相似文献   

18.
Since the Children Act 2004 in both England and Wales, schools are expected to give due attention to the issue of children’s rights, particularly respect for the views of pupils in matters that affect them, as outlined in Article 12 of the UNCRC. However, one theme that has been relatively unexplored in the literature on children’s rights and education is religion and the role it plays in everyday school life, an issue that has relevance for Article 12, but also Article 14, which refers to freedom of thought, conscience and religion. This article approaches the topic of religion, schooling and children’s rights empirically, through a focus on rural church schools. It draws on in-depth qualitative research with pupils and other stakeholders from two case study schools in order to explore the significance of ethos values and experiences of religious practices for debates in this area.  相似文献   

19.
Web-based communication technologies that enable collaboration and sharing of information among users – such as podcasts, wikis, blogs, message boards, and others – are used commonly in contemporary organizations to increase and manage employee learning. In this investigation, we identify which of these collaborative communication technologies are used in relation to college courses, and with what frequency; we report student evaluations of their use and reasons why students indicate using them. Next, using Keller's ARCS theoretical framework, we examine the role of course-related communication technology use in four dimensions of course-specific motivation. Results indicate that in courses where students perceive that technology is used effectively, motivation to learn is higher than in courses where students perceive technology is used ineffectively – and that technology-related motivation is substantially related to course-specific learning outcomes. Importantly, students reported higher levels of cognitive learning for courses in which technology was perceived as being used effectively than for courses in which communication technology was perceived by students as ineffectively implemented.  相似文献   

20.
Relational equality is broadly understood to be about relating to others as moral equals. I consider three questions of relational equality as applied to education: what, how, and why? Relational equality is important on a macro (societal) level, a meso (school) level structuring of relationships, and a micro (interpersonal relationships) level. I focus on micro level relational equality in schools, and connect theoretical perspectives from two neighbouring fields: education and humanistic counselling, suggesting that we might usefully draw on theory from humanistic counselling to inform our understanding of how egalitarian interpersonal relationships might manifest in education. I emphasise the importance of considering what we are trying to communicate through our behaviour and suggest that in order to treat someone as a moral equal, educators should work towards communicating empathy, unconditional positive regard, and congruence. Such an understanding gives a clearer focus for increasing equality than broader understandings of relational equality, and greater scope for challenging inequality than distributive accounts.  相似文献   

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