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1.
Abstract

Although John Dewey has had the most profound effect on education, less is known about the philosophy of education of the original founder of pragmatism, Charles Peirce Using Peirce’s theory of formal rhetoric, I try to show that Peirce’s philosophy of education, when fully understood, is aligned with Dewey’s pedagogy of experiential learning, and can provide a justification for the promotion of active learning in the classroom. Peirce’s rhetoric, as one part of his logical or semiotic theory, argues that reasoning alone is not sufficient to gain knowledge, but that it must be embedded within a community of inquiry, of a certain sort. Applying this to the classroom, I argue that we, as teachers, should endeavor to create the features of a proper community of inquiry in the classroom, one that emphasizes engagement of the students in doing research rather than passively receiving information about its results.  相似文献   

2.
Research Findings: This study explores the beliefs, self-reported practices, and observed practices of Turkish preschool teachers toward children’s peer relationship problems as well as the gap between their beliefs and practices. Five female teachers of 5-year-old children were selected as participants for this multiple case study. Approximately 79 hr of observation was conducted on the children’s daily routines and activities in a natural classroom environment, which specifically included the teachers’ problem-solving strategies while confronting peer relationship problems. The participants were also interviewed regarding their beliefs and strategies for solving peer relationship problems. The findings of this qualitative investigation indicated that the teachers’ beliefs and self-reported practices included both teacher- and child-related factors. However, the observed practices included several teacher-initiated strategies; child-initiated strategies appeared, albeit less than teacher-initiated ones. This affirms the teachers’ stress on children’s role in managing peer problems. Although some of the teacher practices and beliefs were consistent, certain inconsistencies may indicate the presence of external constraints. Practice or Policy: The results of this study highlight the importance of teacher education programs providing preservice and in-service teachers with the knowledge and skills required to understand children’s peer relationships, guide their interactions, and apply appropriate intervention strategies for various peer relationship problems.  相似文献   

3.
《课程研究杂志》2012,44(6):815-826
In this paper I discuss some aspects of recent scholarship on rhetoric and the curriculum, making a distinction between approaches that use insight from rhetoric to analyse formal and informal curricula and approaches that develop programmatic suggestions for the conduct of education. In the paper I deploy an educational perspective which I distinguish from a perspective that sees education mainly as a process of the socialization of individuals into existing social, cultural and political ways of doing and being. I focus on three aspects of the discussion: the conceptions of education that are being used in the discussion and, more specifically, the way in which the rhetorical approach is connected to the ideas of paideia and Bildung; the particular understanding of language in the rhetorical approach to the curriculum; and the question whether the rhetorical curriculum should be understood in terms of empowerment or in terms of emancipation. I argue for a more consistent and more radical adoption of insights from rhetorical scholarship in order to make the rhetorical curriculum more educational and more politically aware. I capture this with the idea of becoming ‘world-wise’ as an alternative for the idea that the rhetorical curriculum should contribute to making students ‘symbol-wise’.  相似文献   

4.
《课程研究杂志》2012,44(6):723-725
The aim of the special strand on ‘Revisiting the rhetorical curriculum’ is to explore the educational potential of a new rhetorical perspective, specifically in relation to different traditions within educational and rhetorical studies. This implies that we do not only look at education in rhetoric, but that we position education also as a rhetorical practice. In this introductory article, we introduce a broad perspective on rhetoric by exploring concepts from new rhetoric to set the scene for this special strand. We elaborate briefly on the relationship between rhetoric and education, which is reflected in the classical concept of paideia. We specifically relate the new rhetorical perspective to curricular issues and introduce the different contributions that are part of this special strand. The article ends by discussing what can be learned from (new) rhetoric about language, culture and education in a post- (or anti-) foundational world.  相似文献   

5.
This paper explores ways in which Roland Barthes' discussion of the encyclopaedia provides us with resources for thinking about education and research practice today. What Barthes addresses in his essay ‘The Plates of the Encyclopedia’ is a particular encyclopaedia, the Encyclopédie produced by Denis Diderot and Jean le Rond d'Alembert, which was published in France between 1751 and 1772. This is commonly referred as the first of a form that we recognise as the encyclopaedia today. I begin with Barthes' analysis and critique of the Encyclopédie. Barthes, writing in 1964, engages with the Encyclopédie as an iconic product of its time, seeing it as conditioned by and, in effect, reinforcing a particular way of experiencing the world. Next, I consider ways in which a parallel critique is pertinent today. I explore some current examples of encyclopaedic form in relation to education and educational research. The purpose of this is to examine the interplay between particular cultural products and their society, in which not only certain types of knowledge but also a certain conception of knowledge are produced and reinforced. So, it will not be the purpose of this paper to provide direct analysis or critique of the Enlightenment, or to provide a historical account of knowledge. Rather, what I am interested in is problematising a particular understanding of language and knowledge that arises through these cultural products, particularly with regard to educational inquiry. This lays the way for thoughts expressed by Gilles Deleuze and Félix Guattari in What is Philosophy? which, as I shall try to show, are of help in furthering the analysis of the dominant research culture's use of such products and in imagining the task of education and research differently.  相似文献   

6.
Abstract

There is a fundamental gap between people's assertions as to what is right or wrong and their actual behaviour. This has been traditionally attributed to akrasia or weakness of the will. This paper examines this concept, and the related positive concept of KRAT, and considers what moral education can do about it. Claims by R.B. Braithwaite and others that religious traditions can provide reinforcement are examined and attention is directed to some important qualifications. The implications for moral education are considered, and it is argued that attempts by moral educationists to get to grips with this weakness must involve their own participation in moral debate and in decisions concerning the moral ethos of society.

Anyone who observes human behaviour through moral spectacles soon discovers that there is a significant gap between people's assertions as to what is right or wrong and their actual behaviour. This gap is traditionally attributed to akrasia or weakness of the will. Any attempt to get to grips with moral education must (a) take cognizance of this phenomena and (b) consider what, if anything, can be done about it. In this paper I aim to do three things: (i) to draw attention to some significant factors associated with akrasia, (ii) to explore claims that religious traditions can help to overcome such weakness and (iii) to draw some general conclusions from these points for moral education.  相似文献   

7.
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8.
The more recent calls for school reform have focused on a re-visioning of the work of teachings and teacher education. A central rhetoric in the current climate is related to the professionalization of teaching. We can view the public discourses as not simply a formal mechanism for describing events but as part of their context serving to align loyalty and social solidarity with particular values and social interests. My intent in this discussion is to raise questions about how the word, professionalization, is used within the social and political contexts in which teaching occurs. At the same time, I propose that there are certain issues in teaching that professionalization can address. In particular, I examine tensions of modernity and a post-modernity for considering the power relations in which the professional production of knowledge and the development of expert-mediated systems of ideas occurs.  相似文献   

9.
The rhetoric about science, technology, engineering, and mathematics (STEM) education in urban schools reflects a desire to imagine a new city that is poised to compete in a STEM-centered future. Therefore, STEM has been positioned as a critical part of urban education reform efforts. In various US cities, schools labeled as failing are being repurposed as selective STEM-intensive academies to build a STEM education infrastructure. In Memphis, Tennessee, this process makes visible issues with educational inequity, exacerbated by school choice and gentrification processes. In this article, I use whiteness as property, a tenet of critical race theory, to examine STEM education in Memphis as a case of urban STEM-based education reform in the United States. I describe claiming STEM education as property as a 2-phase process in which middle-class Whites in urban areas participate to secure STEM education by repurposing failed Black schools and to maintain it by institutionalizing selective admissions strategies.  相似文献   

10.
ABSTRACT

Given the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared effects on (a) peer trainers, who were refugee teachers trained by consultants (n = 38), and (b) peer trainees, who were refugee teachers trained by peer trainers (n = 78). The sample included teachers who were refugees (n = 97; mean age = 30; 78% Burmese) and nonrefugees (n = 19; mean age = 48; 44% Chinese-Malaysian). Significant effects on teacher knowledge, confidence, and self-care were found for both trainers and trainees, including interactions with gender and education. Implications for sustainable promotion of the emotional context in refugee education are discussed.  相似文献   

11.
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12.
This paper presents the findings of a baseline study of pedagogic practices used by Myanmar primary teachers in the teaching of mathematics and Myanmar language at Grades 3 and 5. The main purpose of the baseline study was to inform the design of teacher education programmes and allow for subsequent evaluations of interventions designed to improve the quality of primary education. It found that the majority of observed lessons (n = 728) used a transmission model of teaching in which the teacher often used a chalkboard and/or textbook to transmit recipe knowledge for recall and there was little variation across the teaching of mathematics and Myanmar language at Grades 3 and 5. Drawing on evidence from the baseline, the paper explores the training needs of primary teachers in Myanmar in the light of proposed reforms to teacher education at the pre- and in-service stages.  相似文献   

13.
Background:?Cloud computing has recently received interest in information systems research and practice as a new way to organise information with the help of an increasingly ubiquitous computer infrastructure. However, the use of cloud computing in higher education institutions and business schools, as well as its potential to create novel learning environments remains an underresearched topic.

Purpose:?To address the research gap, this paper investigates how the capabilities of cloud computing have fostered collaborative learning processes of students in the design of management classrooms. The research project has taken place in a three-year period and has covered five post-graduate knowledge management classes, which have been situated in the context of business education.

Research design and sources of evidence:?I have used an illustrative case study of five knowledge management classes as research design to explore and describe interconnections between methods of social constructionism and cloud computing properties which enhance collaborative learning experiences of students in the classroom. To develop a theoretical background for the case study, I first review literature on constructivist and experiential learning, new management profiles, and information systems. In the empirical part of the case study, I have observed the experimental blending of constructivist learning methods and the cloud computing platform Google Apps for Education in three post-graduate classes and two Executive Master of Business Administration classes on the topic of knowledge management. For the data collection, I have focused on collaboration processes to understand how students have used various cloud computing tools to work together, and how their usage has affected interaction and reflection in the observed courses.

Results:?Findings show that collaborative properties of cloud computing, when they are undergirded by methods of social constructionism, influence learning factors on cognitive, emotional, spatial and group levels and lead to substantial changes in teacher/student roles and behaviours. The ease-of-use, playfulness and immediacy of cloud platforms creates collaborative learning spaces and has the potential to foster lateral thinking and problem solving of students in the classroom.

Conclusions and contribution:?By illuminating mutual interrelations between learning factors, constructivist principles and cloud computing properties, the paper enriches the literature on the innovative use of information system technologies in universities and business schools. The paper provides, in addition, practice-oriented insights for pedagogical and methodological choices that undergird the capabilities of cloud platforms to foster collaborative learning processes of students in higher education institutions.  相似文献   

14.
The scholarship of teaching and learning in higher education is concerned with advancing pedagogical knowledge and teaching practice to improve student learning and associated outcomes in higher education. This study used data from the Wabash National Study of Liberal Arts Education to examine the effects of peer learning experiences on gains in psychological well-being after four years of college. Results indicate a significant, positive influence of peer learning on the Ryff scale of psychological well-being [Ryff, C. D., and C. L. Keyes. (1995). “The Structure of Psychological Well-Being Revisited.” Journal of Personality and Social Psychology 69 (4): 719–726]. In addition, peer learning had a significant positive effect on all but one of the Ryff well-being subscales (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance). This research supports the use of peer learning as an important pedagogical practice.  相似文献   

15.
Abstract

Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy.  相似文献   

16.
This paper takes the case of math educationreform in California to analyze problems andprospects for reforming high school teaching.The experiences of three math departmentsreveal the profoundly political nature of highschool mathematics reform. First, changing mathinstruction means rejecting established normsfor professional practice in mathematics and inteaching more generally. I argue that radicalteaching reform depends upon professionalismand sustained commitment of teachercommunities, as well as on the knowledge ofreformed practice they generate. Second,successful reform engages politics beyond theteaching profession, as the California ``mathwars' attest. After describing the course oforganized opposition to a reformed high schoolmath department, I examine the rhetoric andvested interests that figure prominently inparents' mobilization against mathematicsreform. The analysis brings into focus the dualproblems for high school teaching reform ofchanging professional practice and engagingpolitical opposition to educational change. Thestunning success of anti-reform politics inAmerican mathematics education highlights theimportance of activist professionalism inteaching.  相似文献   

17.
This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as ‘corporatising’ professionals. The authors note certain rhetoric shifts in Australian teacher education policy which, they argue, constitute quite a radical departure from notions of the professional worker which proliferated less than a decade ago. Drawing on Foucaultian notions of the discursive nature of knowledge and identity formation, they discuss the implications of this rhetorical shift in terms of its impact on the ‘professional’ identity of the teacher.  相似文献   

18.
Planned instruction is an important teaching form in early childhood mathematics education, but some educators are concerned about its developmental appropriateness. The present study was undertaken to address this issue. One hundred and seven American preschool teachers participated in the study: They watched a video-taped math lesson that was conducted in a 4-year-olds’ classroom in China and answered video-cued questions in a questionnaire. A mix of qualitative and quantitative methods was used in analyzing the data. Research Findings: Results show that on average, participants rated the quality and developmental appropriateness of the lesson as high. They acknowledged children’s active learning, teacher’s careful preparation, and use of different learning methods. But, they also identified inadequate elements such as lack of peer interactions and lesson differentiation. Practice or Policy: A relief of American preschool teachers’ current beliefs regarding the developmental appropriateness of math lessons provides critical reference for professional preparation/development programs. American preschool teachers’ high value of children’s active learning in a planned math lesson and their appreciation of teacher’s skillful guidance imply an imperative need to promote American preschool teachers’ pedagogical knowledge and skills in teaching mathematics to young children.  相似文献   

19.
The teaching of science in K-12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often-over-simplified conceptions discount the historic social and scientific intricacies of gender and sexual diversity as well as students' own lived experiences. While there have been advancements in LGBTQ+ and gender-inclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for pedagogy and practice, particularly for trans, nonbinary, and gender-creative youth. Situated within trans-created conceptual frameworks for critical education, this study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender inclusive curriculum. From the data (in-depth interviews, instructional materials samples, and reflective teaching statements) emerged the TRANS (Trans and Research-informed Approaches for Nonbinary and gender-inclusive Science education) Framework for gender inclusive science education pedagogy. This framework is anchored in three domains for teaching science through a trans-informed lens:interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies. The findings of this study contribute to our growing understanding of gender-inclusive science learning environments. Importantly, this study amplified the experiential knowledge of teachers whose voices are critically absent from research surrounding gender and LGBTQ+-inclusive science education practice. Moreover, the framework derived from teachers' experiences can be used to guide educators in making their science classrooms safer and more gender inclusive.  相似文献   

20.
This research examines some modes of Japanization through education in Okinawa where Japanese influences on education have permeated after Japan’s annexation. I investigate how a book excerpt entitled Mizu no Tōzai, included in high school textbooks in Okinawa, constructs Japanese identity. Mizu no Tōzai functions as nihonjinron discourse, which is characterized by ‘Japanese culture,’ ‘Japanese uniqueness,’ and ‘Japaneseness.’ The ‘East-West’ dichotomy, depicted in this nihonjinron discourse, induces students to choose ‘Japan’/‘Japanese culture’ and become ‘Japanese.’ Practice sections of Mizu no Tōzai in textbooks as well as a textbook guide operate to be complicit in this Japanese identity construction. Through a critical analysis of discourse, I reveal that the nihonjinron discourse operating as official knowledge, in collusion with the other discursive texts, produces a position subjected to the discourse of Japanization within which Okinawans become ‘Japanese.’ I problematize these discursive texts as a systematic form of Japanizing Okinawans’ minds through education.  相似文献   

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