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1.
Poetry for children: a neglected art 总被引：2，自引：0，他引：2
Michael Benton 《Children‘s Literature in Education》1978,9(3):111-126
In the first section of his article, Michael Benton notes the absence of pieces about poetry in this and most other publications claiming a concern for children's literature. It is an omission the editors ofCle have themselves regretted, and in this issue Mr Benton's article is followed by a contribution from Leonard Clark, a poet himself and a considerable influence for many years as one of Her Majesty's Inspectorate in encouraging the enjoyment of poetry in schools in the U.K.
Cle will have, in a forthcoming issue, an article by the poet Michael Rosen, and there is also in preparation, for early publication, a checklist of work by American poets. The Editors would very much welcome further contributions discussing the work of children's poets and the reading and teaching of poetry in schools, in the form of letters or articles.Michael Benton has taught in secondary schools and is now a lecturer in education at the University of Southampton. With his brother Peter, he compiled the successful series of poetry anthologies,Touchstones (for secondary students) andPoetry Workshop) Both are published by Hodder & Stoughton Educational, who will soon bring out three further anthologies by the Bentons,Watchwords, for eight-to-twelve year olds. 相似文献
2.
Torsten Husén 《Prospects》1991,21(2):169-188
Professor Emeritus of International Education at the University of Stock-holm and President of the International Academy of
Education. Former Director of the Institute of Educational Research (1971–82), chairman of the Governing Board of the International
Institute for Educational Planning (1970–80) and Chairman of the International Association for the Evaluation of Educational
Achievement (1962–78). He is the author of some fifty books and hundreds of articles. 相似文献
3.
In this article, we examine a set of 26 children’s books on HIV/AIDS published between 1989–1999 to identify the ways in which
these texts construct HIV/AIDS and people living with HIV/AIDS. We explore how this marginalized group is depicted in these
books, and how well-meaning teachers may in fact be reproducing dominant discourses about HIV/AIDS in their curricula. In
this article we focus, in particular, on how the discourses connected to public health, medicine, and secrecy (as a discourse
across many institutions) are filtered to children and take part in constructing their beliefs and assumptions about HIV/AIDS.
We illustrate our argument with examples from the books and show why teachers need to know how to analyze texts they select
for their curricula so as to read books about HIV/AIDS critically in the classroom.
Megan Blumenreich is Assistant Professor of Childhood Education at The City College of New York, City University of New York.
Her research interests focus on urban schooling, poststructuralist approaches to qualitative research, and teacher education.
She is the coauthor of The Power of Questions: A Guide to Teacher and Student Research (Heineman, 2005).
Marjorie Siegel is Associate Professor and Chair of the Department of Curriculum and Teaching at Teachers College, Columbia
University. Her research interests include transmediation and multimodality in literacy education, content area literacies,
and literacies and technologies. She is the coauthor of Reading Counts: Expanding the role of reading in mathematics classrooms (Teachers College, 2000).
M. Himley, “Teaching the rhetoric of AIDS: Blurring the boundaries.” 相似文献
4.
Peter Hollindale 《Children‘s Literature in Education》1995,26(1):83-95
Peter Hollindale first developed critical interests in children's literature during postgraduate teacher training at the University of Bristol,
where he was taught by Margaret Meek. After teaching for several years in secondary schools he was appointed to the University
of York, where he is senior lecturer in English and educational studies. He now teaches an undergraduate special paper on
children's literature in the Department of English there. His bookChoosing Books for Children, a guide for parents, was published in 1974, and he has since written extensively on children's literature in academic and
professional journals. His article “Ideology and the Children's Book,” which appeared inSignal 55, received the Children's Literature Association Prize for the best essay in the field of children's literature published
in 1988. In recent years he has worked closely on J. M. Barrie. His edition of the “Peter Pan” prose texts was published by
Oxford University Press in 1991, andPeter Pan and Other Plays appears from the same publisher in 1995. He is interested in reworkings and adaptations of classic children's texts for film
and television, and his study of Steven Spielberg'sHook was published inSignal 72 in 1993. For Thimble Press he is currently completingSigns of Childness: A Short Philosophy of Children's Literature. He has contributed a number of articles toCLE, the most recent being “Westall's Kingdom” in the 1994 Autumn issue. 相似文献
5.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
__________
Translated from Peking University Education Review, 2006 (1) 相似文献
6.
Recently there have been many viewpoints as to which private university was founded firstly in modern China. The schools,
such as Fudan University (or the former Aurora Academy), Nankai University, China College, Wuchang Zhonghua University, Nanyang
College and Zhengmeng Academy are all considered to be the first private university. From two keywords: “private” and “university”
and based on many historical materials, this paper draws the conclusion that Nanyang College is the first private university
founded by the Chinese people in modern China.
__________
Translated from Xiandai Daxue Jiaoyu 现代大学教育(Modern University Education), 2007, (4): 10–15 相似文献
7.
Geoff Fox 《Children‘s Literature in Education》1991,22(4):257-273
Geoff Fox was a founding editor of CLIE and still serves as Secretary to the UK Editorial Committee. He has worked with young people and teachers in schools and universities in the UK, USA, Canada and Australia. He has written widely in the field, includingTeaching Literature 9–14 (with Michael Benton, Oxford University Press, 1985). He has recently written four short works of fiction. 相似文献
8.
In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction,
and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and
raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through
approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two
research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction
during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article,
we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which
then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic
(cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis
of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
| Jennifer GoldbergEmail: |
Jennifer Goldberg is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice. 相似文献
9.
10.
Panos Kokkotas Panagiotis Piliouras Katerina Malamitsa Efthymios Stamoulis 《Science & Education》2009,18(5):609-629
Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of
science can play a vital role in promoting the learning of physics. This training program has been developed in the context
of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based
on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic
knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic
historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature
of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program
we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that
utilize historical scientific materials on the issue of falling bodies.
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
| Panos KokkotasEmail: |
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
11.
Jeffrey Hart 《Academic Questions》1993,6(4):86-88
This essay was originally presented as part of the panel “Can Higher Education Be Mass Education?” at “What Should a University
Be?” the fourth national conference of the National Association of Scholars, held in San Francisco, 16–18 April 1993. 相似文献
12.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science.
This project was done as part of the Research Education Advancement Programme held over weekends at the Bangalore Association
for Science Education, Jawaharlal Nehru Planetarium, Bangalore. 相似文献
13.
Don Howard 《Science & Education》2009,18(2):199-220
This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate
in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing
the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge.
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
| Don HowardEmail: |
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
14.
Myra Zarnowski 《Children‘s Literature in Education》2009,40(3):250-262
In this article I argue that history books that are “good to think with” narrate history and, at the same time, provide insight
into how it is constructed. These books are much more than collections of facts. Specifically, they provide information about
historical context, multiple perspectives, sources of information, and original interpretation. This is crucial information
for anyone attempting to understand history. As examples, I show how three books by Jim Murphy—The Great Fire, Blizzard! and An American Plague—address each of these essential topics.
Myra Zarnowski is a professor in the Department of Elementary and Early Childhood Education at Queens College, CUNY. She is
the author of History Makers (Heinemann, 2006) and Making Sense of History (Scholastic, 2006). 相似文献
15.
Societies can examine themselves and their values through examining their literature and the way they use literature in values
education. This research investigated the values embodied in children’s literature used by early childhood teachers in Israeli
state schools. On the basis of questionnaires completed by 14 early childhood educators, and analysis of the official list
of recommended children’s books published by the Israeli Ministry of Education, the value “mutual respect and friendship”
was found to be most prominent. Structural aspects of children’s books were seen to emphasize the values the books convey. 相似文献
16.
Henry Ashby Turner 《Academic Questions》1995,8(3):17-27
Author's note: Like most of the historians I have encountered in my lifetime, I have always found what happened in the past more interesting
than those who write about it. I therefore rarely spend time reading books about historians. But when I learned that Peter
Novick had agreed to participate in the panel, I decided I should look at his book,That Noble Dream: The “Objectivity Question” and the American Historical Profession,1 which is about historians, as opposed to about history as most understand that word. Even though Novick reneged on that commitment
by withdrawing from the panel shortly before it was to take place, what I found in his book struck me as sufficiently disturbing
to merit extended remarks. What follows here is based on those portions of my talk that bore on Novick's book. 相似文献
17.
Summary impressions In some ways, this report shows progress in audio-visual education. The work is being headed up by more widespread adoption
of central coordination, more classroom teachers are prepared to use audio-visual materials in their classes, and there is
more wide-spread use of the materials.
On the other hand, there are some urgent needs that become so evident from these data. “More time” is the need, “more central
coordination” is the need, “more adapted classrooms” is the need, and separately and behind all these is the need for “better
support.”
This article is a digest of a report given at the DAVI national convention in Los Angeles in April. The address was entitled
“A First Look at Findings of the NEA Survey of the Status of Audio-Visual Education in City and County School Systems.” Victor
Hornbostel is assistant director of the Research Division of the National Education Association and supervisor of the survey
which is reported. 相似文献
18.
Sandra Stotsky 《Prospects》2007,37(4):489-500
This article recounts the battle in the “math wars” that took place in Massachusetts, United States in 1999–2000 over the
scope, content and teaching of the state’s K-12 mathematics curriculum. Harsh controversies arose between the partisans of
a “reform-math” movement stressing an undefined “conceptual understanding” and student-created algorithms and those, including
the author, advocating an academically stronger mathematics curriculum as well as fluency in students’ computational skills
with whole numbers and fractions. While “reform-math” supporters privileged and fought for a radical constructivist view of
mathematics learning, the Massachusetts Board of Education decided to implement mathematics standards that linked strong academic
content to the development of authentic computational competencies in students. Following the introduction of newly revised
mathematic standards in 2000, real progress was reached in terms of student achievement. According to the results of the 2007
tests in reading and in mathematics for Grade 4 and Grade 8, reported by the National Assessment of Educational Progress (NAEP),
Massachusetts ranked first nationwide in mathematics and tied for first place in reading, with its students having made significant
gains from 2005 to 2007. The article makes a strong case for evidence-based curriculum design and implementation, freed, as
much as possible, of mythologies and misconceptions. It explains why it was necessary to reject the theoretical assumptions
and pedagogical strategies embedded in the National Council of Teachers of Mathematics’ 1989 and 2000 standards documents.
It also highlights the importance of a strong personal life and working “principles” underpinning the mission of curriculum
developers: successful reform “strategies” are indeed meaningless in the absence of such durable personal beliefs and values.
Sandra Stotsky is Professor of Education Reform and holds the 21st Century Chair in Teacher Quality in the Department of Education Reform at the University of Arkansas in Fayetteville, USA. From 2003 to 2005 she was a Research Scholar at Northeastern University, and from 1999 to 2003 she was Senior Associate Commissioner at the Massachusetts Department of Education. During that period she directed complete revisions of the state’s licensing regulations for teachers, administrators, and teacher training schools, the state’s tests for teacher licensure, and the state’s PreK-12 standards for mathematics, history and social science, English language arts and reading, science and technology/engineering, early childhood (preschool), and instructional technology. She is editor of What’s at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and author of Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). In May 2006 she was appointed to the National Mathematics Advisory Panel and is a co-author of its final report, released in March 2008. 相似文献
| Sandra StotskyEmail: |
Sandra Stotsky is Professor of Education Reform and holds the 21st Century Chair in Teacher Quality in the Department of Education Reform at the University of Arkansas in Fayetteville, USA. From 2003 to 2005 she was a Research Scholar at Northeastern University, and from 1999 to 2003 she was Senior Associate Commissioner at the Massachusetts Department of Education. During that period she directed complete revisions of the state’s licensing regulations for teachers, administrators, and teacher training schools, the state’s tests for teacher licensure, and the state’s PreK-12 standards for mathematics, history and social science, English language arts and reading, science and technology/engineering, early childhood (preschool), and instructional technology. She is editor of What’s at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and author of Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). In May 2006 she was appointed to the National Mathematics Advisory Panel and is a co-author of its final report, released in March 2008. 相似文献
19.
Street Smarts vs. Book Smarts: The Figured World of Smartness in the Lives of Marginalized, Urban Youth 总被引：1，自引：0，他引：1
Beth Hatt 《The Urban Review》2007,39(2):145-166
How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students.
Using Holland et al.’s (1998) [Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (Eds.) (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.] concept of “figured worlds,” this paper explores the “figuring” of smartness through
the perspectives of marginalized youth. The youth made key distinctions between being book smart vs. street smart. This distinction
is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. To the
youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their
lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress
agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. Implications for schools and pedagogy are discussed.
B.A. earned from Indiana University – Bloomington, Masters and Ph.D. earned from University of North Carolina at Chapel Hill.
Beth Hatt Fis an Assistant Professor of Educational Administration and Foundations at Illinois State University where she
teaches research methods and social foundations of education. Her current research explores smartness as a cultural construct
in schools and the media. 相似文献
20.
Nicholas Tucker 《Children‘s Literature in Education》1995,26(4):219-229
Nicholas Tucker taught English in comprehensive schools in London before qualifying as an educational psychologist. He is
now a lecturer in developmental psychology at the University of Sussex, with a special interest both in children's reactions
to literature and in the history and present-day status of childhood itself. He has written five books for children as well
as books about children's literature, includingThe Child and the Book: A Literary and Psychological Exploration, reissued in 1990 by Cambridge University Press in their new Canto “Classics” series. 相似文献