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1.
Vanessa Joosen 《Children‘s Literature in Education》2005,36(2):129-139
In this article, it is shown how authors of fairy-tale retellings have incorporated ideas of feminist literary criticism into a fictional form. As such, these retellings display the tension between the pedagogic and aesthetic aspects of all childrens literature. Jane Yolens Sleeping Ugly is chosen as a case study: although it can be argued that the book serves as a mouthpiece for the ideology of the emancipation movement formulated in Marcia Liebermans key text Some Day My Prince Will Come, it is suggested that Sleeping Ugly teaches children to read against a texts authority and as such undermines its own didactic potential.Vanessa Joosen (1977)
has a Masters degree
in English and German
Literature from the
University of Antwerp,
and an MA in Childrens
Literature from
the University of Surrey
Roehampton. In 2003,
she received an FWO
scholarship to fund her
PhD at the University
of Antwerp. She researches the interaction
between fairy-tale
retellings and criticism
on fairy tales in the
period from 1970 to
2000. Recent publications include Translating Dutch into Dutch
in Signal 100, and an
article on Belgian
childrens books in Peter
Hunts International
Companion to
Childrens Literature. 相似文献
2.
Self-teaching in normal and disabled readers 总被引：1，自引：0，他引：1
This study set out to investigate the self-teaching of good and poor readers in pointed Hebrew – a highly regular orthography. Four groups of children (three groups in Grades 4 to 6, and one group in Grade 2) were included in this study; poor readers with large discrepancies between IQ and reading (dyslexics), IQ-nondiscrepant poor readers (non-dyslexic or garden-variety poor readers), chronological-age matched normal readers, and a group of younger normal readers matched to the older garden-variety group on both reading and mental age. It was hypothesized that primary deficits in phonological recoding (decoding) would impair the identification of novel target words (fictitious names of fruits/towns/stars/coins, etc.) appearing in text, which, in turn, would lead to deficient orthographic memory for target spellings. Alternative predictions were derived with regard to the degree of orthographic deficiency. According to the compensatory processing hypothesis, orthographic learning was expected to be relatively less impaired among disabled readers compared to normal readers. The alternative dissociation hypothesis, on the other hand, predicts that disabled readers orthographic learning would be significantly more impaired than that of normal readers. Neither hypothesis was supported. Impaired orthographic learning, commensurate with levels of target decoding success, was evident in the post-test spelling and orthographic choices of both groups of poor readers. Indeed, a close link was observed between levels of target word decoding and the acquisition of orthographic information among all three older groups of children. No qualitative differences between dyslexics and garden-variety poor readers emerged in patterns of self-teaching. While the data from the three older groups supported a model of developmental delay rather than deviance, findings from the younger reading-age/mental-age controls revealed startling qualitative divergence in orthographic learning. No statistically reliable evidence was obtained for orthographic learning in these younger beginning readers who displayed an essentially surface pattern of non-lexical reading. A hybrid orthographic sensitivity hypothesis was proposed to account for these data, according to which an initially surface-style of word reading engendered by a highly regular orthography gives way to a highly specialized print-specific (orthographic) processing advantage that develops in the course of the second school year as an outgrowth of a critical volume of print experience. 相似文献
3.
Nathan Deen 《International journal for the advancement of counseling》1987,10(3):149-178
An analysis of the contents of nine volumes of the International Journal for the Advancement of Counselling has been attempted in this article. The publications have been organized under fifteen headings. Two topics were analyzed more thoroughly: Theories and models of counselling and Country studies, presented by scholars of the countries studied. 相似文献
4.
Sam O. Ale 《Educational Studies in Mathematics》1981,12(4):479-489
In the series Change in Mathematics Eduation Since the Late 1950's-Ideas and Realisation which appeared in Education Studies in Mathematics, Vol. 9, Ohuche (1978) surveyed the achievements, trials and tribulations of school mathematics in Nigeria for the period 1957 to 1977. Here we complement his paper by considering the current problems of school and university mathematics as they relate to teachers. 相似文献
5.
Andrew R. Trusz Sandra L. Parks-Trusz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(4):497-505
The authors examine the impact of the new sociologies on comparative education by reviewing five comparative readers published during the past twenty years. While the new sociologies have had considerable impact within sociology and the sociology of education, minimal impact is found within comparative education. The authors further show that while critical new sociologies such as Marxism, neo-Marxism, and Critical theory have had some penetration into comparative education, use of the interpretative sociologies such as symbolic interactionism, ethnomethodology, and semiotics has generally been absent. The authors conclude by suggesting that a synthesis of the critical and interpretative modes would prove fruitful for further work in comparative education.The five texts are: Halsey, Floud and Anderson (eds.),Education, Economy and Society (1961); Eckstein and Noah (eds.),Scientific Investigations in Comparative Education (1969); Beck,Perspectives on World Education (1970); Karabel and Halsey (eds.),Power and Ideology in Education (1977); and Altbach and Kelly (eds.),Education and Colonialism (1978).
Zusammenfassung Anhand fünf im Laufe der letzten zwanzig Jahre erschienener Schriften untersuchen die Verfasser die Auswirkung der neuen Soziologieen auf die vergleichende Erziehungswissenschaft. Während diese neuen Soziologieen die Soziologie als solche und die Bildungs-Soziologie stark beeinflußten, war ihre Wirkung auf die vergleichende Erziehungswissenschaft äusserst gering. Ferner wird festgestellt, daß die kritischen neuen Soziologieen, wie Marxismus, Neo-Marxismus und Kritische Theorie, zwar etwas in die vergleichende Erziehungswissenschaft eingedrungen sind, die interpretativen, wie symbolischer Interaktionismus, Ethnomethodologie und Semiotik, dagegen im allgemeinen kaum Eingang gefunden haben. Nach Ansicht der Autoren würde sich eine Synthese der kritischen und interpretativen Modelle als fruchtbar für weitere Forschung auf dem Gebiet der vergleichenden Erziehungswissenschaft erweisen.Die fünf untersuchten Texte sind: Halsey, Floud and Anderson (eds.),Education, Economy and Society (1961); Eckstein and Noah (eds.),Scientific Investigations in Comparative Education (1969); Beck,Perspectives on World Education (1970); Karabel and Halsey (eds.),Power and Ideology in Education (1977); und Altbach and Kelly (eds.),Education and Colonialism (1978).
Résumé Les auteurs examinent l'impact des nouvelles sociologies sur l'éducation comparée en procédant à l'analyse de cinq livres de lecture comparée publiés au cours de ces vingt dernières années. Tandis que les nouvelles sociologies ont eu une portée considérable sur la sociologie et sur la sociologie de l'éducation, la répercussion de l'éducation comparée a été moindre. Les auteurs montrent ensuite que si les nouvelles sociologies critiques telles que le Marxisme, le neo-Marxisme et la théorie Critique ont pénétré, jusqu'à un certain point, dans l'éducation comparée, il n'en a pas été de même pour les sociologies interprétatives, telles que l'interaction symbolique, l'ethnométhodologie et la sémiotique qui n'ont généralement pas été utilisées. Les auteurs concluent en suggérant qu'une synthèse des méthodes critiques et interprétatives serait utile pour un travail ultérieur sur l'éducation comparée.Les cinq textes étudiés sont: Halsey, Floud and Anderson (eds.),Education, Economy and Society (1961); Eckstein and Noah (eds.),Scientific Investigations in Comparative Education (1969); Beck,Perspectives on World Education (1970); Karabel and Halsey (eds.),Power and Ideology in Education (1977); et Altbach and Kelly (eds.),Education and Colonialism (1978).相似文献
6.
The aim of this research is the clarification of the process whereby the learner, in the first year of compulsory education (Cours Préparatoire) constructs and internalizes the concept of natural number. The research is based on a close and rigorous analysis of learners' behaviour when confronted with problem situations designed according to a priori established priorities. This analysis is based on one-to-one interviews, a method which enables the dynamics of the processes involved for each learner, and thus the evolution of his cognitive system with respect to the task in hand, to be apprehended.In this paper, in a problem situation called The Race, we examine the functioning of ordinal properties of natural numbers, the acquisition of which plays an important role, both at the level of the construction of the concept of number and at the operational level. We show, in particular, that while the majority of learners at the end of the Cours Préparatoire are capable of supplying the preceeding and following numbers in the numerical field [1, 30], and that while they can count starting from a number other than one within this field, they nevertheless experience many difficulties with respect to the functioning of properties, such as, for example, cardinal-ordinal relations, or the property of rank invariance.Furthermore, even when one of the properties under consideration functions in a given situation, this, in itself, does not mean that the learner has acquired it. The learner may, at a later date, no longer be able to use it, or, alternatively, when the situation is slightly modified he may overgeneralize, as the functioning of these properties depends both on the learner's current mathematical competence and on the tasks which confront him. 相似文献
7.
N. Balacheff 《Educational Studies in Mathematics》1980,11(1):91-111
In this paper we enlarge the scope of graphs of demonstration, using them to study students' proof formulations. First, we focus on the central problem which is the interpretation of student formulations. We study particularly the use of words we call signals (avertisseurs), whose function is to point out the logical structure of the demonstration. Secondly, we show, in the context of a problem in algebra, what this approach can offer: to show strategies underlying the students' proof formulations. 相似文献
8.
The present study was undertaken to examine the hypothesis that the intermediate effect in clinical case recall is partly explained by experts lower motivation to write down everything they remember when asked for free recall. Medical experts and students were presented with two clinical cases, which they had to read, diagnose, and recall. Participants received an instruction before processing the cases that aimed at minimizing motivation in one condition, and enhance motivation in another. A third condition received a standard instruction, comparable to previous clinical case representation studies. The results showed that medical experts clinical case processing mode is robust and insensitive to pressure induced by a social comparison instruction. In all conditions, recall data showed an intermediate effect, indicating encapsulated processing by the expert group. Moreover, there were no differences between the conditions in diagnostic accuracy, number of summaries in recall, and study time on the cases. Although experts showed that they were affected by the instruction, their processing mode remained stable over the three conditions. Expert physicians, even under conditions of considerable pressure, process clinical cases in an encapsulated mode.Part of this report was presented at the annual meeting of the American Educational Research Association, Seattle, Washington, April 1–5, 2001. 相似文献
9.
Maria D. Simon 《International journal for the advancement of counseling》1989,12(4):289-298
This paper reports on a study of client families of a counselling service in Vienna, Austria, which serves relatives of persons suffering from a major mental illness, e.g. schizophrenia or manic-depressive conditions. The service is operated by the Austrian Association of Relatives and Friends of the Mentally Ill (Hilfe fuer psychisch Erkrankte — Vereinigung der Angehoerigen und Freunde.), HPE for short. 相似文献
10.
Mark Bray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(5):495-514
Community financing is an important source of supplementary funds for education, particularly where governments are unable to meet all the needs of their peoples. While this is widely recognised, little empirical research has been conducted on the topic. This paper analyses patterns in Bhutan. It observes that until the 1990s few resources for education were provided by communities, but that the scale of financing has increased during the present decade. The paper notes that although communities have in general responded positively to government calls for local inputs, local resourcing has some problematic aspects. The paper focuses particularly on issues of regional, rural/urban and socio-economic equity, and shows how discussion of Bhutanese experiences contributes to the international literature.
Zusammenfassung Finanzierungen über die Gemeinde sind eine wichtige Quelle der Bezuschussung von Bildung, besonders dort, wo Regierungen nicht in der Lage sind, den Bedürfnissen der Bevölkerung gerecht zu werden. Obwohl dies weitreichend bekannt ist, gibt es kaum empirische Studien zu diesem Thema. Dieser Artikel befaßt sich mit der Situation in Bhutan. Es wird festgestellt, daß die Gemeinden bis zu den 90ern kaum Gelder für die Bildung zur Verfügung stellten, daß aber der Rahmen der Finanzierung in diesem Jahrzehnt gestiegen ist. Der Autor beschreibt, daß trotz einer allgemein positiven Antwort seitens der Gemeinden auf Forderungen der Regierung nach lokalen Finanzbeiträgen, Probleme hinsichtlich lokaler Finanzierungen bestehen. Insbesondere befaßt sich der Artikel mit Themen über regionale, ländliche und städtische und sozialökonomische Gleichheit und zeigt, wie die Diskussion über die Erfahrungen in Bhutan zur internationalen Literatur beiträgt.
Resumen La financiación a través de la comunidad es una fuente importante de recursos adicionales para la educación, particularmente allí donde los gobiernos son incapaces de satisfacer todas las necesidades de sus habitantes. Si bien este es un hecho ampliamente conocido, existen muy pocos estudios empíricos sobre este tema. El trabajo analiza los modelos existentes en Bhután y observa que hasta los años noventa, eran pocos los recursos financieros provistos por las comunidades, mientras que durante la década actual han aumentado estos niveles de financiación. El estudio observa que, a pesar de que las comunidades, en general, han respondido de forma positiva a las llamadas del gobierno a realizar inversiones locales, la creación de recursos locales tiene algunos aspectos problemáticos. El trabajo se concentra particularmente en problemas de equidad regional, rural/urbana y socioeconómica, demostrando cómo la discusión sobre experiencias bhutanesas presta su aporte a la literatura internacional.
Résumé Le financement communautaire représente une source importante de fonds supplémentaires pour l'éducation, en particulier quand le gouvernement ne peut répondre à tous les besoins de la population. Bien que ce fait soit largement reconnu, il n'existe que peu de recherche empirique sur le sujet. Cet article analyse différents modèles existant au Bhoutan. Il constate tout d'abord que jusque dans les années 90, les communautés ne fournissaient qu'une faible partie des ressources de l'éducation, mais que cette forme de financement a augmenté au cours de la dernière décennie. Il relève également qu'en dépit de la réaction généralement positive de la part des communautés envers l'incitation du gouvernement à un financement local, ce modèle présente néanmoins des difficultés. L'article se concentre d'autre part sur les questions d'équitabilité entre régions, entre villes et provinces et entre niveaux socioéconomiques, et révèle que la discussion sur les expériences du Bhoutan contribue à enrichir la littérature internationale.
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11.
Teaching,research and scholarship in different disciplines 总被引：2，自引：0，他引：2
Ingrid Moses 《Higher Education》1990,19(3):351-375
Teaching and research are the primary functions of academics in all academic disciplines in all Australian universities. Scholarship is expected of all academics whether in the university or college sector. Under a new policy Australian higher education institutions have to develop educational profiles that will describe their strengths in teaching and research. The federal government, and indeed, institutions, are developing and using performance indicators to distribute resources. Some of these, e.g. number of publications, number of research grants, and number of Ph.D. graduates are disadvantaging the Humanities. This paper addresses differences in four disciplines, Chemistry, Engineering, English and Law as they are described by other researchers and emerge from a questionnaire study at an Australian university. 相似文献
12.
Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(6):605-621
This article discusses the problems of validity and reliability in qualitative research within education and relates this discussion to Africa. A main concern is the posing of the right research questions. The article attempts to bring into focus the voice of Africans, showing that the African researcher knows his/her environment better than any expatriate and will be more likely to ask the right questions provided that s/he is allowed to ask them and is not forced to work with questions of concern to Western donors, and provided that s/he trusts her/his own experiences and uses those to form concepts instead of merely transferring concepts formed in the West and based on experiences in the northern hemisphere. It argues for the need of secondary research to reanalyze from an Afro-centric viewpoint many of the accounts written by Western travellers and anthropologists. It further argues for the use of an autobiographical approach to secure data of high ecological validity. Validity is looked at as a more important concept than reliability and a mixing of qualitative and quantitative methods argued for.
Zusammenfassung Dieser Artikel befaßt sich mit Problemen der Gültigkeit und zuverlässigkeit der Qualitativen Forschung innerhalb der Bildung in Bezug auf Afrika. Ein Hauptanliegen ist die richtige Fragestellung hinsichtlich der Forschung. Der Artikel versucht die Stimme der Afrikaner in den Vordergrund zu stellen und zeigt damit, daß afrikanische ForscherInnen ihr Umfeld besser als irgendein Außenstehender kennen und somit mit größerer Wahrscheinlichkeit die richtigen Fragen stellen. Dies setzt voraus, daß sie die richtigen Fragen stellen dürfen und nicht gezwungen sind, für westliche Geldgeber richtig erscheinende Fragen zu stellen. Eine weitere Voraussetzung ist, daß sie ihren eigenen Erfahrungen trauen können und sie für die Ausarbeitung von Konzepten nutzen, anstatt im Westen erstellte und auf Erfahrung in der nördlichen Hemisphäre basierende Konzepte weiterzugeben. Der Artikel befürwortet die Notwendigkeit einer zweiten Untersuchung, um vom afrikanischen Standpunkt aus die zahlreichen Berichte neu zu analysieren, die von westlichen Reisenden und Anthropologen geschrieben wurden. Weiterhin wird für die Sicherstellung von Daten hochwertiger ökologischer Gültigkeit die Anwendung eines autobiographischen Ansatzes empfohlen. Gültigkeit wird gegenüber der Zuverlässigkeit als wichtigeres Konzept angesehen und sowohl qualitative als auch quantitative Methoden gemeinsam befürwortet.
Resumen Este artículo se ocupa de los problemas de la validez y fiabilidad del estudio cualitativo dentro de la educación y relaciona esta discusión con Africa. Uno de los temas principales es el planteamiento de los interrogantes de investigación correctos. El artículo pone su énfasis central en la voz de los africanos, mostrando que el/la investigador/a africano/a conoce mejor su entorno que cualquier otro extranjero o expatriado, y que es más probable que formule las preguntas correctas, siempre que esté autorizado/a a hacerlo y que no se vea obligado/a a trabajar con asuntos que conciernen a los donantes occidentales, y siempre que él o ella confíe en sus propias costumbres y experiencias para formar los conceptos, en lugar de transferir meramente conceptos formados en el mundo occidental y basados en experiencias del hemisferio norte. Aboga por la necesidad de la investigación secundaria a efectos de analizar desde un punto de vista afrocéntrico muchos de los informes escritos por viajeros y antropólogos occidentales. Además, sostiene la aplicación de un enfoque autobiográfico para asegurar datos de alto valor ecológico. El trabajo considera que la validez es un concepto más importante que la fiabilidad, y aboga por la mezcla de métodos cualitativos y cuantitativos.
Résumé Cet article aborde les problèmes soulevés par la validité et la fiabilité de la recherche qualitative en éducation et remplace la question dans le contexte du continent africain. Un point important concerne la juste formulation des questions qui feront l'objet de recherches. L'auteur tente de faire entendre l'opinion africaine en exposant que le personnel de recherche africain connaît mieux son environnement que toute personne expatriée et qu'il sera plus susceptible de poser les questions appropriées, à la condition qu'on lui permette de les poser et qu'il ne soit pas obligé de travailler sur des questions qui importent aux commanditaires occidentaux, à la condition aussi qu'il se fie à ses propres expériences et les mette á profit pour former des concepts, au lieu de se borner à transférer ceux établis par l'Occident, et qui se fondent sur des expériences vécues dans l'hémisphère nord. Il démontre donc la nécessité d'une recherche secondaire pour procéder à une nouvelle analyse d'un point de vue africain de nombre de récits écrits par des voyageurs ou anthropologues occidentaux. Il plaide également pour le choix d'une approache autobiographique pour protèger des données d'une importante validité écologique. La validité est posée comme concept plus important que celui de la fiabilité, et il est conseillé d'appliquer conjointement des méthodes qualitatives et quantitatives.
. . , , - / - , , / / , / , / , , , . , , , . , , . .相似文献
13.
Ivan Snook 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(2):219-232
New Zealand (Aotearoa) was colonized from Britain and the colonizers imposed on the indigenous Maori people a foreign view of education. From then on tradition has vied with local adaptations to produce a school system with substantial traces of the Old Country but with many local features. The curriculum for boys continued to dominate, with that for girls struggling to make itself felt. There has been constant debate about basics and frills though these terms have not been clearly defined. More recently there has been more serious consideration of the curriculum but this has been overtaken by a market forces view of schooling. A new administration system comes into operation on 1st October 1989. The future is unclear but it is reasonable to hope that there will continue a dialectic which may one day produce a genuine synthesis suited to the multicultural nature of Aotearoa.
Zusammenfassung Neuseeland (Aotearoa) wurde von Großbritannien kolonisiert, und die Kolonialherren zwangen dem einheimischen Volk der Maori ein fremdes Erziehungssystem auf. Von da an konkurrierten Tradition und lokale Anpassungsformen. so daß ein Schulsystem mit wesentlichen Merkmalen des Alten Landes, aber trotzdem mit vielen lokalen Grundzügen aufgebaut wurde. Das Curriculum der Jungen dominiert weiterhin das Curriculum der Mädchen, welches nur mühsam zur Geltung kommt. Es wurde ständig über Grundzüge und Extras debattiert, obwohl diese Begriffe nicht klar definiert sind. In letzter Zeit machte man sich ernsthaftere Gedanken über das Curriculum, dies wurde aber von einer marktorientierten Erziehungsauffassung überholt. Am 1. Oktober 1989 wurde ein neues Verwaltungssystem eingeführt. Die Zukunft ist unklar, aber es besteht begründete Hoffnung, daß eine Dialektik fortgeführt wird, die eines Tages eine echte Synthese hervorbringt, die der multikulturellen Kultur Aotearoas gerecht wird.
Résumé La Nouvelle Zélande a été colonisée par la Grande Bretagne, et les colonisateurs ont imposé un système d'éducation étranger à la population indigène maori. Dès lors, la tradition et les adaptations locales rivalisèrent pour produire un système scolaire comportant des traces substantielles du vieux pays et de nombreuses caractéristiques locales. Le curriculum pour les garçons n'a pas cessé de dominer alors que celui pour les filles lutte toujours pour s'imposer. Il y a un débat permanent sur l'essentiel et le superflu, bien que ces termes n'aient pas été clairement définis. Récemment, on s'est occupé plus sérieusement du curriculum, mais cet intérêt a été dépassé par une vision de l'instruction déterminée par les forces du marché. Un nouveau système administratif entre en vigueur le ler octobre 1989. Le futur est incertain mais il est raisonnable d'espérer que se poursuivra la dialectique qui pourrait produire un jour une véritable synthèse adaptéc à la nature multiculturelle d'Aotearoa.相似文献
14.
Carmen Luke 《Higher Education》1997,33(4):433-451
This paper examines a range of positive and negative consequences for women of Quality Assurance (QA) initiatives in one Australian university. Drawing on Foucaults concepts of governmentality and power/knowledge, it is argued that the popular repressive hypothesis of power via governmentality hides a positive and potentially productive dimension of power. Following recent work by feminist political theorists, my claim here is that a corporatist managerial discourse such as QA can be used strategically for a politics of transformation in the interests of women. The paper begins with an outline of the parameters of debate about and critiques of the QA agenda in the Australian higher education sector, and highlights some potentially negative consequences for women in terms of their structural location in the university. An overview of QA audit processes then leads into a closer examination of one universitys response to QA initiatives. The culture and management style of this regional university was significantly transformed from an informal and pastoral model to one with open systems of accountability and performance targets built around equity issues. In that regard, it is argued, equity target groups including women, became the visible focus of the development and implementation of new systems designed to bring equity into the mainstream. In closing, I argue that in this particular university, the new managerialism of QA was indeed a panoptic mechanism of making visible: productivity, equity groups, procedures and outcomes. But in an institutional context where open systems were lacking and womens contributions invisible and undervalued, the QA agenda brought new opportunities not only for women but for other groups previously marginalised and silenced. 相似文献
15.
We present criteria for the analysis and elaboration of the content of instruction, at middle school level, in a specific domain: physics. This content, which we call the knowledge to be taught, has to respect several constraints in order to be teachable in a real school. Here we have chosen to analyse in depth those constraints which are related to the specific features of the physics. One of the constraints is a goal which, very often, justifies physics teaching: the operational aspect of physics knowledge in everyday life. The other constraint is related to a crucial aspect of an experimental science: the need for coherence between the formal aspects and their field of applicability. Our analysis is based on an epistemological approach to physics knowledge and on assumptions about learning. This analysis is related to the case of an innovative programme of teaching on electricity.This article was accepted during the editorship of Paul Lefrere. 相似文献
16.
There has been a variety of approaches to the study of mathematical understanding, and some of these are reviewed before outlining the background to the model we are proposing for the growth of such understanding. The model is explained in detail and illustrated with reference to the concept of fractions. Key features of the model include don't need boundaries, folding back, and the complementarities of acting and expressing that occur at each level of understanding. The theory is illustrated by examples of pupils' work from a variety of topics and stages. Finally one of the practical applications of the theory, mapping, is explained in some detail. 相似文献
17.
Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning 总被引：3，自引：0，他引：3
The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are troublesome, after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice. 相似文献
18.
Summary Gysbers (1980: 9) seems to summarize the values and challenges of developmental guidance when he describes it as helping people to identify their existing competencies as well as providing learning experiences to help them develop new competencies. As a response to the worldwide movement for human rights, we can use the developmental orientation to work with individuals in our respective cultures and societies so that each may experience the joys of greater self-fulfillment.Western Illinois University 相似文献
19.
In pronounced contrast to English, Italian orthography contains extremely regular sound-to-spelling correspondences and therefore Italian words could, in principle, be spelled perfectly correctly using nonlexical phoneme-to-grapheme conversion rules alone. If this were so, then there should be no lexical influence upon nonword spelling. However, the present experiment reports lexical priming effects for two inconsistently spelled segments in Italian words: Italian participants were more likely to spell the nonword tece as TECIE if they had just heard the word specie rather than pece and were more likely to spell the nonword cuodo as QUODO if they had heard the word quota rather than cuoco. These results suggest that Italian, despite its regular orthography, is not spelled purely nonlexically. It is argued that a dual-route model of spelling production can be applied to Italian. 相似文献
20.
Design Principles for Distributed Knowledge Building Processes 总被引：10，自引：0，他引：10
In this paper we explore various interpretations of the term distributed cognition, then turn our attention to communities grounded in the practice of collaborative knowledge building. We discuss CSILE (Computer-Supported Intentional Learning Environments), a technology designed to support contributions to a communal database. Shared responsibility for this community resource extends to aspects of school practice typically handled exclusively by teachers, and engagement in improving and connecting the contents of the database makes the process of knowledge building self-sustaining. We discuss knowledge building communities involving students and teachers, and end with discussion of design principles for distributed knowledge building processes. 相似文献