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1.
Catherine Milne 《Cultural Studies of Science Education》2012,7(4):761-765
In this issue, I draw together two sets of papers, with apparently different agendas. Most of the original papers in this issue use various learning perspectives and research approaches to explore the challenges and affordances of digital games for learning science. Associated forum papers challenge the authors and us to critically examine our own approaches to developing learning resources that model experiential phenomena, analyzing data and making claims. I locate all these studies within Brian Sutton-Smith??s philosophy of play. The other set of papers critically examines neo-liberalism and globalization within a consideration of the dimensions of science. I argue for a synergy between both sets of papers. 相似文献
2.
对翻译的本质问题之一——可译性的探讨古来有之.各时期学者从不同角度对这一问题展开了深入研究.本文重点梳理了语言学派与解构主义翻译理论在可译性问题上的主要观点,对比分析了二者的相同点与不同点.研究发现,两种翻译理论均强调翻译既是可能的又是有限度的,但二者在解读可译性问题的层面以及认定导致不可译的原因方面有所不同,对于可译性问题的倾向也存在差异. 相似文献
3.
Margaret N. C. Wong 《Early Years: An International Journal of Research and Development》2008,28(2):115-133
This paper reviews literacy learning conducted in two laboratory preschools in Hong Kong and Canada, and examines the link between cultural values and educational practices. Both preschools maintain that a constructivist view of child learning underpins their practice. However, the author's experience in these two settings illustrates how similarities and differences are identified in the scope, focus, implementation strategies and learning outcomes of the activities observed. Reasons for these findings are explored from the perspectives of cultural values and societal beliefs in education of the East and the West, and how the constructivist ideology is espoused in these settings. Implications of this cross‐cultural comparison on the issue of ‘best practice’ in early childhood education are discussed. 相似文献
4.
Margaret Powles 《高等教育研究与发展》1989,8(1):91-101
In discussing aspects of postgraduate student progress, currently under scrutiny as a potential performance indicator, this paper draws upon the most recent research in the Australian context. Thereby it sheds new light on differences by discipline and gender, further illuminates the circumstantial, individual and institutional factors which may lead to long enrolments and attrition, and examines some of the measures that could be taken to address the issue. 相似文献
5.
This special issue includes an introduction and seven papers exploring dimensions of maltreatment including type, severity, chronicity, and substantiation status of referrals to CPS, utilizing a subsample of the LONGSCAN studies. Each paper examines one of the dimensions of maltreatment from various perspectives to determine if different conceptualizations of a dimension, examined in isolation, account for different amounts of variation in child outcomes. A final paper assesses the relationship of the combined maltreatment dimensions, including interactions, on a single sample of maltreated children from the LONGSCAN study. This final paper explores the individual contribution of the "best" conceptualizations of the maltreatment dimensions in relation to each other, and to the 10 child outcomes of interest. Implications of the findings from these papers for future research on dimensions of child maltreatment are discussed in two independent commentaries. 相似文献
6.
Marilyn Osborn 《Compare》1999,29(3):287-301
The paper reports on the findings of a major research project which examines the relationship between the national context and national educational values as these are translated into the school context, teacher beliefs, classroom processes and pupil perspectives on learning and schooling. The theoretical rationale for such research is examined and evidence is drawn from questionnaires administered to approximately 1,800 pupils in secondary schools in England, France and Denmark, individual and group interviews with pupils, discussions with teachers and headteachers, and classroom observation. The paper explores the significance of the cultural context in which learning occurs by examining pupil perspectives on the purposes of schooling and on the teaching they receive. Our findings suggest that although pupils in different European countries share many common concerns, they also come to school with significantly different attitudes towards themselves as learners, towards school and towards achievement. As a result their expectations of themselves and of their teachers are also different. 相似文献
7.
Fiona Hartley-Kroeger 《Children‘s Literature in Education》2011,42(4):276-288
Combining feminist and narratological perspectives, this paper examines the construction of subjectivity in two young adult
novels with a range of narratorial positions. The investigation is grounded in Robyn McCallum’s work on intersubjectivity,
in which interrelationships affecting subjectivity are only possible when the narrative permits a variety of and exchange
between textual voices and ideas. Keeping in mind this view of intersubjectivity and the importance it places on polyphony,
the paper examines male and female subjectivity in The Chocolate War by Robert Cormier and The House on Mango Street by Sandra Cisneros. 相似文献
8.
Marilyn Osborn 《比较教育学》2001,37(3):267-278
The article reports on some key findings of a major research project which examines the relationship between national educational values as these are mediated by the school context, teacher beliefs and classroom processes, and eventually translated into pupil perspectives on learning and schooling. These findings are drawn from questionnaires to 1,800 secondary school pupils in England, France and Denmark, and from individual and group interviews with a smaller sample of pupils in each country. Through an examination of pupil perspectives on the purposes of schooling and on themselves as learners, the article explores the significance of the cultural context in which learning occurs. It considers the extent to which there are significant differences related to the national context, or whether pupils' experience of schooling is becoming more similar as they try to construct their identities as learners and as adolescents and to negotiate pathways which lead to success on the dimensions of academic achievement, peer status and social conformity. 'Constants' and 'contexts' of pupil experience in the three countries are identified, together with some of the factors which influence the development of a learner identity. 相似文献
9.
电视中的女色传播是当前颇受关注的一个传媒现象。以当前电视选美节目和电视整容节目为例,从女性主义、符号学和消费主义的角度出发,对它们进行了细致深入的考察,可以发现看似简单、快乐的女色影像的传播,实质上是男权文化借助电视编织的一个精致谎言,体现了电视与消费工业的合谋。 相似文献
10.
Clinton L. Beckford Clint Jacobs Naomi Williams Russell Nahdee 《The Journal of environmental education》2013,44(4):239-248
Generally speaking, environmental education teaching, research, and practice have been informed by the traditions of western, Euro-centric culture. In this context indigenous perspectives are often marginalized, maligned, and perceived to be unscientific and therefore inferior. This essay adds to the growing body of literature exploring aboriginal indigenous environmental epistemologies and responsible human interactions with the natural environment. The paper provides a Canadian context as it examines the environmental philosophy and attitude of a Canadian First Nations community to the natural environment grounded in the lived experiences of adults, children and elders from the Walpole Island First Nation. We make the argument that while not a panacea, Aboriginal environmental epistemologies hold lessons for teaching environmental stewardship and sustainability behavior in mainstream classrooms. 相似文献
11.
Current attitudes of counselling practitioners towards sexual and gender differences raise the possibility that minority clients
may experience re-traumatisation due to in-session expressions of therapist homophobia. This paper explores these issues through
a qualitative study that examines client and counsellor narratives on homophobia in counselling. The results describe specific
examples of homophobic behaviour by counsellors. While individual examples might appear mundane on the surface, the frameworks
they invoke and their pervasiveness constitutes a considerable threat to the counselling relationship. The paper argues that
homophobia in counselling practice is a significant issue that requires sensitive, critical and applied analysis that redirects
therapeutic efforts in the future. 相似文献
12.
Geoffrey Walford 《教育政策杂志》2013,28(2):137-153
In 1981 two separate Assisted Places Schemes were launched. One was introduced for England & Wales, and another for Scotland. This paper examines the differences between the two schemes. It shows that they can be seen to be related to the differing educational systems of the countries, and to differences between the grant‐aided and direct grant schools which the schemes were designed, in part, to replace. It is shown that the Assisted Places Scheme is more important to the independent sector of Scotland than to that of England & Wales, for the scheme established in Scotland has been structured in such a way that it gives greater flexibility and greater funding to individual schools in that country. 相似文献
13.
‘The world must stop when I’m talking’: gender and power relations in primary teachers’ classroom talk 总被引：2，自引：0，他引：2
Barbara Read 《British Journal of Sociology of Education》2008,29(6):609-621
The present paper examines male and female teachers’ language practices in relation to ‘censuring’ talk in the primary classroom, in the context of the debate around boys’ ‘underachievement’ and the ‘feminisation’ of primary school culture. Through an analysis of classroom observations with 51 men and women teachers, it looks to see whether gender differences could be found in the ways individual men and women teachers communicated in terms of their ‘censuring’ comments of pupils’ work or behaviour. Secondly, the paper takes issue with the notion that teachers operate within a ‘feminised’ educational culture, by looking at the ways in which teachers’ classroom talk can be seen to be constrained by two contrasting discourses relating to the power relation between teacher and pupil: a ‘traditional’ disciplinarian discourse, and a more ‘progressive’ liberal discourse. Both discourses have complex gendered and class dimensions, challenging the conception of a ‘feminised’ primary school culture. 相似文献
14.
本研究考查了我国初中生教育期望的城乡差异现状,并从个人家庭与学校社会两个视角探究了差异产生的机制。研究发现,我国初中生对于获得普通高等教育的期望存在显著的城乡差异,城市户籍学生的教育期望高于农村及流动学生。这种差异受学生认知能力、家庭背景及学校环境共同影响,其中家庭背景的影响大于认知能力,学校户籍结构的影响作用最为明显。研究认为,营造良好学校教育氛围、缓解学校户籍分割、增强学校融合是促进我国教育公平与社会公平的重要举措。 相似文献
15.
Robert D. Clark 《Quarterly Journal of Speech》2013,99(3):282-289
This paper discusses three perspectives of intentionality—the encoder, decoder, and interactional—relevant to issues in interpersonal communication. Each perspective provides a different way of both conceptualizing and researching intentionality. The encoder perspective examines various ways in which intentionality manifests itself within human consciousness while the decoder perspective is primarily concerned with the way in which interactants attribute intentions to one another. Finally, the interactional perspective argues that intent manifests itself as part of a negotiated process between interactants and therefore encompasses both the individual encoder and decoder orientations. 相似文献
16.
本文从行政组织理论和学理比较角度,对学习型组织的核心概念:个体学习、组织学习和学习型组织三者之间的区别和联系以及个体学习和组织学习的转化机制、知识传递机制进行了研究和辨析,结果显示:个体学习是构建学习型组织的基础,组织学习是个体学习的系统性整合,学习型组织是组织学习的学习指导理念与奋斗目标. 相似文献
17.
Research into school choice has focused primarily on parental perspectives. In contrast, this study directly explores children's experiences as they are going through the secondary school choice process in two inner London primary schools. While there were important commonalities in children's experience, in this paper we have concentrated on the differences. These, we argue, lay in (a) children's material and social circumstances, (b) children's individuality, and (c) the ways in which power is played out within families. However, despite both individual and family differences there remains a strong pattern of class-related orientations to choice. We also found that while the vast majority of children were actively involved in the choice process, the children's accounts highlight an important distinction between making and getting a choice. In this particular urban locale, there is less choice for black and white working-class boys than for other groups of children. 相似文献
18.
Brahm Norwich 《British Journal of Educational Studies》2002,50(4):482-502
The case is presented for a dilemmatic perspective to the educational provision for pupils and students with difficulties and disabilities. This perspective recognises the links and tensions between social and individual values and models. The paper focuses on the central significance of dilemmas of difference in understanding policy and practice issues in the field. One of the central arguments is that a commitment to inclusion implies a commitment to meeting the needs of a minority and therefore to arrangements which may not be required by the majority. Inclusion is about mainstream schools accommodating a full diversity, and in doing so leads inevitably to adopting dedicated or specialised support systems for some. The paper provides an overview of recent changes in policy and practice as well as looking at possible future trends. An inter–disciplinary model which connects individual and social perspectives is proposed both for explanatory purposes and for designing provision in terms of the interaction between the inclusivity of the system and responding to additional individual needs. 相似文献
19.
《师资教育杂志》2012,38(1):21-36
This paper examines the context of teacher education in which certain students work as teachers whilst at the same time they study in a teacher education programme. The two phenomena that are discussed are the integration of theory and practice, and learning while working. These are located in the wider framework of teachers' pedagogical thinking, and research‐based teacher education. The paper reports on students' experiences of the success of integrating theoretical studies in their work as teachers and the related issue of how a student's everyday grasp of classroom practice has been taken into account in their studies. The paper also raises the issue of the university–school relationship through students' estimations of the impact that their participation in teacher education has brought to the school in which they work and other key aspects of the university–school relationship. 相似文献
20.
宋雪莹 《潍坊教育学院学报》2006,19(2):90-92
20世纪七、八十年代以来,西方翻译理论的昌盛为我们提供了审视翻译现象的多种视角。本文拟从这些新角度出发,比较鲁迅与林语堂在翻译理论和实践上的不同,并尝试从社会、个人等各方面探寻其原因。 相似文献