共查询到20条相似文献，搜索用时 750 毫秒
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The 28-year-old Bay Starer had spent six yearsworking nights while she attended college during theday.“I always wanted to be a teacher,”she says,“and I worked hard to earn my degree.When I fi-nally graduated,I was very optimistic.”She had hereye on a teaching position at a nearby elementary 相似文献
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Leah K. McMillan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,40(3):531-545
The end of the Cold War ushered in a paradigmatic shift in international development discourse whereby a human rights-based
approach to development was generated. This shift has stimulated the pegging of international development policy to the objectives
of the human rights regime. However, in attempting to unify development and human rights perspectives, policy-makers have
overlooked an imperative component of these realities, namely that proponents of the human rights agenda and social developmentalists
differ in their conceptions of “education”. Thus, while both perspectives seek universal primary education (UPE), their ideas
about what that education should consist of vary. This paper does not argue for the use of one definition, nor does it conclude
that the two are incompatible. Rather, the author contends that it is paramount that these two definitions are recognised
for their unique approaches to education, in order for policies to be most effective. The value in the human rights-based
approach to development is its ability to utilise both human rights and development perspectives to create a more comprehensive
approach to poverty reduction and economic growth. By incorporating both definitions of “education” into policy agendas, both
the process and product of education will be emphasised, in turn improving the effectiveness and outcome of all efforts to
achieve UPE. 相似文献
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戴道玲 《初中生世界(初三物理版)》2002,(34)
Allright，That’sright和That’sallright在语言交际中运用极为广泛，其形式相似，但用法却大相径庭。现分述如下：一、Allright.主要有以下三种用法：１．表示赞同对方的意见，意为“行”、“好吧”。例如：１）—Let’sgotoschool．咱们上学去吧。—Allright．行。２）—Givemetwokilosofpears，please．请给我两公斤梨。—Allright．好吧。２．用在be（am，is，are）之后，表示健康状况，相当于fine或well，意为“病好了”、“身体好”。例如：１）—Howareyou？你好吗？—I’mallright．我很好。２）Sheisallrighttoday．她今天病… 相似文献
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崔靖 《中学英语园地(高三版)》2011,(12)
在英语学习中,我们经常见到That's all right.,All right.和That's right.三个日常用语,它们在中学课本中也经常出现,但是同学们对它们之间的异同有时候并不是很清楚,在使用时容易混淆,下面对这三个用语的含义及基本用法作一简要归纳总结。 相似文献
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尚爱航 《中学英语园地(高三版)》2006,(4)
在这初中英语中,right一词很常见。但它用在不同的句子中,便会有不同的意思。下面我们介绍一些含有“right”的句子,譬如,“All right.”,“Thats right.”,“Thats allright.”等,但很多同学在使用中常常会混淆不清。下面我们对它们的意思和用法作一辨析。1.A llright.此句常用来表示赞同对方的建议或主意,意思是“可以”、“好吧”、“行”。例如:—C an you take this dictionary to June?—A llright.有时还可以表示身体健康,相当于fine,即“身体好”之意。例如:—H ow are you today?—Im allright/fine.2.T hat s right.此句只表… 相似文献
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《中学课程辅导(初一版)》2007,(9)
Write right,and you are right. Write wrong,and you are wrong. How to write right? How to write right? Write carefully,and you can write right. 相似文献
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在日常英语会话以及听广播、看电视英语节目中,本文标题中的四个英语用语经常听到.在中学英语教材中也经常出现.同学们对它们之间的异同有时不太清楚.下面就其意义及各自的用法作一简要的复习归纳.…… 相似文献
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Jason Margolis 《Teaching Education》2013,24(4):293-310
This article explores the social and professional dynamics “when teachers face teachers” seeking to impact colleagues’ instructional practices to improve student learning. Specifically, it examines a group of 40 teachers leading staff development sessions at their schools in an effort to bring more literacy strategies into the pedagogies of disciplinary teachers. Drawing from the research on distributed leadership and teacher leadership, the study looks at how three factors impact teacher leaders: (1) the actions of the principal; (2) relationships among teachers; and (3) teachers’ own beliefs about leadership. Using primarily qualitative methods, supplemented by pre‐and‐post quantitative survey data, the study found: strong administrative and collegial support for teacher leadership, the use of savvy and emotionally attuned leadership techniques by teachers, and overall impactful sessions. However, not all school environments were conducive to teacher leadership. The article concludes with suggestions for better utilizing teacher leaders for the local enhancement of education reforms. 相似文献
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The paper considers whether letting children combine work and school is a valid and effective approach in Cambodia. Policy makers’ suggestions that child labour should be allowed to some extent due to household poverty appear ungrounded as no significant relation between children's work and household poverty is found while arranging school timetables flexibly in order to accommodate households’ perceived need for children's labour may increase problems of insufficient teaching hours if schools conduct their timetables unreliably. Considering these issues, the paper suggests the need for a more diversified approach to dealing with the impact of child labour on their school education. 相似文献
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《British Journal of Educational Studies》2012,60(3):296-306
Abstract This paper examines the extent to which parents have absorbed New Right ideas about education and acted accordingly. What emerges is that their commitment to the rhetoric of school choice is strong. However, concepts such as the market and competition are viewed less favourably. An important theme here is the avoidance by parents of any collective agenda in discussing education policy, a factor that may thwart those who attempt to predict their responses to government policy for schools. 相似文献
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同学们,我们学习了短语allright,你们一定很想掌握它的用法吧?下面我们一起来揭开all right的神秘面纱吧---表示"好吧,行了"之意,用于赞成别人的意见、建议等。例如:-Let’s go home.咱们回家吧。-All right.好吧。表示"顺利,满意"之意。例如:Everything is all 相似文献
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《Critical Studies in Education》2013,54(3):299-310
This paper outlines a theory of the educational encounter, the space of, and the right to that encounter. Situated in response to neoliberal educational reforms, this theory is developed through a reading and synthesis of the educational theory of Gert Biesta, the architectural component of his theory, and literature on the right to the city. The author argues that the notion of the encounter is latent yet central in Biesta’s work and that it can be further cultivated and more precisely attended to by turning to theoretical work on the right to the city, which is engaged here primarily through the lens of the encounter. Several themes are drawn out from the literature that can help in formulating a theory of the educational encounter such as the habitat/inhabit dialectic, the use/use-value/exchange-value framework of space, and the role of struggle in the production and maintenance of space. 相似文献
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Recent studies do not find consistent relationships between teacher degree, major, and certification, and PK outcomes (Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21, 174–195; Early, D. M., Maxwell, K. L., Burchinal, M., Bender, R. H., Ebanks, C., Henry, G. T., et al. (2007). Teachers’ education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78, 558–580), raising questions about the impact of the degrees and certifications of PK teachers on children's learning. The researchers note that these findings do not support the conclusion that teacher education does not matter for children's learning. However, they do not provide specific directions for policymakers who decide on the minimum requirements for teacher qualifications in PK programs. This commentary raises issues for researchers and policymakers about whether PK is part of a K-12 educational continuum, how teachers are prepared to teach, how research is designed to inform policy, and the importance of developmental science in policy-relevant education research. As part of a future PK-16 education system, we propose that the BA be the entry requirement for PK as it is for K-12 teachers, followed by professional education combined with extensive classroom experiences. 相似文献