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1.
Schools in England have been required to adopt and adapt an ongoing series of policy initiatives: some however are offered
on an ‘opt-in’ basis. This paper examines one such ‘offer,’ that of Creative Partnerships, a programme which provides schools
in designated deprived areas the opportunity to work with creative practitioners in order to change both classroom practice
and whole schools. We report here on the snapshot phase of a national study, using a corpus of multi-method qualitative data
from 40 schools. We suggest that headteachers saw different opportunities in the CP offer but what actually happened in the
school related to three interwoven strands: the situatedness of the school, the headteacher’s stance towards change, and the
architecture of change management. Our analysis, which highlights the ways in which many of the schools were unable to ‘spread
and embed’ the pedagogical changes supported through CP, suggests that the majority of heads could benefit from involvement
in explicit discussion about ‘unofficial’—and more democratic—approaches to leading and managing change. 相似文献
2.
Towards a research training curriculum: What, Why, How, Who? 总被引：3，自引：0，他引：3
Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by which new ‘content’ and ‘process’ knowledge — and thus a new set of pedagogical tasks and relationships — are being configured in the field of higher degree research. The outcomes of research training have traditionally been products of a one-on-one supervisory relationship, that is, academic apprentice-to-disciplinary mentor. This is especially the case in the fields of arts/humanities. Any ‘curriculum’ necessary to such a model has been both implicit and at the discretion of the disciplinary ‘master’. 相似文献
3.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning
process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the
fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity
the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique
des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3),
2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive
route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement
in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis
of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students
in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types
of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify
his activity. The paper also places this study in the context of previous contributions made by others in the same field. 相似文献
4.
Anu Venugopalan 《Resonance》2007,12(4):52-68
In the 5th century BC, the philosopher and logician Zeno of Elea posed several paradoxes which remained unresolved for over
two thousand five hundred years. In recent times, the Zeno effect made an intriguing appearance in a rather unlikely place
— a situation involving the time evolution of a quantum system which is subject to ‘observations’ over a period of time. In
1977, B Misra and E C G Sudarshan published a paper on the quantum Zeno effect, called “The Zeno’s paradox in quantum theory”.
Their fascinating result revealed the bizarre workings of the quantum world. In the following article, the quantum Zeno effect
is described and a brief outline of some of the work following Misra and Sudarshan’s paper is given.
Anu Venugopalan is on the faculty of the Centre for Philosophy and Foundations of Science, New Delhi, on leave from GGS Indraprastha
University, Kashmere Gate, Delhi. Her primary research interests are in the areas of Foundations of Quantum mechanics, Quantum
Optics and Quantum Information. 相似文献
5.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
6.
Daniel F. Styer 《Resonance》2011,16(9):849-853
In 1965, Richard Feynman and his former graduate student Albert Hibbs published a textbook on Quantum Mechanics and Path Integrals. This text — based on Feynman’s teaching of graduate-level quantum mechanics courses at CalTech — is full of remarkable insight
and excruciating errors. The errors have been corrected through an emended edition. This article investigates the source of
those errors. 相似文献
7.
When the “Burden of Acting White” is Not a Burden: School Success and African American Male Students
David W. Stinson 《The Urban Review》2011,43(1):43-65
In this article, the author reports the “voices” of four academically successful African American men, in their early 20s,
as they explicitly respond, in retrospect, to questions regarding the applicability of the burden of acting White theory to their schooling experiences—responses made after reading research articles written by Signithia Fordham and John Ogbu.
In general, the responses from the four men illustrate that they successfully negotiated the burden of acting White, even
as they revealed instances in which the theory might have been applied to their schooling experiences. The author argues that
the various interpretations and uses of Fordham’s and Ogbu’s (single- and co-authored) theories—and, in part, the theories
themselves—failed to escape the lure of oversimplification. In that, the (mis?)interpretations and (mis?)uses often oversimplified
the theories, and, in turn, the schooling experiences of Black students (and historically marginalized students in general). 相似文献
8.
Johanna Wyn 《The Australian Educational Researcher》2007,34(3):35-52
This article argues that education has a role in promoting young people’s wellbeing. It draws on research on young people’s
lives to highlight the changing world for which educators prepare young people. While older educational agendas such as literacies
and numeracy remain significant, it is argued that education is increasingly important for its role in assisting young people
to develop the capacities and skills that will enable them to live well and that will enhance social cohesion. Although these
more recent social agendas are often acknowledged in significant policy documents, their enactment in schools is compromised
by economistic policy imperatives that see young people primarily in terms of their capacities to attain labour market skills
that will ensure Australia’s international competitiveness. I make a link between the work that young people do to make themselves,
and wellbeing, highlighting the role that education plays in shaping identities — and in enabling them to ‘become somebody
well’. The article concludes that health and wellbeing are marginalised in school curricula not because of a ‘crowded curriculum’
but because not all elements are given equal value within our current policy frameworks. 相似文献
9.
Laura Black Julian Williams Paul Hernandez-Martinez Pauline Davis Maria Pampaka Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers)
relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding
of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence
of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus,
her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops
a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for
study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding
of leading activity and leading identity offers new insights into students’ identity development. 相似文献
10.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献
11.
T. Padmanabhan 《Resonance》2008,13(4):312-318
The gravitational field of a massive, spherical, body like the Sun is described in general relativity by a solution to Einstein’s
equations called the Schwarzschild soution. Here is an elementary persepective on this solution, which — though far from a
rigourous derivation — raises intriguing questions.
T Padmanabhan works at IUCAA, Pune and is interested in all areas of theoretical physics, especially those which have something
to do with gravity.
This is based on an article originally published by the author in Physics Education, Vol. 23, No.1, p.47, 2006. 相似文献
12.
Koen Luwel Joke Torbeyns Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2003,18(4):425-447
In the research literature several positions concerning the role played by metacognition in adaptive strategy choice can be
distinguished. While many authors adhere so-called metacognitive models of strategy choice and strategy change, others have
questioned the extent to which metacognitive factors are associated with strategy choice and task performance and have proposed
alternative theoretical frameworks wherein strategy choices are described in terms of associative models. In the present article
we report data coming from a larger research project on the development of children’s numerosity judgement strategies and
skills. The experimental task involved judging numerosities of colored blocks presented in a rectangular grid. Participants
were 59 second grade and 50 sixth grade children, whose strategic performance data — obtained by means of a systematic analysis
of their response-time patterns — were compared with interview data collected at the end of the experiment. The major result
of this comparison is that not only the children from the oldest age group, but also the children from the youngest age group
showed clear evidence of metacognitive awareness and understanding of different aspects of their strategic performance. 相似文献
13.
In the last three decades there have been a variety of studies of what is often referred to as ‘everyday’ or ‘street’ mathematics.
These studies have documented a rich variety of arithmetic practices involved in activities such as tailoring, carpet laying,
dieting, or grocery shopping. More importantly, these studies have helped to rectify outmoded models of rationality, cognition,
and (school) instruction. Despite these important achievements, doubts can be raised about the ways in which theoretical conclusions
have been drawn from empirical materials. Furthermore, while these studies rightly criticised prevalent theories of rationality
and cognition as too simplistic to account for everyday activities, it seems that some of the proposed alternatives suffer
from similar flaws (i.e., are straightforward inversions of the to-be-opposed theories, rather than more nuanced views on
complicated issues). In this article we illustrate our sceptical view by discussing four case studies in Jean Lave’s pioneering
and influential ‘Cognition in Practice’ (1988). By looking at the case studies in detail, we investigate how Lave’s conclusions
relate to the empirical materials and offer alternative characterisations. In particular, we question whether the empirical
studies demonstrate the existence of two different kinds of mathematics (‘everyday’ and ‘school,’ or ‘formal’ and ‘informal’) and whether school instruction tries to replace the
former with the latter.
相似文献
| Christian GreiffenhagenEmail: |
14.
研究型大学在国家自主技术创新中的作用 总被引：1，自引：0，他引：1
The world is increasingly merged into a global market economy, and the government’s intervention power in economy has rapidly
given way to that of science and technology. For the world’s major economic powers, indigenous technological innovation has
become a national strategy for enhancing competitiveness. Investment in scientific and technological innovation has become
the most important form of strategic investment and strategic technological industry has become a forward-looking deployment
and key priority in innovative national building. Research universities may have critical strength in and important social
contribution to indigenous technological innovation. An innovative government may achieve this by making use of the research
university’s mechanism and characteristics of technology transfer, clarifying the university—industry relationship and providing
relevant policy incentives. The article concludes with an analysis of the advantages, problems and making strategies of Chinese
research universities in indigenous technological innovation.
__________
Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2008, 28(2): 7–15 相似文献
15.
Susanne A. Denham Hideko H. Bassett Katherine Zinsser 《Early Childhood Education Journal》2012,40(3):137-143
Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge
of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand
the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers
of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared
to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based
on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher
roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early
childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research. 相似文献
16.
Hamish Coates 《Higher Education》2010,60(1):1-17
Student learning and development are the core business of the academy, yet until recently Australian and New Zealand universities
lacked data on students’ engagement in effective educational practices. This paper reports the foundations and development
of the Australasian Survey of Student Engagement (AUSSE)—the largest educationally focused cross-institutional collection
from current students in Australasia. Results from the 2008 AUSSE are analyzed to elucidate the focus and significance of
the collection. A review is undertaken of the AUSSE’s approach to stimulating each institution’s continuous improvement. The
analysis is expanded, by way of conclusion, to consider the role of the collection as a general agent for encouraging the
expansion of evidence-based quality management in higher education. 相似文献
17.
Pam Watson 《Higher Education》2009,58(3):419-438
The supra-national level has become increasingly important in educational policy formulation. This paper describes and compares
two settings in which growth in these supra-national policies is evident—in Europe and in Africa. Key themes arising in policy
documents in each context are examined. A distinction is drawn in analysis between themes classified as ‘global means’, such
as qualification frameworks and quality assurance mechanisms, which are becoming international norms and which show close
similarity across contexts, and regional goals or ‘themes’ in supra-national policy. The paper argues that although there
are apparent similarities between the policy goals espoused in ‘regional themes’, context plays an important part in understanding
the meanings of these policy goals. In closer analysis, there are differences both in the underlying problems which the policy
goals are intended to address, and in the prioritisation given to these goals. This finding is examined in the light of debates
regarding policy convergence, specifically drawing on Vaira’s (2004) framework for institutional analysis. 相似文献
18.
Leanne Dalley-Trim 《The Australian Educational Researcher》2012,39(2):193-205
This paper investigates the ways in which young women come to view gender as being an influence upon their future lives—their
aspirations and expectations for the future. In doing so, it draws upon 327 surveys completed by year 12 female students,
typically 17 years of age, in a range of schools across the State of Queensland, Australia. The paper details key features
of the young women’s survey responses—the dominant storylines evident in the data—as a means of illustrating how they have
come to dismiss gender as an influence. Further, the paper illuminates the power and pervasiveness of neoliberal discourse
in ‘New Times’, the ways in which the young women surveyed embrace neoliberalism and its imperative of individualisation and
do so in ways that locate gender as irrelevant in their imagining and enacting of their life biographies. Finally, the paper
explores the implications of such research findings for these—and other—young women. 相似文献
19.
20.
Antti Savinainen Jouni Viiri 《International Journal of Science and Mathematics Education》2008,6(4):719-740
The Force Concept Inventory (FCI) is a multiple choice test designed to monitor students’ understanding of the conceptual
domain of force and related kinematics (Hestenes et al. Physics Teacher 30:141–158 1992; Halloun et al., 1995, Online at http://modeling.asu.edu/R&E/Research.html). It has gained wide popularity
among both researchers and physics instructors in the United States and elsewhere. The FCI has also been criticized, and its
validity as a measure of the coherence of a student’s understanding of the force concept has been questioned. In this paper
we provide a characterization of students’ conceptual coherence and a way to evaluate it using the FCI. We divide students’
conceptual coherence into three aspects: representational coherence (the ability to use multiple representations and move
between them), contextual coherence (the ability to apply a concept across a variety of contexts), and conceptual framework
coherence (the ability to fit related concepts together, i.e. to integrate and differentiate between them). Postinstruction
FCI results and interview data from two Finnish high school groups (n=49 total) are discussed; the data provide evidence that the FCI can be used to evaluate students’ conceptual coherence—especially
contextual coherence—of the force concept. 相似文献