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1.
Drawing on 60 qualitative interviews with Canada research chairs (CRCs), we explore their careers in context. We develop a
model to understand the intersection of individual and institutional factors that shape the everyday experiences of the CRCs.
The model shows the dialectical relationship between faculty identity, research, relations with colleagues and students, and
institutional practices and structures. We classify individuals’ experiences as “good,” “bad,” or “ugly.” The interviews show
that while a majority of CRCs have a positive experience, others have a negative experience that is prone to becoming ugly
when institutional practices and systemic factors impede the work of the CRC. We discuss the perceived problems with the CRC
program from the standpoint of Chairholders, and the implications of our findings for the CRC program and universities. As
well, we propose that additional research on the professoriate is needed to determine whether or not the model from our study
is generalizable beyond our sample. 相似文献
2.
Yukari Seko 《Learning Inquiry》2008,2(3):181-199
Internet-mediated joint suicides or “Net group suicides” (Net shinjū) has become a significant social problem in Japan since 2002. Despite a privileged view of suicide-related cyberspaces as
a murky underworld, there has been little study about how the participants of such spaces interact and perform their “suicidal”
identity. Viewing cyberspace as a unique discursive playground that sprouts a myriad of transgressive narratives, this paper
examines “Suicide Club” (Jisatsu Club) an online discussion forum that facilitated the largest “Net group suicide” in Japanese history. A thematic content analysis
of actual postings on “Suicide Club” reveals the double-edged nature of the forum. While some participants were determined
to seek suicide companions or what I metaphorically call “suicide machines,” others used the board as a social outlet to freely
disclose their pent-up struggles, attempting to collectively transgress social taboos of suicide.
相似文献
| Yukari SekoEmail: |
3.
Wanhai Liu 《Frontiers of Education in China》2008,3(1):149-161
Reflecting on nearly half a century’s research on “effective teaching”, this essay attempts to arouse a lot of suspicion,
including ambiguous definition of connotation, a false antithesis and the imbalance between teachers and students. Accordingly,
this study further reveals hidden thinking obstacles, such as over-reliance on technical rationality, wrong inference and
the separation of the dialectical relationship between teaching and learning. As a future research direction, the ideal teaching
should focus on virtue rather than efficiency, giving consideration to effectiveness and responsibility.
__________
Translated from Quanqiu Jiaoyu Zhanwang 全球教育展望 (Global Education), 2007, 36(7): 17–22 相似文献
4.
5.
Fengchun Cheng 《Frontiers of Education in China》2007,2(3):394-403
Neither of the “Three Industry” Theory nor the “General Agreement of Trading Service” (GATS) of the World Trade Organization
(WTO) can be the essential criteria to analyze the property of education. The property of education can be defined from consumers’
perspective. The direct consumers of education are students; but the ultimate consumers of education include parents, employers,
society and governments as well. From the perspective of consumers, education is both a service and a productive institution.
Translated from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2006, (2): 5–10 相似文献
6.
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
7.
Lydia Kokkola 《Children‘s Literature in Education》2011,42(1):56-69
Melvin Burgess has gained a reputation as an enfant terrible, whose writing tackles topics and presents attitudes which are controversial in literature for adolescents. Kimberley Reynolds
cites him as an author whose work demonstrates that “writing about sex, sexuality and relationships between the sexes [is]
one of the most radically changed areas in contemporary children’s literature.” Reynolds argues that novels depicting teenage
sexuality no longer focus on socialising teenagers into adult-approved behaviours. Yet changes in literature are never fully
“radical”; they always build on established traditions. This article examines the ways in which Burgess uses the motif of
animal transformation in Tiger Tiger and Lady: My Life as a Bitch to maintain the prevailing view of adolescent carnality as a deviant variation of “proper,” adult sexuality, whilst celebrating
early sexual experiences. 相似文献
8.
Peter Sloat Hoff 《Innovative Higher Education》2009,34(4):203-217
In a crisis-plagued world looking to higher education for knowledge, wisdom, and solutions, higher education itself is stumbling.
Its transformational thinking has frozen up like an overstressed computer program; and we need, in effect, to “push the reset
button.” In 1953, the renowned and controversial president of the University of Chicago, Robert M. Hutchins, authored a refreshing
and provocative work, The University of Utopia, containing ideas that still challenge today’s paradigms. He argued for institutional independence over “accountability,”
“outcomes,” and “stakeholders.” He indicted educational evils he called “industrialization,” “specialization,” “philosophical
diversity,” and “social and political conformity” and suggested ways to defeat them. Although his 56-year-old thoughts on
reconceptualizing the multiversity are not a panacea, they could help higher education make a fresh start. This essay reintroduces
the modern reader to Hutchins’s iconoclastic and stimulating ideas in the hope of restarting the stalled agenda for educational
reform. 相似文献
9.
Shivam Kumar 《Resonance》2007,12(9):25-39
Are there perfect squares which on division by 7 leave remainder 3? Are there perfect squares which on division by 3 leave
remainder 7? (A “remainder of 7” on division by 3 is the same as a remainder of 1.) The answers: ‘NO’ and ‘YES’, respectively.
These facts are stated by number theorists as follows: 3 is a quadratic non-residue modulo 7; 7 is a quadratic residue modulo 3. The notion of quadratic residue is far reaching, and the key theorem here is the Law of Quadratic Reciprocity, first stated
by Euler in 1783, but without proof, and first proved by Gauss, in 1796. The theorem is easy to state but is mysterious, as
it reveals a connection between two questions that appear unconnected. Let p, q be distinct odd primes; then the questions are: “Is p a quadratic residue modulo q?” and “Is q a quadratic residue modulo p?” Gauss had a high regard for this result and called it Theorema Aureum, the Golden Theorem. Though it has been proved in many different ways, it retains its mystery. In this two part article we
give three proofs of the theorem. The first one, described in this part, is based on group theory. 相似文献
10.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引：1，自引：0，他引：1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
11.
Joby Gardner 《The Urban Review》2009,41(2):174-197
This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”.
Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained
universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and
educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure
of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and
beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.
相似文献
| Joby GardnerEmail: |
12.
George R. La Noue 《Academic Questions》2005,18(2):49-56
Conclusion No one believes that Gratz/Grutter are the last word on the use of race in higher education, but there are no other cases in this area immediately on the horizon.
Instead we are in a period of “gathering good data,”31 “what evidence supports your conclusion,”32 “leave a paper against what criteria.”34 The outcome of the next round of litigation may well depend on how higher education has accomplished those tasks. The academic
world will be best served on this question, as on others, if persons with various ideological and methodological perspectives
take part. After all, the question is supposed to be about diversity.
He has been a researcher on race neutrality for the Department of Education's Office of Civil Rights. The opinions expreseed
here are his own and do not necessarily represent those of any other organization. 相似文献
13.
The aim of this article is to shed light on some aspects of professional responsibility by investigating students’ visions
of future work and notions of professional responsibility. The data is based on interviews with samples of freshmen in three
educational programmes at the University of Oslo in Norway. The data has been analysed in relation to two thesis claimed by
Steven Brint: “The rise of a utilitarian ethos” in higher education and the movement from “social trustee professionalism”
to “expert professionalism”. The findings show that the students in our sample do not think of higher education primarily
as a means to get credentials that will be useful in the labour marked. An intellectual interest in the discipline is the
most prevalent reason for the students’ educational choices. Furthermore our findings support an orientation towards “expert
professionalism” rather than “social trustee professionalism”. But, embedded in the perspective of an expert there is an emphasis on ethical knowledge, moral and/or societal responsibility
and the wish to do good for others. However, the students’ sense of responsibility seems to be restricted to certain “localism”
of their specific occupation. Based on the findings we argue that the students reveal a moral awareness that should be taken
seriously by the educational institution in order to foster critical rationality and professional commitments. 相似文献
14.
Dr Uri Zoller 《Research in Science Education》1996,26(3):317-326
Students at all ages hold a wide variety of scientifically faulty knowledge structures called “misconceptions”. As far as
misconceptions in chemistry are concerned, college science students are no exception. Systematic administration to freshman
biology majors of specially-designed mid-term and term higher-order cognitive skills (HOCS)-oriented examinations within the
courses “General and Inorganic Chemistry” and “Introduction to Modern Organic Chemistry” proved these examinations to be very
effective in revealing and distinguishing between students'misconceptions, misunderstandings, and“no conceptions”. Several of these have never been mentioned before in the relevant research literature. Accordingly, reflective teaching
strategies to overcome this “misconceptions problem” and affect meaningfully subsequent learning have been explored and implemented
within our longitudinal effort to develop students' HOCS. The study results combined with accumulated experience indicate
that properly designed HOCS-oriented examinations may be very effective for revealing, but notper se for overcoming, students' misconceptions. However, within HOCS-oriented chemistry teaching, the assessment of students by
such examinations is very useful particularly for providing data for remediation purposes via appropriate modification of
the teaching strategies. Eventually, this leads to gains in students' HOCS which is in line with the overall goal of the current
reform in science education. 相似文献
15.
Bruce T. Moran 《Science & Education》2006,15(2-4):173-187
Andreas Libavius’ (c. 1555–1616) three part collection of letters, the Rerum chymicarum epistolica forma ... liber (1595–1599) is a particularly important text in fashioning the subject of chemistry as a demonstrative science and as a didactic
discipline. Where Libavius’ Alchemia, which some have claimed to be the first textbook of chemistry, had mostly a humanist agenda, the Rerum chymicarum ... liber more directly sought to wrest the subject of “chemistry” away from Paracelsian adepts, and established the methodological
basis for a specific form of knowledge suitable to the university. Making use of Aristotle’s Posterior analytics Libavius created a “floor-plan” for chemistry that integrated practical experience with natural philosophy, and could thus,
he claimed, penetrate more deeply into the structure of nature than other academic disciplines. 相似文献
16.
We discuss Konstantinos Alexakos, Jayson Jones and Victor Rodriguez’s hermeneutic study of formation and function of kinship-like
relationships among inner city male students of color in a college physics classroom. From our Critical Complexity Science
framework we first discuss the reading erlebnisse of students laughing at and with each other as something that immediately captured our attention in being transformative
of the classroom. We continue by exploring their classroom and research experience as an emergent structure modifying their
collective as well as their individual experiences. As we analyze both the classroom and the research space as a complex system,
we reflect on the instructor/students interactions characterized by an asymmetrical “power” relationship. From our analysis
we propose to consider the zone of proximal development as the constantly emerging and transforming person experience (erlebnisse and
erfahrung). 相似文献
17.
This study explores the extent to which the term “sex hormone” is used in science textbooks, and whether the use of the term
“sex hormone” is associated with pre-empirical concepts of sex dualism, in particular the misconceptions that these so-called
“sex hormones” are sex specific and restricted to sex-related physiological functioning. We found that: (1) all the texts
employed the term “sex hormone”; (2) in all texts estrogen is characterized as restricted to females and testosterone is characterized
as restricted to males; and (3) in all texts testosterone and estrogen are discussed as exclusively involved in sex-related
physiological roles. We conclude that (1) contemporary science textbooks preserve sex-dualistic models of steroid hormones
(one sex, one “sex hormone”) that were rejected by medical science in the early 20th century and (2) use of the term “sex
hormone” is associated with misconceptions regarding the presence and functions of steroid hormones in male and female bodies.
相似文献
| Ross H. NehmEmail: |
18.
The acceptance of new chemical ideas, before the Chemical Revolution of Lavoisier, in Greek-speaking communities in the 17th
and 18th centuries did not create a discourse of chemical philosophy, as it did in Europe, but rather a “philosophy” of chemistry
as it was formed through the evolution of didactic traditions of Chemistry. This “philosophical” chemistry was not based on
the existence of any academic institutions, it was focused on the ontology of principles and forces governing the analysis/synthesis
of matter and formulated two didactic traditions. The one, named “the system of chymists”, close to the Boylean/Cartesian
tradition, accepted, contrary to Aristotelianism, the five “chymical” principles and also the analytical ideal, but the “chymical”
principles were not under a conceptual and experimental investigation, as they were in Europe. Also, a crucial issue for this
tradition remained the “mechanical” principles which were under the influence of the metaphysical nature of the Aristotelian
principles. The other, close to the Boylean/Newtonian tradition, was the integrated presentation of the Newtonian “dream”,
which maintained a discursive attitude with reference to the “chemical attractions”–“chemical affinities” and actualised the
mathematical atomism of Boscovich, according to which the elementary texture of matter could be causally explained within
this complex architecture of mathematical “punkta”. In this tradition also coexisted, in a discursive synthesis, the “chemical element” of Lavoisier and the arguments of the
new theory and its opposition to the phlogiston theory, but the “chemical affinities” were under the realm of the “physical
element” as “metaphysical point”. 相似文献
19.
Filippo Camerota 《Science & Education》2006,15(2-4):323-334
This article explores the transmission of practical knowledge in the XV and XVI centuries. According to cosmographer Egnatio
Danti, optics and other mathematical sciences had “been banished” from the main philosophical schools of his period, and “the
little which remains to us is limited to some practical aspects learned from the mechanical artificers”. The “mechanical artificers”
were architects, painters and surveyors whose mathematical training constitutes the subject dealt with in this article. The
context of Danti’s remark was the letter to the “Accademici del Disegno” of Perugia which introduce his Italian translation
of Euclid’s Optics. After the great Medieval season of optical studies, in effect, this science progressed mainly through its practical applications,
especially through “that part of perspective which pertains to painting” (Piero della Francesca), and through the spread of
methods and instruments for measuring by sight. 相似文献
20.
Michael Lockwood 《Children‘s Literature in Education》2009,40(4):296-305
This article looks at how Ted Hughes’ poetry for children developed over more than 30 years of publication. It traces the
movement from his earlier, more conventional rhyming poems, such as Meet My Folks! (1961) and Nessie the Mannerless Monster (1964), to the mature, free verse “animal poems” for older readers of Season Songs (1976c), Under the North Star (1981) and the “farmyard fable” What is the Truth? (1984). The article argues that the later lyrical poems for younger readers where Hughes returned to rhyme, The Cat and the Cuckoo (1987) and The Mermaid’s Purse (1993), represent an undervalued final phase of Hughes’ work for children which is rarely discussed by critics. The discussion
considers Hughes’ changing attitude to the concept of the “children’s poet” at different periods of his career. Reference
is made throughout to Hughes’ own writing about children and poetry, such as Poetry in the Making (1967), and to parallel developments in his poetry for adults. 相似文献