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1.
Robert B. Howsam 《Asia-Pacific Journal of Teacher Education》1976,4(3):232-243
Robert Howsam prefaced his paper with the story of The Velveteen Rabbit, a very ordinary, cheap rabbit who was loved by his owner for only an hour on Christmas morning, and spurned by the other toys‐‐those which were expensive, mechanical, very modern, or exquisitely detailed‐‐until he felt very insignificant and commonplace. His only friend was the Skin Horse. The oldest inhabitant of the nursery, he was battered, bald and showed his seams, but he was also wise and experienced.
"What is REAL?”, asked the Rabbit one day, when they were lying side by side near the Nursery fender, before Nana came to tidy the room. “Does it mean having that buzz inside you and a stick‐out handle?"
“Real isn't how you are made”, said the Skin Horse. “It's a thing that happens to you. When a child loves you for a long time, not just to play with, but REALLY loves you, then you become Real.”
Rabbit also learned that becoming Real sometimes hurt, and that it takes a long time. “That's why it doesn't often happen to people who break easily, or have sharp edges, or who have to be carefully kept.”
Eventually the Boy and the Rabbit became inseparable. One night, when Rabbit was left in the garden, an annoyed Nanny, having had to collect him, chided the Boy for making such a fuss over an old toy.
“You musn't say that’, said the Boy. “He isn't a toy. He's Real.”
And Rabbit was happy.
Real rabbits, who found him one day in the garden, laughed at hint when he said he was Real, but, in time, when he was old and shabby and about to be burned with all the other toys after a scarlet fever infection, the nursery Magic Fairy appeared. She was going to turn him into a Real rabbit.
“Wasn't I Real before?”, asked the little Rabbit.
“You were real to the Boy”, the Fairy said, “because he loved you. Now you shall be Real to everyone.”. 相似文献
2.
Everett Hunt C. T. Simon Robert Hannah Philip M. Hicks Mack Easton 《Quarterly Journal of Speech》2013,99(1):101-108
The Literacy Test for Immigrants: A Debate. University of Chicago, Chapter of Delta Sigma Rho, Chicago, 1916. Paper, pp. 62, $1.00. The Brief‐Maker's Notebook. By WARREN CHOATE SHAW. New York: Ginn & Co., 1916. Cloth, $1.00. The Elements of Public Speaking. BY HARRY GARFIELD HOUGH‐TON. New York: Ginn and Co., 1916. Cloth, $1.50. Thinking as a Science. By HENRY HAZLITT. New York: E. P. Button & Co., 1916. Cloth, pp. 251. $1.00. Universities Debaters’ Annual. Edited by EDWARD C. MABIE. White Plains, N. Y. The H. W. Wilson Company, 1916. Cloth, pp. 294. $1.80. American Merchant Marine. Edited by E. M. PHELPS. White Plains, New York: The H. W. Wilson Company, 1916. Cloth, pp. xxviii+2180 $1.00. Debaters’ Manual. Edited by E. M. PHELPS. White Plains, New York: The H. W. Wilson Company, 1916. Cloth, pp. x+181. $1.00. Lessons in Public Speaking and Oral Reading for Class and Private Drill. By JOHN R. PELSMA. Austin, Texas, 1916. Published by the author. Cloth, pp. 58. $0.40. Community Drama and Pageantry. By MARY PORTER BEEGLE and JACK RANDALL CRAWFORD. New Haven, Conn. Yale University Press, 1916. Cloth and boards, pp. 370. $2.50. 相似文献
3.
Claudia Nelson 《Children‘s Literature in Education》1990,21(1):17-22
Claudia Nelson is soon to be managaing editor ofCollege Literature. Her most recent article, Sex and the Single Boy: Ideals of Manliness and Sexuality in Victorian Literature for Boys, appeared in the Summer 1989 issue ofVictorian Studies. 相似文献
4.
Clara Kathleen Rogers 《Quarterly Journal of Speech》2013,99(3):313-315
Chief European Dramatists. Selected and edited by BRANDER MATTHEWS. Boston: Houghton Mifflin Company, 1916. Cloth, pp. 786. $2.75. A Handbook of American Speech. By CALVIN L. LEWIS, Chicago: Scott, Foresman, and Co., 1916. Cloth, pp. 246. $0.80. The Brief: With Selections for Briefing. By CARROLL LEWIS MAXCY. Boston: Houghton, Mifflin Company, 1916. Cloth, pp. 332. $1.25 The Essentials of Effective Gesture. By JOSEPH A. MOSHER, A.M., Ph.D. New York; Macmillan Co., 1916. Cloth, pp. VII+188. $1.00. Complete Guide to Public Speaking. Compiled and edited by GRENVILLE KLEISER. New York: Funk and Wagnalls Co., 1915. Cloth, pp. XV+639. AMERICA FIRST. By J. L. MCBRIEN. New York: American Book Company, 1916. Cloth, pp. 288. $0.65. “The Tonsil and Its Uses”; By RICHARD B. FAULKNER, M.D., Philadelphia: The Blanchard Company, 1916. Paper, pp. 29. $1.00. 相似文献
5.
《Journal of Vocational Education & Training》2012,64(21):112-125
Summary
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A.Drawbacks to attending evening classes
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(i) In the group of students investigated the main drawback to attending evening classes was item 3 (the rush to get to classes from work).
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(ii) The main difference among the students was in the importance attached to item 9 (domestic commitments), married students finding it as important as item 3.
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(iii) Choices made by students in different courses were fairly homogeneous, apart from the domestic courses. This seems to indicate that the factors making for wastage are not functions of the courses taken, so much as of age, sex, marital status, etc.
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B. Incentives to attending evening classes
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(i) The main incentive was item 1 (it will be useful in getting a better job).
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(ii) Items 2 (it will help in getting promotion in my present job) and 3 (it will be of general educational value) were ranked next in importance to item 1.
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(iii) Responses to the preferred items 1, 2, and 3 were relatively homogeneous when the data were arranged to isolate sex difference, marital status, and age.
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(iv) All courses except the domestic ones made similar choices in this question.
6.
《Journal of Vocational Education & Training》2012,64(10):63-67
‘We may assert that thought is possible without language, but that the educator would be well advised to assume that it is not.’ (From Thought and Language, P. B. Ballard.)
‘A man to be greatly good must imagine intensely and comprehensively; he must put himself in the place of another and of many others; the pains and pleasures of his species must become his own. The great instrument of moral good is the imagination.’ (From A Defence of Poetry, P. B. Shelley.)
‘A school's motto might well be: “To hell with thought! How do you feel?”’ (From Hearts not Heads in the School, A. S. Neill.)
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7.
《Journal of research on educational effectiveness》2013,6(4):635-661
ABSTRACTThe purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, & Clarke, 2011) as a digitally based technology tool to allow educators to intervene early and strategically with students struggling to learn mathematics. This study used a randomized controlled trial design to test the promise of the NS1 intervention. In total, 250 first-grade students were randomly assigned within classrooms to the treatment condition or a control condition. Results indicate significant effects favoring the treatment group on proximal measures of whole-number concepts and skills. Intervention effects were not statistically significant for distal outcome measures. Treatment effects were not moderated by special education or English learner status; however, the condition by initial skill level interaction approached significance. Additionally, there was no relationship between dosage variables and students' response to the intervention. Limitations and future directions for research are discussed. 相似文献
8.
Ever since the 19th century–when the Unitarian state came to be–Western countries have accepted the principle of (state) intervention in the interest of the child.1 This readiness to intervene has led to an ever expanding and increasing interventionism in the actual development of youth care.2With respect to any of these interventions, one can distinguish specific environmentally related effects.3Lower or unskilled working‐class children in particular tend to be highly “socially vulnerable’.4Findings like these raise questions as to the processes through which youth care has developed, as well as to the processes which contribute to the preservation of these specific environmentally related effects. 相似文献
9.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):161-172
Background: In a context of significant educational change and financial constraint, this paper explores ways to develop teacher learning. A recent review of teacher education (Teaching Scotland's Future: Report of a review of teacher education in Scotland, Donaldson 2011) coincided with two factors impacting on teaching and learning in Scotland. Firstly, the implementation of a new curriculum entitled ‘Curriculum for Excellence'. This new curriculum is underpinned by a philosophy of active learning, self-evaluation and reflection for all teachers and pupils. The second factor, impacting on teaching and learning, is the cuts being made in education because of financial constraints in the wake of the recession. These cuts include reductions in local authority support staff and opportunities for professional development. Sources of evidence: This paper explores effective models of professional development for teachers and draws on principles of learning in the twenty-first century and the premise that what is known about how people learn should be applied to pupil and teacher learning. It also draws on a range of policy documents published in Scotland 2001–11 that impact on curriculum innovation and teacher education. Main argument: The implementation of the new curriculum and the review of teacher education both focus on improving the quality of teaching and learning in Scottish schools and both offer opportunities for innovation for teachers and pupils. Both also require radical changes in ways of working for everyone. To implement the new curriculum, teachers have to change the ways they work requiring innovative models of continuing professional development to be designed not only to meet the demand for teacher learning but to make the best use of the limited funds. Conclusions: It is argued that the cuts in funding may act as a catalyst for pedagogical change in professional development with increased reliance on school-based professional development. Empirical evidence collected during a research study in Scotland, which analysed feedback about curriculum reform, is used to illustrate both the need for improved professional learning opportunities for teachers and the benefits of facilitated school-based professional development. 相似文献
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11.
Henry B. Robins Ph.D. 《Religious education (Chicago, Ill.)》2013,108(1):29-35
Human beings whose primal impressions come from a machine — it's the first time in history this has occurred ... a cloud settles over the country from coast to coast, a cloud of visual and aural symbols creating the new kind of thought‐environment in which Americans now live. 1 The ubiquitous box influences what we squirt, squeeze, smear. It has become the predominant inculcator of values. It has changed the long standing institutions of government, religion, and family. 2 相似文献
12.
Pauline B. Camp 《Quarterly Journal of Speech》2013,99(4):376-379
Parliamentary Procedure. BY ROLLO L. LYMAN AND FRANK W. DIGNAN, Chicago: LaSalle Extension University, 1917, Paper, pp, 30. $0.25. Argumentation and Debate. BY JAMES MILTON O'NEILL, Craven Laycock and Robert Leighton Scales. New York, MacMillan Co., 1917. Pp. 495 XVI. Cloth $1.50. The Fundamentals of Oral Expression. BY GLENN NEWTON MERRY, Iowa City, 1917, Published by the Author. Paper, pp. 90. $0.80. 相似文献
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14.
Scholars like J.H. Van den Berg and P. Ariès 2 — not professional historians by origin — introduced a dramatic innovation in historical approaches. Influenced by their pioneering research on children in the past, many modern psychologists, sociologists or historians don't consider childhood (or youth, old age, maternal love...) as a natural, universal, ageless and self‐evident “phenomenon “ anymore. For F. Musgrove, for example, the concept of youth as a separate age of man is fairly recent. This sociologist expresses his opinion in a radical way: “The adolescent as a distinct species is the creation of modern social attitudes and institutions. A creature neither child nor adult, he is a comparatively recent socio‐psycho/ogi‐cal invention, scarcely two centuries old. [...] The adolescent was invented at the same time as the steam engine. The principal architect of the latter was Watt in 1765, of the former Rousseau in 1762”. 3 Such statements are a simplification of historical reality. The view of A. Kriekemans is more balanced: depending on the cultural environment, the term “youth “ may cover a different period of life and may be more or less complicated, involving varying levels of conflict, having its own identity, its own way of living, its own status, and its own expectations. 4 Let us apply these. words to Roman antiquity and examine the place of youth in the human life span as well as the circumstances which made possible its existence as a separate entity. Before starting the exposition itself, it should be noted that we are dealing with upper‐class youth (we know a/most nothing about youth in the lower classes) and with the young man (girls mostly married between the ages of 12 and 15 and there was no real interval between childhood and adulthood). 相似文献
15.
《Journal of Higher Education Policy & Management》2012,34(2):405-418
The NSW Department of Technical & Further Education provided post‐secondary education to 393 361 students in 1989 11 covering a vast range of courses offered in 107 colleges and associated centres throughout NSW. From the commencement of the 1990 academic year, the management structure of TAFE has changed. This paper discusses the background to the establishment of the NSW Department of TAFE; the organisational structure pre‐Scott; and the organisational structure of TAFE post‐Scott. 相似文献
16.
Tania Ferfolja 《International Journal of Inclusive Education》2013,17(2):147-162
This paper explores how some schooling cultures in New South Wales (hereafter NSW), Australia, police and silence non‐heterosexuality through a number of institutional processes which enable homophobia and heterosexism to flourish, while normalizing and constituting heterosexuality as the dominant and only valid sexuality. The discussion shows that despite an apparent broader societal ‘tolerance’ for non‐heterosexuality, as well as legislation that condemns anti‐‘homosexual’ discrimination in education in NSW, homophobic prejudice — often in the form of silence, omission and assumption — prevails. It illustrates that schools need to be much more aware and proactive in addressing issues pertaining to this social justice issue to ensure a safe and equitable learning and teaching environment for all members of the school community.
There is not one but many silences, and they are an integral part of the strategies that underlie and permeate discourses. (Foucault, 1978, p. 27) Lying is done with words, and also with silence. (Rich, 1980/84, p.186) 相似文献
17.
Mark Chung Hearn 《Religious education (Chicago, Ill.)》2013,108(2):238-240
There were moments when the weirdest things made a new and deep sense beyond sense — when Confession did not mean cleaning up oneself (the blackboard erased again) but cleansing a whole world, the first glimpse of sky or grass as one came out of church. When communion was not cannibalism, but its reverse, body taken up in Spirit. Being inwardly shaken by unsummoned prayers, as by muffled explosions. Moments of purity remembered, when the world seemed fresh out of its maker's hands, trees washed by some rain sweeter than the world's own. All these things were shared, part of community life. Not a rare isolated joy like reading poems. These moments belonged to a “people,” not to oneself. It was a ghetto, undeniably. But not a bad ghetto to grow up in. 1 To be rooted is perhaps the most important and least recognized need of the human soul. It is one of the hardest to define. A human being has roots by virtue of his [sic] real, active, and natural participation in the life of a community, which preserves in living shape certain particular treasures of the past and certain particular expectations for the future. 2 相似文献
18.
《Africa Education Review》2013,10(1):140-158
Abstract Introductory Microeconomics as offered by the University of South Africa (Unisa) is a compulsory module for a Bachelor of Commerce, a Bachelor of Accountancy or a Bachelor of Administration degree. Success or failure in Introductory Microeconomics directly impacts on the number of years students take to complete their degrees, and eventually also on the throughput subsidy to Unisa. A number of exceptional institutional rules and regulations impact on the teaching of Introductory Microeconomics at Unisa, as an open and distance learning (ODL) institution. Unlike many residential institutions, Unisa does not require Mathematics at school level for registration for Introductory Microeconomics. This article reports on research done at Unisa to determine how student success in Introductory Microeconomics is influenced by variables such as race, home language, whether the students passed mathematics at matriculation level, matriculation exemption1, gender and the passing of assignments. Although this research confirms previous research that home language and age do impact on student success, it finds that the successful passing of assignments has the greatest impact on student success. 相似文献
19.
Ariko Kawabata 《Children‘s Literature in Education》2006,37(2):125-131
Mary Norton’s The Borrowers has a complicated narrative framework, through which the story of the small people, the Borrowers, is told. Once we find that the embedded story is carefully set at the turn of the nineteenth century, parallels with Burnett’s The Secret Garden are recognized, in which a lonely Anglo-Indian child experiences some mysterious happenings in an old English country house. Sharing the cultural ambiguity and the sense of loss, both the Garden’s Mary and The Borrowers’ Boy tell stories. Comparing the two works, I will explore the specific cultural meaning of the life of an Anglo-Indian child, and how it relates to the theme of The Borrowers.
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