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刘世一 《初中生世界(初三物理版)》2003,(29)
凿壁偷光我国西汉的时候,有一个叫匡衡的人。他从小爱读书,但因家里穷,上不起学,也买不起书。当时书很少,只有那些富贵人家才有一些。一天,匡衡听说附近村上有个大财主家藏书很多,他就跑去请求给财主家当短工,并 相似文献
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Alejandro J. Gallard Martinez 《Cultural Studies of Science Education》2009,4(3):733-738
Teaching is a very complex endeavor. Embedded within this complex environment are issues of power, culture, ethnicity, and race. When teachers and students come together, in the classroom, some of these issues become visible and others remain invisible. Attempting to make influences on teaching and learning visible is one of the steps toward developing a practice framed by conscientização. Ms. Cook, the teacher of this story, is empowering herself and her students; through critical reflection that serves to deneutralize educational acts by recognizing they are embedded in issues of culture, ethnicity, politics, power, and, race. Classroom based research must be more inclusive and indeed cognizant of the mediating macrostructures that teachers deal with everyday. For example, Goldberg and Muir Welsh describe some of the students as being Latinos. In doing so, they adopts a third person as opposed to a first person view of these students. A first person view can acknowledge a dialectical relationship between race and ethnicity. 相似文献
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Razvan Sibii 《Teaching in Higher Education》2013,18(5):531-542
Situated within the critical pedagogic scholarship that deals with the issue of ‘teacher immediacy’, this study proposes an understanding of the practice of pedagogy through the metaphor of ‘companionship’. A friendly individual but not a friend, the instructor is seen here as someone who can connect to college-age students without any visible effort and someone who makes explicit use of the power dynamics in a classroom to foster academic excellence. The companion model is first compared to other pedagogical models that are conceptualized through metaphors (e.g. in loco parentis, ‘teacher-as-entertainer’) and is then evaluated in terms of its potential weaknesses. 相似文献
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Although well-renowned universities attempt to differentiate themselves from other universities, little research has been undertaken on the principal themes involved in the concept of the world-class university (WCU) as presented in speeches by members of WCUs. These discourses are a key tool in universities’ attempt to shape the competitive framework of higher education through legitimacy. We study the presidents’ discourses from 100 leading universities to identify the themes and emergent discourse of these universities’ communities. Applying topic modeling methodology to the speeches’ corpus, we find seven communities (Worldwide-the four regions, American-from different states, Flagship, Education concerned, Some Chinese universities, Central European universities and Challengers) and four main themes arising from WCUs’ discourses (Research universities within international rankings, Stakeholders and leadership, Mission and values, and Education). Our preliminary findings suggest that leading universities are working to adopt the WCU label based on their salient characteristics. 相似文献
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Melissa B. Schieble 《Changing English: An International Journal of English Teaching》2010,17(4):375-384
In this article, the author challenges English teachers of literature to examine applications of reader response theory in teaching reading which posit that readers approach a text from two stances: ‘aesthetic’ (emotional) or ‘efferent’ (literal). The essay presents a case study of pre‐service English teachers and adolescents’ web‐based discussions about a work of young adult fiction based on a transgendered character. The study highlights how the pre‐service teachers’ framing of questions about the book provoked the adolescents to adopt an aesthetic stance with the text that effectively ‘othered’ transgenderism, leaving potential opportunities for critical reflection and analysis of gender and sexuality unexamined. 相似文献
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《辽宁师范大学学报(社会科学版)》2012,35(4)
网络党建从无到有,虽然取得了一定成果,但与商业运作的网站相比,仍然存在着一些与时代发展、社会需求和党建工作目标不相符合的问题。本文从深刻理解网络党建的本质内涵出发,着重分析了当前网络党建定位偏低、建设水平不高,网络党建资源缺乏整合;党建网站吸引力小、点击率低、缺乏网络社会生活质感及网络党建工作者忌讳网络的负面影响而主动放弃网络阵地等不足及其成因,试图从架构大网络党建系统,整合资源,培养政治素质高和技术精干的工作队伍;打造互动型党建网站,加强党员群众的横向沟通,赋予网络党建以网络社会生活质感;创新党员活动方式等方面入手,有针对性地解决目前网络党建中存在的问题,从而促进网络党建持续快速健康发展。 相似文献
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From individual longitudinal data for a full cohort of first-entering students who embarked on short programs in Spain and
were observed over a 7-year period ending in 2003, we analyze the probability that an individual will drop out, transfer,
or graduate from a university school program. The statistical analysis is carried out in a competing-risks framework. We find
that the system’s internal efficiency is low, with dropout and completion rates averaging 50 and 36%, respectively. However,
we find considerable variability in the probabilities of withdrawal, transfer, and graduation among students. In this regard,
our results show that preenrollment academic ability, age at enrollment, family characteristics, and secondary educational
experience are major influences on student progress. 相似文献
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Jennifer Hennessy Patricia Mannix McNamara 《Asia-Pacific Journal of Teacher Education》2012,40(4):379-394
Pupils have a significant contribution to make in the construction of knowledge about teaching and learning in schools. Therefore, consultation with pupils should play a significant role in the pursuit of pedagogical advancement. This study explores pupils' conceptions of effective poetry teachers at Leaving Certificate level in Ireland. Taking a phenomenographic approach, this study draws on interviews conducted with 23 senior cycle pupils. Set against a transcontextual backdrop of pupil apathy and disengagement in the poetry classroom, this study identifies five significant categories of learning for pre-service teachers aiming to optimise student engagement within the poetry classroom. The imperative for action, specifically at pre-service level, is outlined and recommendations in the pursuit of pedagogical advancement in the poetry classroom are proposed. 相似文献
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Jess Harris 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):323-334
Global contexts of accountability have placed unprecedented pressure on school leaders to improve the performance of their schools. Despite recognition that leaders’ influence is mediated by school culture, few studies offer systematic examinations of culture-in-action in schools. The concept of culture remains nebulous and is frequently glossed over as being ‘messy’ in studies of school change. This paper uses tools from membership categorisation analysis to demonstrate how culture is produced at a micro-level in and through the actions of leaders in one school. My analysis shows a disjuncture between the purported values and policies of the school and the ways that school leaders through their talk construct and implement school practices, and thus the culture-in-action at their school. I argue that implementing effective change is impossible without understanding and disrupting the micro-level production and reproduction of culture in schools. 相似文献
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The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency, often achieved through the use of reflection for the integration of academic and professional knowledge. This paper explores doctoral students’ perspectives on the nature and value of reflective statements in terms of a product of learning and a process of reflection. The analysis of EdD students’ responses from one university in the UK reveals a connection between the process of reflection and the development of professional knowledge and contribution to practice—major goals of professional doctorate programmes. This small‐scale study has highlighted implications for the role of reflection in EdD programmes for the development of critical, professional agency. At the metacognitive level of the EdD student clarity is lacking regarding the process of reflection—the nature, scope, object, purpose, value and development—which raises the very important question of ‘what counts as adequate reflection and on what grounds’. This study has identified the need to build capacity, first, in the reflective practice of EdD students and second, in the pedagogic demands of the tutors and supervisors and, third, the assessment demands required of examiners. 相似文献
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Teguh Wijaya Mulya 《International Journal for Academic Development》2019,24(1):86-90
Student–faculty partnership has been researched by contemporary academic developers, particularly its outcomes and challenges. However, theoretical discussions linking it with larger social–educational–political discourses are still lacking. This reflection aims to help fill the gap by analysing how student–faculty partnership might contest the neoliberalisation of higher education. It argues that, by positioning partnership as the basis for learning, student–faculty partnership provides an alternative discourse to contest the marketisation and corporatisation of higher education, the (re)production of learners as competitive and self-interested, and the standardisation and mechanisation of learning. 相似文献
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《Journal of Further & Higher Education》2012,36(2):151-160
This article explores, through an analysis of key policy documents, the construction of the political concepts of social exclusion and inclusion through further education (FE). During the first decade of the New Labour government the concepts of social exclusion and inclusion have undergone a process of active construction. In between The Learning Age and Raising Expectations, different political concerns come to the fore. Whereas in 1998 social exclusion encompassed the broad category of ‘disadvantaged people’ and reducing social exclusion was linked firmly to promoting employability, by 2007 interest with the socially excluded was more specifically focused upon ‘16–17 year olds not in education, employment or training’, and FE was to promote social inclusion, in part, through challenging anti‐social behaviour. Three main models of constructing inclusion emerge: instrumental, social and psychological. This article examines the impact of the instrumental model and argues that focusing FE upon the needs of the economy provides a narrow concept of inclusion and a degraded view of education. 相似文献
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Official involvement of parents in school education has been very limited until recently within the highly centralized educational administration and school management system in Korea. But, the educational reform in 1995 has brought fundamental changes in educational administration and school management system of Korea. The main approach of the reform is decentralization, which tries to turn over the power of the central government in educational administration and school management to the hands of regional education offices and site schools. According to the reform, the school council was introduced to enforce autonomous and responsible school-based management through broad participation of various stakeholders of education. In this article, I examined the background, roles, and characteristics of the school council, focusing on the new pattern of parent–school participation formation. And based on the findings, I discussed the issues of parents participation and future prospects of the school council and suggested policy implications for better implementation of parent–school partnership through the school council. 相似文献
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Lisa Monroe 《Journal of Early Childhood Teacher Education》2018,39(1):1-15
While the early childhood student population has become increasingly diverse in the U.S., its teaching force remains primarily European American. The diverse student population demands that early childhood educators possess intercultural sensitivity in order to teach their culturally diverse learners effectively. This study examined the implementation of the ABCs of Cultural Understanding (the ABCs), a multicomponent instructional activity to promote intercultural sensitivity, in a preservice early childhood education course. Twenty-two early childhood preservice teachers participated in the study. The findings suggest the ABCs helped the participants develop intercultural sensitivity and strengthened their awareness and appreciation of other cultures. Despite the positive impact, the findings show most participants were in the early stages of intercultural sensitivity development. It is recommended that consistent exposure to and experiences with assignments like the ABCs are necessary to further promote intercultural sensitivity among preservice teachers. 相似文献
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Tom Inkelaar 《Open Learning》2013,28(2):152-163
Graduation rates in distance higher education are low compared with full-time higher education – often less than 20% compared with full-time UK rates of around 80% – the ‘distance education deficit’. In the University of London International Programmes, the difference between the face-to-face graduation rate of 61.5% and the distance version at 15.7% is particularly marked. A previous paper in Open Learning reported evidence that ‘proactive motivational support’ to distance students had some effect on their success rates. This paper reports an attempt in the International Programmes to use proactive motivational support in the form of ‘motivational emails’ which found an increase in retention of 2.3%. Although this increase was small, it had a positive financial return on investment to the institution. The paper suggests that motivational emails could be made more effective through the use of interactivity, nudging and priming. However, it also argues that distance student retention will always depend less on technology and more on personal human support. 相似文献
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This paper makes studies on God’s love as a theme through the whole Old Testament. First the paper points out the impact of modern science and technology on people’s thoughts and opinions about religions, while laying emphasis on the concept"God’s love"and then the paper tracks the deep and great love through Old Testament, trying to demonstrate it in all directions. 相似文献