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1.
This article contends that over a long period of time there was growing support for a student loan scheme. In the event, the Thatcher Government adopted proposals which failed to consolidate that emerging consensus. What was it about the Government's legislation that achieved this political own goal? How can such politically maladroit behaviour be explained? What elements should the legislation have contained if the consensus were to be firmed up and enhanced? These are the key questions which we attempt to answer in this article.  相似文献   

2.
One of the first tasks of the Social Work Distance Education Network at the Faculty of Social Work at the University of Calgary was to review the literature and address three research questions to inform policy making and planning relating to distance social work education programming. This paper is intended to disseminate responses to these questions from a small group of dedicated and experienced distance educators who have adopted the moniker Elluminati. (The Elluminati adapted their name from a popular online audio-conferencing program.) These questions include: (1) What is the optimal class size for a distance delivery offering? (2) What supports does an online course require for development and effective delivery? (3) What types of courses are suitable/unsuitable for online learning?  相似文献   

3.
We reflect here on research into the process of giving and receiving lesson‐observational feedback for student teachers. Key questions and areas are:
  • ? How effective is post‐lesson observation feedback in developing student teachers’ understanding of their own teaching?
  • ? Are there any issues to do with English subject knowledge?
  • ? What of the language issues involved?
  • ? What is the relationship between formative and evaluative aspects of such feedback?
  • ? How involved are the student teachers themselves, and what are their thoughts and feelings?
  相似文献   

4.
Background: Teenagers need information about their changing bodies. Many young people do not receive adequate or accurate puberty/sexuality education from their parents or school, so many teenagers are going online to have their sexuality questions answered.

Purpose: This research examines teenagers’ web questions on sexuality, and an example of the puberty and sexuality education content that some may learn in school. It looks for evidence of heteronormative conceptualisations of gender and sexuality, using a theoretical framework based on the Four Discourses of Sexuality Education.

Sample: This includes the web questions (n = 200) of an evenly gendered sample of 13–15‐year-old students (n = 180) from four English-speaking nations, namely UK, USA, Canada and Australia, selected from a reputable puberty/sexuality education site, and, for comparison, an example of an age-representative public school Health and Physical Education (HPE) puberty/sexuality education curriculum.

Method: A gendered and narrative-thematic Content Analysis was undertaken, using the Four Discourses theoretical framework, on the students’ sexuality web questions, and also on the school HPE curriculum.

Results: The discourse of Victimisation was evident in nearly half of all students’ web questions, and over a third of the HPE curriculum. The discourse of Individual Morality was present in a quarter of both students’ questions and the curriculum, while the discourse of Desire was evidenced in a fifth of students’ questions and almost a third of curriculum content. Somewhat surprisingly, the discourse of Violence was present in 9% of exclusively female students’ web questions, and in 12% of the curriculum.

Conclusion: It is recommended that the sampled HPE curriculum, and similar curricula in these sampled students’ countries, need explicitly to address gender differences in students’ metacognition and conceptualisations of puberty and sexuality. This may enable students to embrace their entitlement to sexual subjectivity, in education and across the lifespan, thus helping to ensure students’ healthy, positive and purposeful life outcomes.  相似文献   

5.
It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. This study aimed at investigating the relationship between critical thinking skills and in‐class questioning behaviours of English Language Teaching (ELT) students at the Faculty of Education at Mugla University. The authors attempted to find out answers to the following questions: ‘What kinds of questions do students in lower and higher critical thinking groups ask?’ and ‘Is there a difference between the questions of students with higher and lower critical thinking scores?’ Three data collection instruments were used: Ennis‐Weir Critical Thinking Essay Test; a reading passage; and a structured interview. The findings obtained suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly. Moreover, these students ask questions to find alternatives, to think the reverse and to head for new ideas. The students in the higher score group experienced thinking processes more intensively than the lower score group.  相似文献   

6.
What happens when London secondary school students read literary texts in the classroom? Is the model of literacy, and of development in literacy, that is offered in official policy documents adequate to encompass the ways in which students read? If not, what gets left out of such policy‐derived accounts? And what part is played in such readings by students' knowledge of other texts, and of the world beyond the classroom? This paper seeks to address these questions through a series of snapshots of reading within different classrooms across London.  相似文献   

7.
In the context of an educational or clinical intervention, we often ask questions such as “How does this intervention influence the task behavior of autistic children?” or “How does working memory influence inhibition of immediate responses?” What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as influence, and to discuss the issue of education and intervention as something that takes place in the form of complex, real‐time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles—process laws—are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014.  相似文献   

8.
Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application‐oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple‐choice (S‐MC) and 20 clinically‐applied multiple‐choice (CA‐MC) items. The CA‐MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA‐MC questions significantly better than the control group (75% and 65%, respectively; P < 0.05, Mann‐Whitney U test). The groups exhibited no differences on the S‐MC questions (85% and 82.5%, respectively; P > 0.05). The CA‐MC questions had a slightly higher level of difficulty than the S‐MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S‐MC median Pearson correlations: 0.321; CA‐MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA‐MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46–52. © 2016 American Association of Anatomists.  相似文献   

9.
The Implications of the 'New Literacy Studies' for Literacy Education   总被引：1，自引：0，他引：1  
This paper deals with the following questions:
  • 1 The ‘problem’: what is the ‘Literacy Debate’ and why do such apparently arcane accounts of language and literacy have such a high profile in popular media?
  • 2 What are the New Literacy Studies (NLS) and what are the new understandings of language and of literacy on which NLS are based?
  • 3 . What are the implications for literacy education?
  相似文献   

10.
This paper is largely concerned with exploring the meaning of sustainable development from two perspectives, the economic and the ethical. The economic perspective raises questions such as: what kind of development is to be sustained? Is it economic growth? Quality of life? Ecosystem integrity? The ethical perspective considers questions such as: what should be the criteria for ‘progress'? What is our moral obligation to future generations? The paper argues that education for sustainability programmes ought to acknowledge and address these questions. If they do not, then, given the complexity and volatility of late 20th century global society, the current stress on education playing a major role in achieving sustainability (IUCN, UNEP & WWF, 1991) may be unduly naïve and under‐theorised. Finally, I contend that the goals of environmental education need to be reconceptualised, continually and reflexively, in response to the globalisation of industrial risks.  相似文献   

11.
Bruce Pourciau 《PRIMUS》2018,28(2):143-152
In a first proof-oriented mathematics course, students will often ask questions – for example, What is this problem asking me to do? or What would a proof of this even look like? – that have more to do with logic than mathematics. The logical structure of a proof is a dance involving those basic logical forms – such as p or q, if p then q, for every x in A we have p(x), there exists x in A such that p(x) – that appear in the theorem being proved, and at various stages of this dance these basic logical forms are either being proved or used. How does one prove a statement of the form There exists x in A such that p(x)? How does one use a statement of the form For every x in A we have p(x)? We introduce particular “proving and using words” that encourage the fledgling mathematics major to pay attention to these sorts of questions and to the logical structure of proofs in general.  相似文献   

12.
This article describes the experiences, perceptions, and available support systems of untenured faculty from a south eastern United States public university system in their progress toward tenure. Survey results were used to develop a model support system for new faculty. Data were collected from an online survey sent to 191 tenure‐track faculty in colleges of education, yielding a 50% (n = 96) response rate. The following research questions guided this research: (a) What are the expectations for teaching, research and service in the colleges of education surveyed? (b) In what ways are untenured faculty supported and/or mentored? (c) What kind of support system(s) need(s) to be in place to assist new faculty in balancing teaching, research, and service expectations? In this mixed‐methods study, respondents were asked about their workload, expectations for tenure, and formal and informal support they received on the tenure track. Untenured faculty reported stressful and unbalanced lifestyles, and work expectations exceeded assigned workloads for several institutions. A new faculty comprehensive support system model is suggested.  相似文献   

13.
This study identified and quantified chemistry conceptions students use when solving chemical equilibrium problems requiring application of Le Chatelier's principle, and explored the feasibility of designing a paper and pencil test to accomplish these purposes. A 10‐item pencil and paper, two‐tier diagnostic instrument, the Test to Identify Student Conceptualizations (TISC), was developed and administered to 95 second‐semester university general chemistry students after they received regular course instruction concerning equilibrium in homogeneous aqueous, heterogeneous aqueous, and homogeneous gaseous systems. To validate TISC, nine students from a stratified random sample were selected for interviews incorporating comparable chemistry problems. The probability that TISC correctly identified an answer given by a student in the interview was p = .64, whereas the probability that TISC correctly identified a reason given by a student in the interview was p = .49. Eleven prevalent incorrect student conceptions about chemical equilibrium were identified by TISC. Students consistently selected correct answers more frequently (53% of the time) than they provided correct reasons (33% of the time). The level of association between student answers and their respective reasons on each TISC item was quantified using conditional probabilities calculated from logistic regression coefficients. The Kuder‐Richardson 20 reliability for TISC was .79. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 160–176, 2000  相似文献   

14.
综合实践活动是一门什么性质的课程，设置综合实践活动课程的理论依据是什么，其实践基础又是什么，等等。对这些问题，人们首先必须弄清楚，只有这样，才可能对之有正确的认识和积极主动地实施综合实践活动课程，自主性、实践性、生活性、整合性是综合实践活动课程的重要特征。  相似文献   

15.
This paper is a part of a three-year study, ‘Internationalisation and reform of secondary schooling in Kazakhstan’, jointly conducted by an international team of UK- and Kazakhstan-based researchers in 2012–2014. The study was conceived as a mechanism to support education reform in the country. This was achieved through reconstructing the education policy narrative of the last two decades and understanding the effects of the newly established Nazarbayev Intellectual Schools and the Centres of Excellence in-service professional development programme on the larger system. While the focus of the study was on Kazakhstan’s educational present, the references to the previous system of education, which was often referred to as Soviet, traditional, but also successful, fundamental and the best in the world, were numerous. These continuous references to the past prompted the authors of this paper to address the questions: What memories and practices of Soviet education are still dominant in the field of education in Kazakhstan? How do these beliefs continue to shape educational debate in the country? In support of its argument, the paper draws on the literature on Soviet schooling and contemporary education reform, interview data with national and international teachers in Kazakhstan, and field observations. The resultant narrative, which brings together the analysis of educational change and changes in teachers’ beliefs, may appeal to many involved in the construction of the contemporary reform agenda.  相似文献   

16.
This paper presents a comparison of three approaches to the teaching of probability to demonstrate how the truth table of elementary mathematical logic can be used to teach the calculations of conditional probabilities. Students are typically introduced to the topic of conditional probabilities—especially the ones that involve Bayes' rule—with the help of such traditional approaches as formula use or conversion to natural frequencies. The truth table approach is an alternative method for explaining the concept and calculation procedure of conditional probability and Bayes' rule.  相似文献   

17.
What does it mean to educate for self‐awareness? How does this fit within education, with its other objectives, and other learning processes? These are key questions for more comprehensive versions of the mindful education movement. In order to provide some responses to these questions from a cohesive philosophical position, this article examines the philosophy of education of Mori Akira (1915–1976). It closely analyses his philosophy of self‐awareness (jikaku), while drawing comparisons with other Kyoto School philosophers. In order to fully understand Mori's particular conception of self‐awareness, it traces how this idea developed throughout his entire career: from his first book, The Philosophical Quest for Educational Ideals (1948), which focusses on the questing self‐awareness of the teacher, to the early–middle period (particularly The Practicality and Inwardness of Education, 1955, and Philosophical Anthropology of Education, 1961), which develops a systematic view of the self‐awareness of students, and to his final book, The Fundamental Principles of Human Formation (1977), which re‐examines generativity in light of uncertainty and death. What this trajectory shows is a view of education centred on self‐awareness and dynamically wrestling with key educational paradoxes, potentially deepening the philosophical grounding of mindful education.  相似文献   

18.
This paper advocates the development of high‐level research capability in some students in their undergraduate Bachelor of Education course. The rationale for this viewpoint is presented in relation to three questions: ‘What is educational research?’ ‘Why should universities develop high‐level research capability in some pre‐service teacher education graduates?’ and ‘What type of curriculum can support the development of high‐level research capability in some pre‐service teacher education graduates?’ The first two questions are addressed broadly. The latter question is addressed with reference to an existing Research Pathway within a Bachelor of Education course. The paper concludes with the identification of a priority issue for subsequent iterations of the Pathway and a reflection on the shift in my role as a teacher in this Pathway from ‘teacher researcher’ to ‘scholarly teacher’.  相似文献   

19.
Juxtaposing the concepts of screen memory, counter-transference and the holding environment within psychoanalytic theory, this essay explores the author’s emotional experience, who begins the exploration by asking several questions. What happens to a teacher’s emotional world and her consciousness in the process of trying to shift students’ consciousness in multicultural education? What is the psychical consequence for teachers of colour who must listen to racist discourse as a precondition to convincing those to do otherwise? How does a teacher’s emotional world influence student learning and development of critical consciousness? In working through her emotional response aroused by the students’ questions in her multicultural education classes, the author discusses the importance of a conversation between psychoanalysis and critical multicultural pedagogies and why the conversation matters.  相似文献   

20.
The questions that I address are: ‘What ought to become of Religious Education (RE)?’ and ‘To what extent do non‐religious beliefs belong in RE?’ I will argue that there are compelling reasons for studying religious and non‐religious views alongside each other, but that there are serious objections to doing this in the context of any subject called ‘religious education’ and that a new compulsory, national curriculum subject called Ethics would be an appropriate context for such study.  相似文献   

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