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1.
Several researchers have shown that children’s ability to make inferences is related to their reading comprehension. The majority of research on this topic has been conducted on older children. However, given the recent focus on the importance of narrative comprehension in prereaders, the current study examined the relationship between inference making and story comprehension in 4- to 5-year-olds. We examined children’s online inferences while narrating a wordless book as well as children’s story comprehension of a different storybook. We found that children’s total number of inferences was significantly related to their story comprehension. Three types of inferences were significantly related to story comprehension—characters goals, actions that achieved those goals, and character states. In a hierarchical regression controlling for children’s age and expressive vocabulary, a composite of these three inference types significantly predicted children’s story comprehension.  相似文献   

2.
信念、态度、行为是构成文化的三个有机构成要素。就教师文化来说,教师的信念处于其中的最深层次,它是无形的,只有通过教师的态度所起的中介作用,才能在教师的行为上得以显现。教师的信念、态度、行为以及这三个要素相互之间的关系,是审视与剖析教师文化构建机制的一把钥匙。衡量教师文化是否生成,关键要看教师信念是否确立,并体现为信念引领下积极的工作态度以及与态度相对应的外在行为方式。教师文化构建应重在确立教师的崇高信念,形成教师的积极态度,并最终内化为教师的自觉行为。  相似文献   

3.
This paper presents a novel explanation for the continued absence of a children’s rights strategy within high-stakes educational assessment with reference to the competing purposes of high-stakes assessments and group-based constructions of fairness in assessment. We provide an original critique of group-based perspectives on the validity of assessment accommodations which supports an individual perspective on fair educational assessment. From this, the (almost forgotten) concept of ‘student assessment needs’ is (re-)introduced as a central axiom, to be constructed through feedback from, and dialogue with, students about their experience of high-stakes assessments, giving primacy to their purpose as an attainment demonstration opportunity for the student. To promote a new movement towards student participation in educational assessment processes and reforms, we propose ‘rights respecting assessment’, complementary to UNICEF’s ‘Rights Respecting Schools’ initiative, in which regular system-wide student representation would contribute to the development of high-stakes examination systems. In recognition of this aspiration, this paper is co-authored with a recent school-leaving age examination candidate.  相似文献   

4.
ABSTRACT

This article explores the establishment of Queen Elizabeth School (QES), the first government secondary school for girls in Northern Nigeria in 1956, and commemorations in 1961, 1981 and 2016. Connecting past and present, several invented traditions were deployed to socialise students, secure QES’s reputation and status, and foster national unity among Nigeria’s diverse peoples. In 1961, British Woman Education Officer Kathleen Player, the foundation principal, highlighted QES’s alignment with the traditions of the British Public school and its commitment to ‘unity in diversity’ following Nigeria’s independence in 1960. She was honoured during QES’s twenty-fifth anniversary in 1981, and new traditions promoted institutional and national loyalties. However, the 2016 commemoration coincided with the fiftieth anniversary of the assassination of Sir Ahmado Bello, the Premier of Northern Nigeria (1954–1966). In this context, Player’s legacy and the colonial past were marginalised in favour of Bello as founder of QES and symbol of national unity.  相似文献   

5.
Parents vary in both their willingness and ability to pay for their children’s college expenses, yet there is little research on how adolescents’ expectations of future financial support from parents affect their college enrollment decisions. Using data from the High School Longitudinal Study, I fill this gap in the literature by examining the predictors of parents’ plans to pay for college and estimating the effect of having a parent that plans to pay for college on an adolescent’s probability of college attendance. The results suggest that after parents’ ability to pay is taken into account, social class remains a strong predictor of whether parents plan to pay for their children’s college education. Additionally, parent’s plans to pay for college have a measurable impact on children’s college enrollment as long as the child is aware of or agrees with the parent’s plans. Therefore, it is likely that socioeconomic differences in parents’ pledges of financial support to adolescents contribute to postsecondary stratification. The results from this study suggest that policymakers and researchers who are concerned about educational inequality should pay greater attention to the role of parental financial support in structuring children’s ability to access college.  相似文献   

6.
Paulo Freire’s work is often characterized and used in terms that seek to produce widespread political and economic changes across societies. Peter Roberts, however, in his book Paulo Freire in the twenty-first Century, offers readers a much different way of approaching Freire’s work. Throughout his book, Roberts presents Freire as recognizing the limitations of educational initiatives, as not seeking specific macro-political objectives, and as emphasizing openness to alternative discourses. These themes weave throughout each chapter of the book, in which Roberts examines a wide range of topics, from Freire and Dostoevsky to reason and emotion to political correctness to Freire and the Tao Te Ching. In this review essay, I engage a number of purposes. I elucidate and trace these three themes as they weave throughout and support the various topics that Roberts examines in his book. I illustrate how Roberts’s treatment of these themes challenges many of the interpretations of Freire’s work found within the critical literature, and, through this critique, it offers readers new ways of thinking about Freire’s thinking. Lastly, I discuss how Roberts’s thoughts suggest new ways that Freire’s work, and critical education in general, might begin to make more meaningful and practical inroads into public education and might develop new avenues of scholarship on Freire’s work.  相似文献   

7.
The current study examined within‐family relations between mothers’, fathers’, and children's objectively assessed sleep. Participants were 163 children (Mage = 10.45 years; SD = 0.62) and their parents. For 7 nights, families wore actigraphs to assess sleep duration (minutes), quality (efficiency, long wake episode, total wake minutes), and schedule (wake time). A sleep log assessed bedtime. Multilevel models indicated that children's sleep minutes, sleep efficiency, wake minutes, and wake time were associated with fluctuations in their mothers’, but not fathers’, sleep that same night. The duration and quality of mothers’ sleep was associated with both fathers’ and children's sleep that night, whereas fathers’ sleep was positively associated with only mothers’ sleep. Findings highlight the importance of examining sleep within a family context.  相似文献   

8.
Both Attention-Deficit/Hyperactivity Disorder (AD/HD) and divorce are very prevalent in western societies, and they may occur together. AD/HD is generally viewed as a neurobiological disorder, which has led to a commonly held belief that social-environmental factors play little role in the symptom profile of children diagnosed with the disorder. This study investigated the association between parental divorce, remarriage, multiple transitions, the quality of relationships with family members and the psychological well-being of children and adolescents with AD/HD. First, differences in children’s AD/HD symptom profiles in relation to parents’ divorce status (single/multiple divorce) and family composition (single parent/stepfamily) were examined. Second, the association between the quality of children’s relationships with each family member and parents’ marital status (divorced/non-divorced) and family composition was investigated. In addition, age, gender and AD/HD subtype differences were assessed. Third, the association between the quality of children’s interactions with family members and children’s AD/HD symptom profile was explored. No significant differences in children’s behavioural profiles were found in terms of parents’ divorce status. Living in stepfamilies was associated with greater AD/HD severity and social malfunctioning. Disruptive parent–child and sibling relationships were found to be related to children’s age, gender, AD/HD subtype and parents’ marital status. Further, poor interactions with family members correlated with children’s AD/HD severity and psychological well-being. In summary, divorce, remarriage and the quality of relationships with family members are important correlates of the symptom profile of children with AD/HD, and this emphasises the need for special treatment modules for these families.  相似文献   

9.
根据发展脉络,徽州学者人性论的传承与发展划分为四个时期,即南宋：朱熹人性论的形成。朱熹在张载“天地之性”与“气质之性”的基础上对人性的本质、人性的特点、人性的内容以及人性的改造作了全面的阐释,建立了一套完整的性二元论体系。元代：方回、陈栎、胡炳文对朱熹人性论的继承。方回、陈栎、胡炳文等人对朱熹性二元论的遵奉可谓不遗余力。明代：汪应蛟对朱熹人性论的改造。由于陆王心学的渗透,新安理学内部出现了分歧,汪应蛟对朱熹的性二元论作了部分改造。清代：戴震对朱熹人性论的颠覆。戴震从人性的本质、人性的特点、人性的内容以及人性的改造四个方面提出了与朱熹截然不同的观点,从而使徽州学者的人性论进入了全新的阶段。  相似文献   

10.
Abstract

This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.  相似文献   

11.
美国、澳大利亚和瑞典三个国家的中小学校长资格制度在资格标准、资格认定、资格证书方面既存在共同因素,又各具特色。总结其经验和特点,主要表现在:校长资格标准、资格认定和资格证书制度构成校长资格制度的基本框架;中小学校长"教学领导者"角色得以凸显;校长专业素质养成和评价得以重视;校长专业组织的作用得以充分发挥。对三个国家中小学校长资格制度的比较和分析将为完善我国中小学校长资格制度提供有益借鉴。  相似文献   

12.
Education is a key theme in a number of Hermann Hesse’s novels and short stories. This paper focuses on Hesse’s last and longest fictional work, The Glass Bead Game, and analyses the transformation of Joseph Knecht, the central character, in the light of Paulo Freire’s theory of education. It is argued that over time Knecht develops a critical consciousness, becoming less certain of his certainties, more aware of his own incompleteness, and increasingly convinced of the importance of teaching. Dialogue plays a pivotal role in the development of Knecht’s critical awakening and his understanding of himself and his vocation as a human being. The paper discusses the relationship between conscientisation and contemplation, considers the significance of death as a theme in the novel, and reflects on some of the educational implications arising from Hesse’s work.  相似文献   

13.
Australian post-compulsory education policies have been subjected to theoretical critiques which question assumptions behind the articulation of policy. One line of critique derives from Foucault's analysis of power, and makes particular use of the theme of ‘docile bodies’. A limitation of these critiques is the adoption of a ‘top-down’ model of policy which fails to test the model against empirical evidence. This article draws upon recent research evidence ‘at the extremities’ to test the applicability of Foucault's ideas within the Australian context. The research challenges the monolithic image that results from a Hop down’ analysis and counteracts untested assumptions about the inevitability of current policies. While it suggests ways in which Foucault's ideas might enables us to lay bare the disjunctures between policy and its plurality in practice, it also highlights the limitations of Foucault's imagery of power.  相似文献   

14.
On the 20th anniversary of J. K. Rowling’s Harry Potter series, we examine the narratives of pedagogical practice of three teachers at “Hogwarts School of Witchcraft and Wizardry”. By drawing on these characters’ stories of teaching as presented in Rowling’s novels, we foreground their personal practical knowledge and the relationship of this knowledge to their curriculum-making. We do this in order to highlight the importance of narrative perspective and context in the assessment and evaluation of teachers’ pedagogical practice.  相似文献   

15.
This research examined why parents’ involvement in youth’s learning varies as youth progress through school. 3074 Chinese youths (M age = 13.89 years) in elementary, middle, and high school and their parents reported on parents’ homework assistance and academic socialization. Youth and parents also reported on potential mechanisms underlying variation in these two types of involvement over the school years. Parents’ homework assistance and academic socialization were both higher in elementary than middle school in which they were higher than high school. Youth’s invitations for involvement, along with parents’ involvement role beliefs, involvement self-efficacy, and perceived involvement norms contributed to the tendency for the two types of involvement to be higher in elementary than middle school. Only youth’s invitations and parents’ perceived norms contributed to the tendency for the two to be higher in middle than high school.  相似文献   

16.
“悲剧,因果性,和主体意识”这三者之间的关系,是文艺复兴商业戏剧的一个普遍关注的焦点.作为文艺复兴戏剧的代表,莎士比亚戏剧,尤其是莎士比亚经典悲剧试图通过男性主人公主体意识的构建来表达这一关注.在《哈姆雷特》、《奥赛罗》与《麦克白》中,这种关系的核心表现为通过削减女性力量,淡化女性存在来建立男性的主观意识.男性气概的最终获得和父权秩序的最终建立都是以女性力量的消减或者毁灭为代价的.欧菲利亚的自杀使哈姆雷特最终获得了他的复仇英雄的宿命,而奥赛罗则是通过谋杀具有反叛精神的苔丝狄蒙娜而建立了他的男性主体意识,麦克白通过他的一系列暴行,渐渐摆脱了麦克白夫人的控制,取得了一定程度上的独立.  相似文献   

17.
盛唐诗人大多具有昂扬向上的精神风貌,开阔明朗的胸襟气魄,还有雄视古今的高度自信。孟浩然作为盛唐诗坛的重要成员,其诗歌自然会表现出这一共性,但其个性似乎更为鲜明。盛唐气象的光辉在孟浩然诗中以独特的方式获得表现,在错综复杂的成因中,其作为一名隐士的特殊生活方式对这一独特"气象"的形成产生了深远影响。  相似文献   

18.
In this article I elucidate a conception of small worlds, or ‘ontological’ contexts, within the curriculum that stand out and beyond the horizon of technological‐scientific reality, which might be linked with forgotten, marginal ways of being and thinking. As I attempt to demonstrate, it is possible that such ontological worlds apart from technology's ‘Enframing’ effect might inspire the type of meditative thinking in our classrooms that is consistent with Heidegger's notion of authentic worldly dwelling as it appears in the later writings of the 1930s, or the ‘turn’.  相似文献   

19.
This article offers a critique of consumer culture that draws on Augustine’s vision of human consciousness, exploring consumerism’s formative effects on the memory, attention, and imagination of consumers. Drawing on William Cavanaugh’s analysis of consumers’ disposition of detachment, it explains how consumer culture distorts memory, attention, and imagination in consumers. It addresses the effects of consumerism on declarative, episodic, and procedural memory, on open awareness and concentration, and on intellectual, fantasy, empathy, and strategic imagination. The author suggests that religious educators should consider their work a form of reattachment therapy.  相似文献   

20.
This paper presents a longitudinal insight into the experiences of ‘Adam’, a young boy who lives with his single‐parent father (a farmer and builder) in a rural working‐class community on the outskirts of a provincial town in Tasmania, Australia. Adam’s story juxtaposes my representations of him as an eight year old in 1999 and as a 12 year old in 2003. Such longitudinal analysis highlights how increasing mismatches between Adam’s home and school life, and mismatches between hegemonic masculinity and formal schooling, interact to amplify issues of school disengagement and alienation. Adam’s external expressions of masculinity, and in particular his concerted efforts to subvert and sabotage official school cultures and practices, are explored as issues of power, masculinity, class and rurality.  相似文献   

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