共查询到20条相似文献，搜索用时 15 毫秒
1.
Ann Moir-Bussy Catherine Sun 《International journal for the advancement of counseling》2008,30(3):202-212
Within the context of the growing development of intercultural counsellor education, the question of how different cultures
reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural
exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education
process. This paper briefly explores these terms and movements and then highlights findings from a research project that took
place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization
and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process
of knowledge development within the counselling education field. Implications for counsellor education are highlighted.
相似文献
| Ann Moir-BussyEmail: |
2.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
相似文献
| Zbigniew SemadeniEmail: |
3.
This study examined how selected school mathematics textbooks in China, Singapore, and USA at the lower secondary grade level
represent problem-solving procedures. The analysis of problem-solving procedures was carried out in two layers – general strategies,
which adopted Pólya’s four-stage problem-solving model, and specific strategies, which consisted of 17 different problem-solving
heuristics such as ‘acting it out,’ ‘looking for a pattern,’ ‘working backwards,’ etc. Both similarities and differences in
the representation of problem-solving procedures in the textbooks across the three countries were revealed and compared. The
possible reasons for the similarities and especially for the differences were explored. Suggestions about how to improve the
representation of problem-solving in mathematics textbooks were provided at the end of the study.
相似文献
| Lianghuo FanEmail: |
4.
5.
Sumi Hagiwara Angela Calabrese Barton Isobel Contento 《Cultural Studies of Science Education》2007,2(2):475-515
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban
middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners
with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops,
collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The
following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’
in a science classroom.
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| Sumi HagiwaraEmail: |
6.
This paper argues that Amartya Sen’s (Development as freedom, New York: Random House, 1999) concept of “capabilities” provides a useful framework for interpreting the brokering of learning provisions that emerged
as a key feature of reforms to education and training in Queensland (Australia) for young people. Sen’s capability approach
is presented as a way of understanding the place of vocational learning in capability deprivation and enhancement. Methodologically,
this account comes from a case study of the reforms’ birthing and trial phases (2000–2006) (Harreveld and Singh 2007, Queensland’s education and training reforms for the future: the journey so far in senior phase learning. Brisbane, Qld: Department of Education, Training and the Arts). Evidence about the brokering of learning provision for young
people comes from Queensland’s youth support coordinators, community mentoring scheme, flexible learning services and a work
readiness program.
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| Michael J. SinghEmail: |
7.
In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special
Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2),
2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian
semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers
and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus
of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity
that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics
education.
相似文献
| Luis RadfordEmail: |
8.
This research study follows up on previous investigations of the ongoing curriculum reform in China and its repercussions
(actual and potential) on the effectiveness of the teacher evaluation process there (Liu & Teddlie, 2004, 2005). With the full implementation of the new curriculum reform throughout the country, teacher evaluation is becoming more and
more important in today’s China. Practitioners are exploring new methods for making practical reforms in teacher evaluation
in individual districts and schools. There are two sources of information for this article, which focuses on events that have
transpired in China beginning in 2004: a content analysis of academic sources related to teacher evaluation and interviews
conducted with Chinese teachers at different sites and grade levels. Six themes were derived from an analysis of the academic
sources. Interview results focus on issues such as (1) the utilization of student test scores in the evaluation of teachers
and (2) “teaching to the test.” The article ends with eight suggestions for improving practices currently associated with
teacher evaluation in China.
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| Shujie LiuEmail: |
9.
In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs
about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum
as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible
to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers
for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops
teachers’ pedagogical content knowledge (PCK).
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| Fer CoendersEmail: |
10.
This paper describes the rationale, conceptualization and design of the Second International Information Technology in Education
Study (SITES). SITES is a survey of schools and teachers of their pedagogical practices, their use of ICT and their readiness
for changing their teaching–learning towards the demands of the 21st century. The study will take place under the auspices
of the International Association for the Evaluation of Educational Achievement (IEA) and the data collection is planned for
2006; therefore the project is called ‘SITES2006’.
相似文献
| T. PlompEmail: |
11.
David F. Feldon 《Educational Psychology Review》2007,19(2):91-110
Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies.
However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts’ cognition, the accuracy of experts’ self-reports, and the efficacy of instruction
based on experts’ self-reports. Analysis of this evidence indicates that experts’ free recall of strategies introduces errors
and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge
elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings,
the article provides a theoretical explanation of experts’ self-report errors and discusses implications for the continued
improvement of instructional design processes.
相似文献
| David F. FeldonEmail: |
12.
Keith Whitaker 《Academic Questions》2007,20(2):154-159
Faculty members have an important role to play in helping to fund programs and direct donor dollars at colleges and universities.
This paper outlines the ‘golden age of philanthropy’ that the United States has currently entered, explaining the combination
of material resources and spiritual inclinations that have led to increased giving. It then outlines several principles that
faculty members should keep in mind in approaching prospective donors, including the reasons for giving, donors’ interest
in ideas, and the importance of persistence, local focus, and collaboration. Finally it offers several practical steps that
faculty members can take to marshal philanthropic support for their visions.
相似文献
| Keith WhitakerEmail: Email: |
13.
Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(3):595-599
Research on teacher identities is both important and increasing. In this forum contribution I re-interpret assertions about
an African American science teacher’s identities in terms of Jonathon Turner’s (2002) constructs of role identity and sub-identity. I contest the notion of renegotiation of identities, suggesting that particular
role identities can be brought to the foreground and then backgrounded depending on the situation and the need to confirm
a sub-identity. Finally, I recommend the inclusion of teachers’ voices in identity research through greater use of co-authoring
roles for teachers.
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
| Stephen M. RitchieEmail: |
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
14.
Results of various studies suggest that multimedia ‘case methods’ (activities associated with case documentaries) have many
benefits in university-based teacher education contexts. They can, for example, help to ‘bridge the gap’ between perspectives
and practices held by academic teacher educators and those held by student-teachers – who may adhere to perspectives and practices
commonly supported in schools. On the other hand, some studies, along with theoretical arguments, suggest that there are limits
to the effectiveness of multimedia case methods – because, for example, they can never fully represent realities of teaching
and learning in schools. Furthermore, often missing from multimedia case methods is the student-teacher in the role of teacher. To address these concerns, we modified an existing multimedia case method by associating it with a special practice teaching
situation in a school context. Qualitative data analyzed using constant comparative methods suggest that student-teachers
engaged in this modified multimedia case method developed relatively deep commitments to encouraging students to conduct technology
design projects – a non-traditional practice in school science. Factors that appeared to influence development of this motivation
included student-teachers’ pre-instructional perspectives about science and the personalization and contextualization inherent
to the modified multimedia case method.
相似文献
| Erminia PedrettiEmail: |
15.
Jeanette M. Grover Eula Ewing Monroe James S. Jacobs 《Children‘s Literature in Education》2007,38(1):71-86
The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based
children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional
mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile
collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents
for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.
相似文献
| Eula Ewing MonroeEmail: |
16.
Participation,financial support and the marginal student 总被引：2，自引：0，他引：2
This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher
education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school
and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final
year of schooling who are unsure about participation in higher education even though they have prior school achievements typical
of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly
different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial
support that is available and different approaches to information search about participation in HE.
相似文献
| Peter DaviesEmail: |
17.
Michaela Brockmann Linda Clarke Philippe Méhaut Christopher Winch 《Vocations and Learning》2008,1(3):227-244
This paper examines the notion of ‘competence’ in the VET systems of France and England. While both countries have developed
‘competence-based’ approaches, underlying the similar terminology are distinct meanings, rooted in the countries’ institutional
structures and labour processes. A key distinction is identified between a knowledge-based model in France and a skills-based
model in England. Competence in the French sense is multi-dimensional and relies on the integration of practical and theoretical
knowledge, as well as personal and social qualities within a broadly defined occupational field. By contrast, in England,
competence refers to the performance of fragmented and narrowly defined tasks, with minimal underpinning knowledge. Thus,
whereas ‘competence’ in the English VET system usually denotes functional employability for what may be relatively low-skilled
employment, in France, it encapsulates the multi-dimensional development of the individual as a citizen as well as an employee.
相似文献
| Michaela BrockmannEmail: |
18.
Felicity Ferguson 《Children‘s Literature in Education》2006,37(3):253-265
The subject of this article is ‘The Royal Readers’, a group of reading anthologies published in Britain by Thomas Nelson between 1872 and 1881 for use in elementary schools. The focus is not on their contribution to the teaching of reading but rather on how they functioned as the tools of an education system conceived primarily as an agent of socialisation. Using examples drawn directly from the texts, it is shown by what means the educators sought to transmit the ideology of imperialism and to define for working-class children – especially boys – a future role in Empire. The article concludes by speculating on the possible impact on pupils of the kind of reading experience offered by these materials.
相似文献
| Felicity FergusonEmail: |
19.
Elisa L. Park 《Higher Education》2009,57(6):741-755
The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using
the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives
students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained
by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia
and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire
surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s
higher education institutions that can be incorporated into their recruitment strategies for international students.
相似文献
| Elisa L. ParkEmail: |
20.
This article explores the pedagogical significance of recent shifts in scholarly attention away from first generation and
towards second generation understandings of creativity. First generation or big ‘C’ creativity locates the creative enterprise
as a complex set of behaviours and ideas exhibited by an individual, while second generation or small ‘c’ creativity locates
the creative enterprise in the processes and products of collaborative and purposeful activity. Second generation creativity
is gaining importance for a number of reasons: its acknowledged significance as a driver in the new or digital economy; recent
clarification of the notion of ‘creative capital’; the stated commitment of a growing number of universities to ‘more creativity’
as part of their declared vision for their staff and students; and, the recognition that the creative arts does not have a
monopoly on creative capability. We argue that this shift allows more space for engaging with creativity as an outcome of
pedagogical work in higher education. The article builds on the project of connecting ‘creative capital’ and university pedagogy
that is already underway, assembling a number of principles from a wide range of scholarship, from computer modelling to social
and cultural theorising. In doing so, it provides a framework for systematically orchestrating a ‘creativity-enhancing’ learning
environment in higher education.
相似文献
| Shane DawsonEmail: |