共查询到20条相似文献，搜索用时 468 毫秒
1.
Prof. Dr. Yasuo Imai 《Zeitschrift für Erziehungswissenschaft》2011,14(3):489-500
Discussions concerning ??literacy?? make it clear that the domain of language has become a focal point for educational policy. In such discussions, language is primarily treated as a basic communication tool. This paper examines, from a philosophical perspective, how appropriate this approach to language is. The philosophical validity of this dominant tendency is analyzed with reference to the work of Wilhelm von Humboldt, Nietzsche, and Wittgenstein. Once the stable relationship conceived by Humboldt among the individual, language, and the world is lost, education displays its more distinctive features, which we see clearly in Nietzsche and Wittgenstein. Both of these philosophers focused their investigation on the rhetorical or performative aspects of language. In contrast to Nietzsche, however, Wittgenstein did not abandon the hope of finding in language the function of showing reality, even if what is said and what is shown remain incongruent. This perspective in Wittgenstein is salient against the dominant tendency, in which the mediating function of language is sought in the dimension of conformity and usefulness. 相似文献
2.
LI Na HUNG Kang-hao CHANG Chun-hao 《美中教育评论》2010,7(5):26-33
Technology-supported education has become increasingly important and popular. Although it has long been claimed that a technology-enhanced learning environment is often more motivating than its traditional counterpart, not too many inspiring empirical studies have been carried out. In this article, the traditional approach in the motivation research field and its limitations are reviewed, based on which, a new perspective on motivation, a cognitive-situative approach, emerges. It is argued that this new approach might be more applicable for understanding motivation in technology-supported education settings, thus possibly bringing more implications for pedagogical improvement. The authors also propose a new research methodology be taken for studying motivation from a cognitive-situative perspective. 相似文献
3.
Bob Jickling 《Environmental Education Research》2009,15(2):209-216
This paper engages questions about ends in environmental education research. In doing so, I argue that such questions are essentially normative, and that normative questions are underrepresented in this field. After cautioning about perils of prescribing research agendas, I gently suggest that in environmental education key normative questions exist at the intersection of ‘education’ and ‘ethics’, and that they point to an area of research that deserves more attention. In describing the intersecting nature of these ideas, I show that how education is conceived in turn shapes interpretations of ethics, and vice versa. Seen this way, I also show how ethics inquiry in an educational context can be conceived as a means to explore controversy, dissonance, unconventional ideas, and to imagine new possibilities. Finally, I argue that research at this intersection of education and ethics can provide insights that can enable us to teach, inquire, and ultimately live as if the world mattered. 相似文献
4.
Misty Adoniou 《School Leadership & Management》2016,36(1):80-95
National education reform agendas are increasingly prevalent in school systems around the world. Whilst we have a substantial body of research exploring the ways in which schools manage change agendas, there is less discussion of the impacts these agendas may have on beginning teachers and their retention in the profession. Here I report on a study of 14 beginning teachers at a time when two major reforms were being introduced – national standardised literacy teaching and the public reporting of those results. I describe the ways in which these reforms were experienced by the teachers and discuss the implications for school leaders seeking to support beginning teachers in their schools. 相似文献
5.
Patrícia Silva Betina Lopes Marco Costa Dina Seabra Ana I. Melo Elisabeth Brito Gonçalo Paiva Dias 《Higher Education》2016,72(6):703-721
This article aims to shed light on the current debate regarding the role of internships in higher education in graduates’ employability. In specific, it analyses empirical data on a large-scale study of Portuguese first-cycle study programmes, in order to explore indicators of the professional value of internships in the employability of higher education graduates. Results demonstrate that study programmes that include internships tend to significantly enhance graduates’ employability, particularly within the universe of polytechnic and public higher education institutions. Besides the instrumental value of internships, the impact of the nature and structure of the internship on the percentage of unemployed graduates are also discussed. Mandatory internships and the inclusion of multiple, shorter internships throughout the degree are negatively associated with unemployment levels. Results indicate work-based learning can be used as a successful strategy to bridge theoretical knowledge and practice and enhance graduate employability. These findings provide important insights for the evaluation and/or the design of internship programmes in higher education. 相似文献
6.
Enos Kiforo Ang’ondi 《Education and Information Technologies》2013,18(2):223-231
The aim of this paper is to present the findings of a qualitative study carried out on perceptions of high school students on the use of ICT in learning in a secondary school in Mombasa, Kenya. The study involved 18 students in the 11th grade (form three). The students took part in three focus group discussions and six one-on-one interviews over a period of 2 weeks. Several themes on the learners’ understanding of and reaction to ICT were identified. It was revealed that learners had a sound understanding of the various types of ICT and could even define them while explaining the uses of these ICT tools. Findings showed that the learners were generally motivated about using ICT and that ICT encouraged student-centered learning leading to better understanding and performance in their studies. All in all, the findings from this study indicate that learners are aware of the importance of ICT in their learning and feel that at the moment the use of ICT in school is no longer a luxury but a necessity that has taken too long to materialize. 相似文献
7.
Kathleen Clayton Heidi Smith Janet Dyment 《Asia-Pacific Journal of Teacher Education》2014,42(2):167-185
Understanding theory–practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory–practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service teachers. The investigation, a qualitative case study, examined the views of the programme’s teacher educators (authors) using an analytical lens informed by two similar theoretical models.
The article focuses on elements that were found to be central to pedagogical approaches within the programme: self-awareness, experience, reflexivity, and a “community of learners.” While the approaches represent a departure from “theory application” and “theory–practice integration” approaches, and a move towards praxis development, the study highlighted challenges and issues including the need for teacher educators to scrutinise theory–practice relationships in their own teaching and discourse. Implications and possibilities for future practice are considered. 相似文献
8.
Virginie Albe 《Cultural Studies of Science Education》2013,8(1):185-192
In this paper I discuss three issues relevant to the ideas introduced by Colucci-Gray, Perazzone, Dodman and Camino (2012) in their three-part paper on epistemological reflections and educational practice for science education for sustainability: (1) social studies of science for science education, (2) education for sustainability or sustainable development, and (3) curriculum studies and action-research. For the first issue, I address the need for science education efforts dedicated to an epistemological renewal to take seriously into consideration the contributions of the social studies of science. This perspective may be fruitful for an education for sustainability that also requires one to consider the political dimension of environmental issues and their intrinsic power relationships. It also encourages the abandonment of dichotomies that hamper democratic participation: experts/lay people, science/society, scientific knowledge/values, etc. For the second issue, my commentary focuses on the challenges that education for sustainability or sustainable development pose to science education with a shift from subject matter contents to socio-educative aims and socio-political actions. These challenges lead to the third issue with an invitation to apprehend science education for sustainability within the frameworks of curriculum theory and design-based research. 相似文献
9.
Hongbiao Yin 《Educational Philosophy and Theory》2018,50(14):1370-1371
10.
This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and critical pedagogy. Using data from official sources, lecture material, and interviews, we argue that in order to achieve real inclusion in teacher education programmes, we need pedagogies of praxis that move beyond (and sometimes against) the official policy definitions of inclusion, and draw instead on a more critical approach to the formation of future professionals. 相似文献
11.
Martin Ashley 《Environmental Education Research》2000,6(3):269-280
This article focuses upon the uneasy relationship between science and environmental education. It argues that science probably offers the strongest justification for the adoption of pro-environmental behaviours and policies, but that the relationship between science and environmentalism is strained by conflicts over fundamental values that are apparent in interpretation of the precautionary principle. An understanding of risk and scientific uncertainty is seen as an essential element of citizenship education for a sustainable society. Curriculum design needs to respond to the challenges of living in a risk society. The article argues for changes to the curriculum which lead to a scientific action competence founded in an understanding of the limits of science and an appreciation of the fact that scientists are moral agents who face ethical dilemmas in their work. 相似文献
12.
Jenny Chesters 《International Journal of Lifelong Education》2013,32(6):755-769
The transition into a post-industrial economy changed the nature of the Australian labour market extinguishing jobs in traditional industries and creating jobs in new industries. Workers displaced from the manufacturing sector and women seeking to re-enter the labour market after taking time out for family reasons need to retrain in order to secure full-time employment in new industries. Consequently, returning to education is a relatively common occurrence in Australia as adults adapt to the changing demands of the labour market. Using the first 12 waves of the Household Income and Labour Dynamics in Australia data, this paper examines the characteristics of those who return to education and gain new educational qualifications. The effect of upgrading educational qualifications on employment outcomes is also examined. The results show that those with higher levels of education were more likely than those with low levels of education to complete new qualifications after the age of 25 and that employment outcomes vary according to level of qualification completed. 相似文献
13.
Laura Vega 《Globalisation, Societies & Education》2016,14(3):358-373
ABSTRACTThe challenges of ensuring the right to education are numerous, especially when working with marginalised populations in fragile contexts. Despite having the legislation, strong constitutional support, and even educational innovations designed to guarantee the right to education, a major gap exists in Colombia between political intentions and the reality in flexible non-formal educational models designed for children affected by conflict. This article highlights the experiences of teachers working in this context amidst limitations in the programme design and, often, inadequate training and support. This article explores the prospects of and challenges to guaranteeing the right to education amidst fragility. 相似文献
14.
Monika Schatz Ana Popovic Fred Dervin 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):172-184
Since the recent global paradigm shift in the governance of higher education toward business and marketing, internationally competitive education is increasingly considered as an asset for governments. Consequently, governments started to invest in education branding and marketing their educational systems. In Finland, national interest in education branding rose especially since the country's success in the programme for international student assessment studies created a positive reputation of its basic education. In this article, the authors investigate how this reputation is transformed into a general Finnish education brand, based upon Finland's official Country Brand Report (2010). The governmental discourse on Finnish education reveals a fusion of education and national branding, which is why the authors suggest to discuss the Finnish education brand as Finnish education®. The article provides an analysis of the elements constituting the brand and opens up a critical discussion on the ethics of branding education through cultural and national characteristics. 相似文献
15.
Jill M. Aldridge 《Cultural Studies of Science Education》2011,6(3):765-773
In this article, I endeavour to convey the depth of Barry Fraser’s contributions to science education research, including
his tireless endeavours to promote and advance research, especially the field of learning environments, the realisation of
his vision to create one of the largest doctoral programs in science and mathematics education in the world, his leadership
capacity in terms of guiding and leading an internationally renowned centre and large-scale cross-national and cross-cultural
studies, his dedication towards human capacity building in Africa, Asia and elsewhere, his capacity as a mentor and editor
that have seen the publication of numerous journal articles and books and the ongoing success of science education research
journals. 相似文献
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17.
Diane Schwartz Elfreda V. Blue Mary E. McDonald Darra Pace 《美中教育评论》2010,7(8):108-114,120
From the Salamanca Statement in 1994 to the Dakar Framework in 2000, UNESCO （United Nations Educational, Scientific and Cultural Organization） has spearheaded an international movement for acceptance, equity and access in the education of students with disabilities. Inclusion, mandated in Salamanca, is considered the first step. Today, the focus is upon the identification and implementation of educational models that ensure access. This article discusses paradigm shifts taking place in special education in schools of the United States that respond to the ideals set forth in these statements： cultural competency, universal design for learning and collaborative models of assessment and instruction. Practices discussed here can provide guidance for educators worldwide as they strive toward the goals of Salamanca and Dakar. 相似文献
18.
Tara Fenwick 《Studies in Continuing Education》2013,35(3):229-244
Drawing on studies of teachers, accountants and pharmacists conducted in Canada, this essay examines models for assessing professional learning that currently enjoy widespread use in continuing education. These models include professional growth plans, self-administered tests and learning logs, and they are often used for regulatory as well as developmental purposes by professional associations. The essay argues what others have critiqued about such self-assessment models: that their assumptions about learning are problematic and limiting in a number of respects, privileging human consciousness and intention, and literally ‘making’ a particular professional subject that is atomised and conservative. The essay goes on to suggest alternative perspectives that are receiving increasing attention in theorising work-related learning and that may offer fruitful questions for re-considering the nature of professional learning and its assessment. Three perspectives in particular are outlined, all of which shift the focus from the learning subject to practice as material, emergent and systemic: complexity theory, actor–network theory and cultural–historical activity theory. The discussion concludes with possible approaches to assessment of professional practice suggested by these perspectives. 相似文献
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This study examines whether the size of the college earnings premium varies depending on the quality of the match between an individual's degree field and his/her occupation. The study uses the Occupational Information Network (O*NET) to obtain a new measure of the quality of occupational match for a sample of 2268 young adults with post-secondary degrees from the restricted use High School and Beyond (1980/92) data. The study finds that people whose occupations better match their degree fields earn significantly higher returns to post-secondary schooling. This result is robust to controlling for an extensive set of pre-existing differences among individuals, and to accounting for differences in earnings across post-secondary degree fields. 相似文献