首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
In this paper I argue that art is a search for meaning, and should be taught and learned in that context. The immediate goal is to understand ourselves and others better, allowing more intelligent and meaningful action in the arena of life. Toward that end, I suggest that the social agenda of art education, in a world that is both increasingly interdependent and turbulent, can be the construction of community through personal, group–centred, and cross–cultural understandings approached through art. I examine traditionalism, modernism, postmodernism, and contemporary visual culture for content and strategies to serve the purposes of art for life, and construct the outline of a model for instruction utilizing those concerns. Finally, I make a case that thematically mining and creating art works, performances, and visual culture for aesthetic significance that ultimately frames, forms and enhances meaning is the primary strategy for this construction of community, not in the tribal sense, but universally.  相似文献   

2.
This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5–10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher’s responses to students’ ideas, classroom activities to support creativity, and whole-lesson methods that foster creativity. An open-ended survey was also designed to explore participants’ justifications for their instructional decisions and practices. The findings indicate that the overall level of teaching for creativity was low and that participants’ performance was the highest for teacher’s responses to students’ ideas category and the lowest for classroom activities to support creativity category. We observed that a teacher-centered approach with instructional practices geared toward preparing students for examinations was dominant and that these science teachers were bound to the textbook, following cookbook-style activities. Participants believed that they did not have enough time to cover the content and teach for creativity and that they were not prepared to teach for creativity. Based on these findings, we recommend that programs be developed to prepare science teachers to teach for creativity.  相似文献   

3.
  相似文献   

4.
Colleges and universities offer classes that meet for different lengths of time and different numbers of days per week, such as classes that meet 2 days and those that meet 3 days. Traditionally triweekly classes that met for a shorter duration were more common than classes that met biweekly for a longer duration. Biweekly classes are becoming more popular with time. However, there is some concern that classes that meet more often are better suited for student learning than others. This paper, using data from a small liberal arts college, finds that after controlling for the starting time of the class meeting and course fixed effects as well as faculty and student fixed effects, student learning across 2 and 3 days classes is essentially the same.  相似文献   

5.
通过对纯水泥高性能混凝土以及掺有矿渣或粉煤灰的高性能混凝土的一系列试验,研究了高性能混凝土的强度与渗透性的关系。结果表明,纯水泥混凝土的强度与渗透性之间有很好的相关性,其相关系数为0.9768;矿渣混凝土及粉煤灰混凝土的强度与渗透性之间相关性较差,相关系数分别为0.8075和0.8419;而所有混凝土的强度与渗透性之间的相关性更差,相关系数仅为0.6568。可见,除非用于纯水泥混凝土之间的相对比较,高性能混凝土的强度通常不能反映其渗透性。  相似文献   

6.
The challenge for school administrators is to direct system-wide initiatives that redefine leadership in ways that support the use of proven practices and link administrative interventions to increased educational achievement for each student who has a disability and for all the students who are in their charge. Leadership that embraces evidence-based practices promises new opportunities for collecting and using data related to student achievement, and determining which leadership practices contribute toward positive student outcomes. Responsive administrative interventions that support teaching and learning, system-wide progress monitoring, and collaborative problem-solving, are suggested as methods for promoting effective school outcomes for all students. This discussion proposes that administrators who organize teams to implement responsive leadership interventions, strategies for system-wide progress monitoring, and problem-solving, create cultures for data-based decisions that link leadership initiatives to instruction and learning outcomes for students who have disabilities.  相似文献   

7.
This paper adds to the sparse literature on the consequences of education–occupation mismatches. It examines the income penalty for field of education–occupation mismatches for men and women with higher education degrees in Sweden and reveals that the penalty for such mismatches is large for both men and women. For mismatched men the income penalty is about twice as large as that found for US men, whereas for women the penalty is of about the same size as for US women. Controlling for cognitive ability further establishes that the income penalty is not caused by a sorting by ability, at least for Swedish men. The income penalty for men decreases with work experience, which is an indication that education-specific skills and work experience are substitutes to some extent.  相似文献   

8.
Rats that (1) either ate a small sample of one or two foods (Diet A or Diet B) or interacted with a demonstrator that had eaten either Diet A or Diet B, (2) ate both Diets A and B in succession, and (3) were made ill preferred whichever of the two foods they or their respective demonstrators had eaten. Although eating a food and interacting with a demonstrator that had eaten that food were each sufficient to enhance preference for the food, eating particles of food clinging to the fur of a demonstrator was not necessary for enhancement of preference for the food that a demonstrator ate. Subjects exposed to demonstrators they could not physically contact still exhibited enhanced preference for the food that their demonstrator had eaten. The data were discussed as indicating that although smelling a diet, eating a diet, and interacting with a demonstrator that had eaten a diet can each enhance preference for that diet, it cannot be inferred that eating a food, smelling a food, and interacting with a demonstrator that has eaten a food each affect diet preference via the same process.  相似文献   

9.
Community college administrators look for strategies to help students. GRASP (Gaining Retention and Achievement for Students Program) is a semester-long faculty development program that coaches community college instructors about simple, effective teaching strategies that promote student academic achievement. GRASP is founded on the belief that academic achievement is based on good teaching, which begins with faculty development. The major assumption for GRASP is that faculty are the single most important factor for student success. GRASP was offered at Doña Ana Community College (DACC). Located in Las Cruces, New Mexico, just 40 miles from the border of Mexico, DACC has a student population that is 70% minority. Results for GRASP indicate that overall student success improved by 7.9%, and that overall student retention improved by 4.0% for students participating in GRASP.  相似文献   

10.
本文建议国家除了出台一年一度的普通高等学校艺术类专业招生办法而外,还应当统一制订一个科学、严谨的高校音乐教育招生专业考试办法,规定专业考试的内容和形式,统一专业考试的成绩评定,规范专业考试管理,让专业考试更加公平公正,科学而准确地选拔人才,确保生源质量;同时也方便学生应考;更为重要的是有利于高校音乐教育专业的教学,有利于音乐教育专业人才的培养。  相似文献   

11.
This paper brings together concepts drawn from Actor Network Theory and data generated in a research project that was conducted across the island of Ireland. Using surveys and interviews with school staff, that research explored the limits and possibilities for workplace learning as a valued component of the senior school curriculum. The current paper works with the data from the Republic of Ireland only and brings into focus the full range of actors – both human and nonhuman – that generate, or constrain, productive workplace learning opportunities for students. In the wake of the Great Recession, it is suggested that such opportunities have gained increased importance. The analysis suggests attention to the full range of actors highlights areas for intervention, and the possibilities for alliances that may be beneficial for students and their schools, for employers who provide workplace learning placements, and for vocational learning itself.  相似文献   

12.
德性就是一种品质,是指任何事物的特长、用处和功能。德性对于人而言视为品质,而对于物而言可视为性质。在休谟以前,西方伦理学家们一般强调德性之"因其自身的缘故"成为人们所普遍追求的意义,即德性的内在善。但是休谟的观点与此不同,他认为德性的真正价值在于它的外在善,即品质对他人或社会的作用。因而他不再把德性之善,仅仅看作"因其自身的缘故"成为人们所普遍追求的东西,而是更喜欢把德性之善看作"因其结果的缘故"成为人们所普遍追求的东西。正因为如此,休谟改变了西方伦理学的传统,把德性之事实判断与价值判断相应地分开,从而把讨论的重点引向了德性之"效用"或"有用"。  相似文献   

13.
Non-government interveners have been at the forefront of school-level change for over a decade, yet little is known about their capacity to foster change at the district level. This paper develops a theoretical frame for analyzing district-level intervention and applies it to the National Alliance for Restructuring Education. The frame highlights three factors that are salient for reformers’ efforts to enhance district capability: (1) a design for change that elaborates goals, processes, and the overall change process; (2) the social and political environments that shape interveners’ capacity to sustain effective district-level intervention; and (3) the capability of the intervener’s own organization. Applying this frame to the National Alliance for Restructuring Education, a district and state-level intervention that was active in the 1990s, reveals a fundamental dilemma that district-level interveners must manage in order to sustain their efforts. Designs that provide more intensive guidance are more potent instruments for improving districts, but designs that are less detailed place far less pressure on the intervener organization by requiring less human and fiscal resources. A consequence of this is that the logic of improving districts and the logic of organizational survival can be in direct conflict with one another.  相似文献   

14.
In this article, Cris Mayo examines the relationship among anti‐LGBTQ policies, gay marriage, and sexuality education. Her concern is that because gay marriage is insufficiently different from heterosexual marriage, adding it as an issue to curriculum or broader culture debate elides rather than addresses sexual difference. In other words, marriage may be an assimilative aspiration that closes down discussions of what sexuality is and can mean, that sidesteps other related social issues such as health care for all, and that reinforces sexuality and gender identity as privatized, not political, concerns. Mayo examines different strands of LGBTQ history that complicate the meanings of sexuality and that critique a variety of antigay or heterosexist policies for their exclusions. She concludes by suggesting that the possibilities of sexuality are not served by advocacy for one gay relationship formation and calling for a sexuality education that is instead directed at sexual diversity.  相似文献   

15.
Conclusion Desegregation has generally been presented as an outgrowth of the civil rights movement and as an attempt to redress the educational disadvantages blacks have suffered as the result of a racial imbalance. Given the general theoretical considerations of resource allocation, the assumption has been that reallocations of resources to blacks would necessarily mean reallocation of these resources to blacks from whites. This view is also part of the popular culture where the process of desegregation has caused turmoil and disturbance among whites based, manifestedly at least, on the notion that improving educational benefits for blacks necessarily means a reduction in the same benefits for whites.Based on an analysis of the experiences of teachers and students at one polyethnic inner-city high school, we suggest that not only have whites at this school not been disadvantaged by the desegregation process but that there is evidence indicating that there have been more advantages for whites than for blacks. What, then, are the advantages of desegregation for whites, both students and teachers? In this school it was found that the advantages differed for white students and for white teachers, with white students experiencing more positive outcomes than white teachers experienced.  相似文献   

16.
《Higher Education Policy》2001,14(2):175-182
Grade inflation, particularly but not exclusively in higher education, is a serious concern of educators, educational policy-makers and researchers. It has been suggested that student evaluations of faculty are among its principal causes because students tend to give favorable evaluations to professors who give high grades, and that these evaluations are used by university administrators as part of the criteria for promotions, salary increases and similar faculty benefits. This explanation suggests that faculty members compete for favorable student evaluations. It can be generalized to state that faculty members cooperate and compete not only for favorable evaluations, but also for the enrollment of students in the courses they teach. The relevance of faculty cooperation and competition suggests that the Theory of Games could be a useful instrument to analyze the interactions among university professors. The object of this paper is to present a model based on these assumptions and to analyze the consequences that can be derived from it that are relevant for university policy decisions.  相似文献   

17.
Social media are increasingly being used for educational purposes. The first part of this article briefly reviews literature that reports on educational applications of social media tools. The second part discusses theories that may provide a basis for analyzing the processes that are relevant for individual learning and collective knowledge construction. We argue that a systems-theoretical constructivist approach is appropriate to examine the processes of educational social media use, namely, self-organization, the internalization of information, the externalization of knowledge, and the interplay of externalization and internalization providing the basis of a co-evolution of cognitive and social systems. In the third part we present research findings that illustrate and support this systems-theoretical framework. Concluding, we discuss the implications for educational design and for future research on learning and collective knowledge construction with social media.  相似文献   

18.
This study was carried out to examine the extent to which preschool children are aware of the phonemic structure of the spoken word and to investigate how they acquire that knowledge. The four year old non-readers carried out a battery of takss designed to assess product name reading ability, knowledge of the alphabet, rhyme skills and explicit phonemic awareness ability. There was evidence that they generally acquired knowledge of the alphabet before they showed explicit phonemic awareness ability. Fixed order regression analyses showed that ability to read and write the alphabet generally accounted for unique variance in phoneme awareness and product name reading ability over and above that accounted for by rhyme skills but that rhyme ability accounted for no unique variance beyond that accounted for by alphabet knowledge. Further analyses showed that alphabet knowledge also contributed unique variance to product name reading ability over and above that accounted for by phonemic awareness ability but that the reverse was not the case. It was hypothesised that many preschool non-readers may start to gain an insight into the phonemic structure of the spoken word by becoming aware of the connection between the sounds of letters in environmental print and the sounds of the spoken word.  相似文献   

19.
In four experiments with three-year-olds (N = 67), we investigate children's understanding of the differential importance of shape for categorization of solid rigid objects with fixed shapes and solid but deformable objects with shapes that can be changed. In a non-naming task we find that young children categorize rigid and deformable things differently and know that material is important for deformable things and shape for rigid things. In two naming tasks, however, children generalize names for both solid and deformable objects by shape similarity and disregard rigidity. To understand this pattern of results we examine a corpus of early-learned nouns and the kinds of rigid and nonrigid things named by nouns in that corpus. The results suggest that names for categories of solid, rigid objects in which instances are similar in shape dominate children's early noun vocabularies. We suggest that children's novel word generalizations for deformable things may be overgeneralizations of this dominant pattern.  相似文献   

20.

This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5–10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher’s responses to students’ ideas, classroom activities to support creativity, and whole-lesson methods that foster creativity. An open-ended survey was also designed to explore participants’ justifications for their instructional decisions and practices. The findings indicate that the overall level of teaching for creativity was low and that participants’ performance was the highest for teacher’s responses to students’ ideas category and the lowest for classroom activities to support creativity category. We observed that a teacher-centered approach with instructional practices geared toward preparing students for examinations was dominant and that these science teachers were bound to the textbook, following cookbook-style activities. Participants believed that they did not have enough time to cover the content and teach for creativity and that they were not prepared to teach for creativity. Based on these findings, we recommend that programs be developed to prepare science teachers to teach for creativity.

  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号