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1.
Nicholas Tucker taught English in comprehensive schools in London before qualifying as an educational psychologist. He is now a lecturer in developmental psychology at the University of Sussex, with a special interest both in children's reactions to literature and in the history and present-day status of childhood itself. He has written five books for children as well as books about children's literature, includingThe Child and the Book: A Literary and Psychological Exploration, reissued in 1990 by Cambridge University Press in their new Canto “Classics” series.  相似文献   

2.
An account of the publishing history of four picturebooks with texts by the major 20th century British author, Graham Greene, and illustrations by Dorothy Craigie and, later, by Edward Ardizzone. concluding section questions whether the texts of three other books, nominally by Dorothy—or “David”—Craigie, ought more accurately to be ascribed to Graham Greene. Brian Alderson is a distinguished critic, bibliographer and author of children's books. He has curated many exhibitions and is involved in sundry organisations, such as the Beatrix Potter Society and the Children's Books History Society. He is children's book consultant to The Times Newspaper. He lives in Richmond, North Yorkshire, in the United Kingdom.  相似文献   

3.
Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of science can play a vital role in promoting the learning of physics. This training program has been developed in the context of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that utilize historical scientific materials on the issue of falling bodies.
Panos KokkotasEmail:
Panos Kokkotas   is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras   is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa   is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis   is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece.  相似文献   

4.
The Touchstones series of poetry anthologies was first published in the UK between 1968 and 1972 in five volumes. Over a million copies and three revisions later, Touchstones Now 11–14 appeared in the summer of 2008. Few, if any, books for the classroom can claim such longevity. In this article, the compilers of the anthologies, Michael and Peter Benton, look back over the 40 years of the series’ life. They reflect upon the principles which have guided their choices; and the social and political pressures, often exerted by governments, which they have confronted in their attempt to help school students become enthusiastic, committed and discriminating readers of poetry. Bionote: Michael and Peter Benton taught in various secondary schools in the UK for 10 years before becoming University Lecturers in Education. Separately, they have published many articles and academic books on the teaching of English and, together, they have collaborated on a variety of anthologies for the classroom in addition to the “Touchstones” series, notably their books on poetry and painting, “Double Vision”, “Painting with Words” and “Picture Poems”. Michael Benton is Emeritus Professor of Education, University of Southampton; Peter Benton is Emeritus Fellow, St Cross College, & formerly Lecturer in Education, Department of Educational Studies, University of Oxford.  相似文献   

5.
Editor's Note: This essay was delivered at a Carleton University conference titled “Politicizing the Classroom” and will be published with the other papers by the University of Toronto Press in 1995. This essay is printed by permission of the University of Toronto Press.  相似文献   

6.
The work of Mollie Hunter is published and read throughout the world. She won the Carnegie Medal in 1974 forThe Stronghold, and she was the May Hill Arbuthnot Lecturer in 1975, travelling in the United States for six weeks giving a series of addresses that have been collected inTalent Is Not Enough (Harper & Row, 1976).Peter Hollindale is Senior Lecturer in English and Education at the University of York, and author ofChoosing Books for Children (Elek). He has lectured widely in children's literature at colleges of education and in-service courses for teachers. He contributed an article on John Masefield toCle 23.  相似文献   

7.
Heroic reading     
Brian Alderson has been a friend of CLE since its inception, and, indeed, is to be found in its first number making some testy remarks at the first of the famous Exeter Conferences where the journal originated. At that time he was a lecturer in Children's Literature at the Polytechnic of North London—a position which he had reached after a circuitous journey beginning in the London book trade. As well as lecturing in both Europe and America, Brian Alderson has engaged in various activities which relate to children's literature: founding the Children's Books History Society and editing texts of historical interest; storytelling and translating the tales of the Brothers Grimm and Hans Christian Andersen; mounting and cataloguing exhibitions, especially on book illustration; and for many years he has been the Children's Books Editor ofThe Times. Most recently, Brian Alderson has been working on a two-volume study of the U.S. illustrator Ezra Jack Keats, which is being published in the U.S.A. by The Pelican Press of Gretna, Louisiana and has just completed editing Kingsley'sThe Water-Babies.  相似文献   

8.
Jon C. Stott is Professor of English at the University of Alberta, where he teaches graduate and undergraduate courses in children's literature. He is the author ofChildren's Literature from A to Z, and many other books and articles on children's literature.  相似文献   

9.
John Christopher is a well known, prize-winning writer. His adult novelThe Death of Grass was runner-up for the International Fantasy Award when Tolkien'sThe Lord of the Rings won first prize. Similarly his children'sTripods trilogy,The White Mountains, The City of Gold and Lead, andThe Pool of Fire, were all runners-up to the Guardian Award, whileThe Guardians won the Guardian award for 1971. HisSword trilogy, The Prince in Waiting, Beyond the Burning Lands, and The Sword of the Spirits, has been reissued by Puffin in a single volume. Some critics, such as John Rowe Townsend (inWritten for Children), have accused John Christopher of an underlying pessimism, or of male chauvinism. Christopher has not replied to these criticisms. He prefers to let his books speak for themselves. Unlike other writers who keep a high public profile, he has not spoken at conferences on children's literature or published essays which present or defend his point of view.Early in 1983 I wrote to John Christopher. What began as a simple fan letter developed into a series of questions, which he was kind enough to reply to at length: from this correspondence, with John Christopher's agreement, I have compiled the interview which follows.He has published articles on C. S. Lewis's Narnia Chronicles (Cle 25), Patricia Wrightson's Wirrun trilogy, and on aspects of language education. He recently completed a graduate diploma in children's literature.  相似文献   

10.
Teaching poetry     
The two articles which follow suggest ways in which teachers can encourage young readers to read poetry with greater pleasure and understanding. The articles complement each other, not least because Andrew Stibbs had a hand in both of them. The first piece discusses various approaches with illustrative detail; the second provides a list of suggestions.Andrew Stibbs taught in English secondary schools for fifteen years and is now a Lecturer in Education at the University of Leeds. He has published articles on English teaching and on children's literature (some of them inCle), poems, andAssessing Children's Language (Ward Lock Educational, for the National Association for the Teaching of English).  相似文献   

11.
In a crisis-plagued world looking to higher education for knowledge, wisdom, and solutions, higher education itself is stumbling. Its transformational thinking has frozen up like an overstressed computer program; and we need, in effect, to “push the reset button.” In 1953, the renowned and controversial president of the University of Chicago, Robert M. Hutchins, authored a refreshing and provocative work, The University of Utopia, containing ideas that still challenge today’s paradigms. He argued for institutional independence over “accountability,” “outcomes,” and “stakeholders.” He indicted educational evils he called “industrialization,” “specialization,” “philosophical diversity,” and “social and political conformity” and suggested ways to defeat them. Although his 56-year-old thoughts on reconceptualizing the multiversity are not a panacea, they could help higher education make a fresh start. This essay reintroduces the modern reader to Hutchins’s iconoclastic and stimulating ideas in the hope of restarting the stalled agenda for educational reform.  相似文献   

12.
The difference of literature: Writing now for the future of young readers   总被引：1，自引：0，他引：1  
CLIE is pleased to print the 1992 Sidney Robbins Lecture, given at the Annual Conference of The International Association of School Libraries at The Queen's University, Belfast. Sidney Robbins founded this journal in 1970, arising from the series of Children's Literature Conferences which be had initiated at St. Luke's College, Exeter, where be worked. He died in 1971.Aidan Chambers began his career as a secondary school teacher of English and drama. For the last twenty-seven years he has been an author of fiction for young readers and a part-time tutor of pre-and inservice teachers. In 1969, with his wife Nancy, he founded Thimble Press, publisher of the magazineSignal and various guides to and monographs on children's books. He is a visiting lecturer in literature for children at Westminster College, Oxford.  相似文献   

13.
This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge.
Don HowardEmail:
Don Howard   is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005).  相似文献   

14.
In these times of tight budgets and political intoleance for taxation, public schools, particularly urban public schools, will continually have to look for ways in which to spend less while dealing with ever-increasing societal problems. While the ability of schools to improve the overal “product” with less resources is highly suspect, this article addresses one way in which spending less might actually improve school perfomance. The best planners in the best schools should be the administration, techers, students, parents, and the comminitu at large, and not outside esxperts hired to improve a school's “comprehensive” or “strategic” plan. By forcing the segments of the public that have the largest stake in the educational outcomes of schools to work together to plan for the future, schools will improve the efficacy of their staffs, their students, and allow parents the self-satisfaction of playing an important role in their children's education. An improtant side effect of such a method may be an increasing awareness by the public of the difficulties that schools face, and perhaps a better understanding of the important need for higher expenditures. His research interests include professionalism, collective bargaining, and educational reform. His articles have appeared inPeople and Education, and a recent article has been aceepted for publication in theJournal of Collective Negotiations in the Public Sector.  相似文献   

15.
He has contributed to theChildren's Literature Association Quarterly, and his work relating critical theory to experimental texts for children will appear in the forthcomingChildren's Literature: Contemporary Criticism, edited by Peter Hunt.  相似文献   

16.
Enid Blyton (1897–1968) remains a publishing phenomenon. No British writer for children, other than Roald Dahl, has been commercially so successful—and like Dahl she has attracted endless controversy. Since the 1950s, the literary qualities of her work and the correctness of her social attitudes have been assaulted by critics, librarians, and educationists; not all of these attacks have been based on close discussions of the books themselves. In the article which follows, David Rudd (who is working on a doctoral thesis on Blyton), reexamines a Blyton series which retains its extraordinary popularity to the present day: The Famous Five. David Rudd is a tutor librarian/senior lecturer at Bolton Institute of Higher Education in the North West of England, where he teaches a course on children's literature. His master's degree was based on the work of Roald Dahl and led to a book,A Communication Studies Approach to Children's Literature, Sheffield, Pavic Press, 1991.  相似文献   

17.
A & C Black’s Flashbacks series invites its readers to “Read a Flashback...take a journey backwards in time”. There are several ways in which children’s fiction has encouraged its readers to engage with and care about history: through the presence of ghosts, through frame stories, time travel, or simply setting the narrative in the past. However, modern critical theory has questioned the validity of traditional modes of the genre. This paper defends historical fiction for children by arguing that, whatever narrative strategy is used, such writing stands or falls through its evocation of a historical sensibility—or what Raymond Williams calls a ‘structure of feeling’. This is achieved through elements of style, both in the representation of dialogue and thought. Pastiche, sometimes thought of as an unsatisfactory feature of contemporary culture, can often perform a similar evocative function. The paper is based on close readings of Alan Garner’s The Stone Book from 1976, and 21st century fiction by Kevin Crossley-Holland, Kate Pennington and Paul Bajoria. If these books do not overtly use the techniques of “historiographic metafiction”, it may be because awareness of historiography is implicit in the very texture of their writing. Christopher Ringrose is Principal Lecturer in English at the University of Northampton, and Head of Learning and Teaching in the Arts. He is an Editor of The Journal of Postcolonial Writing, and has published on Canadian literature, literary theory, eighteenth-century literature, and autobiography, as well as writing a study of the novelist Ben Okri, published in 2006. For CLE, he wrote on Lying in Children’s Fiction in Volume 21 No.3 (July 2006).  相似文献   

18.
Suzanne Rahn is an associate professor of English at Pacific Lutheran University, specializing in children's literature. She is the author ofChildren's Literature: An Annotated Bibliography of the History and Criticism (Garland) and is currently at work on a book of Rediscoveries in Children's Literature.  相似文献   

19.
This essay was originally presented as part of the panel “The Social Sciences, An Intellectual Balance Sheet,” at “On the State of Academic Discourse,” the third national conference of the National Association of Scholars, held in Minneapolis, October 18 to 20, 1991. It is part of the opening chapter of a book scheduled for publication in 1993 by Oxford University Press tentatively entitledThe Decomposition of Sociology.  相似文献   

20.
Beth Hatt 《The Urban Review》2007,39(2):145-166
How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students. Using Holland et al.’s (1998) [Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (Eds.) (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.] concept of “figured worlds,” this paper explores the “figuring” of smartness through the perspectives of marginalized youth. The youth made key distinctions between being book smart vs. street smart. This distinction is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. To the youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. Implications for schools and pedagogy are discussed. B.A. earned from Indiana University – Bloomington, Masters and Ph.D. earned from University of North Carolina at Chapel Hill. Beth Hatt Fis an Assistant Professor of Educational Administration and Foundations at Illinois State University where she teaches research methods and social foundations of education. Her current research explores smartness as a cultural construct in schools and the media.  相似文献   

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