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1.
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example, it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the 4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading.  相似文献   

2.
In this Forum paper we synthesize some of the main ideas from three papers: Auli Orlander and Per-Olof Wickman’s (Cult Stud Sci 6, 2011), Bodily experiences in secondary school biology, Roger Sages’ (Cult Stud Sci Educ 6, 2011), About Descartes: Uses and misuses, and Steve Alsop’s (Cult Stud Sci Educ 6, 2011), The body bites back! These papers challenged us to identify how emotions functioned as elements of bodily experiences in classroom transactions and why science teachers often are not responsive to students’ emoting. We also explored how teachers making use of curriculum and companion meanings could support the construction of learning environments that more productively support students’ science learning.  相似文献   

3.
The American Civil War has been a popular topic for young-adult writers for years, with new books now being written from young women’s perspectives. In this paper, I will examine the gender ideologies that infiltrate contemporary Civil War books for young adults. I will examine four recent young-adult Civil-War novels: G. Clifton Wisler’s Mr. Lincoln’s Drummer (1995); Maureen Stack Sappéy’s Letters from Vinnie (1999); Jim Murphy’s The Journal of James Edmond Pease: A Civil War Union Soldier (1998); and Karen Hesse’s A Light in the Storm: The Civil War Diary of Amelia Martin (1999). I will argue that in these books young women are often shown to be disengaged and apolitical, while their male counterparts use language in powerful and political ways, even despite the historical record.
Alisa Clapp-ItnyreEmail:
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4.
In this article, the author explores the richly layered double text of Kushner and Sendak’s picturebook, Brundibar (2003)—the historical context of Brundibár as a Holocaust-era children’s operetta by Hans Krása and Adolf Hoffmeister, and the present day manifestation of Brundibar as a children’s picturebook. In order to contextualize the discussion of Kushner and Sendak’s text, Brundibar’s historical origins in Nazi-annexed Czechoslovakia and its transition to the stage in the Nazi “model” concentration camp, Terezín, is presented. An extensive semiotic analysis of Kushner and Sendak’s illustrations and text is also provided within the framework of what Kushner (The art of Maurice Sendak: 1980 to the present, 2003) terms “a world of trouble and woe and worse” (p. 210). Furthermore, the author discusses the development of Sendak’s Hitlerian Brundibar and the struggles that both Kushner and Sendak faced as they considered how to portray the story’s antagonist, given their somewhat differing conceptions of which difficult themes and topics children should be exposed to during childhood. To round out this discussion, the author explores pedagogical implications for teachers as they read difficult texts, particularly Holocaust texts, with children.  相似文献   

5.
This discussion explores the role that storytelling and stories might have in leading children towards an awareness of uncertainty and ambiguity in relation to Holocaust representation. It focuses on Morris Gleitzman’s Once (2006), its sequel Then (2008), and John Boyne’s The Boy in the Striped Pyjamas (2006) to consider the narrative techniques used to draw young readers into an understanding of the Holocaust. In particular, the discussion examines the role of silence within these narratives to suggest that a meaningful dialogue with silence is a crucial aspect in communicating the fractured nature of Holocaust history. Literature aimed at a young audience engages explicitly with the oft-cited injunction not to forget the Holocaust by setting out to inform a new generation of readers about the horrors of the Nazi genocide. In my analysis of these texts, however, I want to consider whether we should assume that such works do necessarily perform a progressive educative role. The article argues that the blunt didacticism of Boyne’s text might close down possibilities for the child reader’s imaginative engagement with the ungraspable nature of the Holocaust. In contrast, Gleitzman’s novels confront the child reader with a complex set of ideas about the relationship between narrative and subjectivity.  相似文献   

6.
We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669–1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading in the classroom are discussed.  相似文献   

7.
Since the publication of the first young adult novel to deal with issues of sexual identity, John Donovan’s (1969) I’ll Get There, It Better Be Worth the Trip, over 200 novels have been published centered around gay, lesbian, bisexual, transgender, queer and questioning (LGBTQ) characters and conflicts (Cart and Jenkins, 2006, The Heart has Its Reasons: Young Adult Literature with Gay/Lesbian/Queer Content, 1969–2004. Lanham, MD: Scarecrow Press). In significant contrast to early texts, many authors in recent years have sought to promote inclusion of LGBTQ individuals and to present LGBTQ characters in a positive light. To do so, they frequently create antagonistic homophobic characters and situations that provide a sense of realism (Crisp, 2009, Children’s Literature in Education, 40, 333–348). In this paper, I present several representative examples from these novels that challenge homophobia, but ultimately leave it intact. Text excerpts are drawn from the numerous contemporary realistic LGBTQ-themed texts, published between the years 2000–2005, and marketed to young adults. I then contrast these texts with the novel Boy Meets Boy (Levithan, 2003). Through the novel’s blurred genres and inventive use of linguistic features, Boy Meets Boy is able to more effectively undermine heteronormative assumptions by presenting the unthinkable: children as sexual beings, hegemonic masculinity as in fact non-hegemonic and detrimental to success, and homosexuality as normalized and even ordinary.  相似文献   

8.
Parents of dyslexic children encounter many difficulties in understanding and accepting their children’s disability. This affects the child’s self-image and the way s/he copes (Hallahan and Kauffman 1991; Einat 2003). The goal of this study was to develop VR immersive simulated states. The simulation was designed to help the parents of dyslexic children experience the kind of errors their children make when reading. Two groups of parents of dyslexic children participated in this experiment, an experimental group (N = 37), which experienced ten 3D worlds simulating different kinds of reading errors, and a control group (N = 30), that watched a movie describing and explaining similar errors. All the subjects were administered a cognitive questionnaire (Shavit 2005) before and after the intervention. In addition, the participants in the experimental group were interviewed before and after the intervention. The results indicate that experiencing a variety of simulated types of dyslexia with virtual reality can bring about improvement in parents’ awareness of the dyslexic child’s cognitive experiences, and that this improvement is significantly greater than that achieved by watching a film about dyslexia.  相似文献   

9.
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.  相似文献   

10.
In 2007 the Rudd Labor government in Australia introduced significant changes to education policy for the nation. The Skilling Australia’s Future (Rudd et al. Skilling Australia for the future. Election 2007 policy document, 2007) policy was meant to redress a perceived failure by the previous Howard federal Liberal-National Coalition governments to fund and manage vocational skills training adequately. The Skilling Australia’s Future policy established a number of areas for immediate action. This paper looks at one of these areas from the policy document, namely, the Rudd government’s plan for addressing skills shortages (Rudd et al. 2007, pp. 4–9) through the establishment of Trade Training Centres in schools. The policy is analysed using Critical Discourse Analysis, featuring the semiotic concept of intertextuality. Findings from the application of this method suggest that Skilling Australia’s Future (2007) belongs within a history of like-minded policy and, although a new direction is provided by the allocation of Trade Training Centres to selected high schools, the policy is not clearly separable from the market-driven discourse that has pervaded education policy since the 1990s.  相似文献   

11.
The purposes of this study were to determine preservice physics teachers’ instructional beliefs and to investigate the relationship between their beliefs and practices. The theoretical framework was based on the combination Haney & McArthur’s (Science Education, 86(6):783–802, 2002) research and Ford’s (1992) motivation systems theory. A multicase study design was utilized for the research in order to focus on a belief–practice relationship within several examples. Semistructured interviews, observations, and preservice teachers’ written documents were used to collect data. Results showed that most preservice teachers held instructional beliefs aligned with constructivist philosophy. Some of the preservice teachers’ beliefs were consistent with their practices while some of them presented different practices from their beliefs in different placements.  相似文献   

12.
The research project presented in this article was designed to provide a better understanding of the stable and significant differences in the PISA results between two otherwise very similar Nordic welfare states, Denmark and Finland. In the PISA studies, Finnish students repeatedly achieve the highest Nordic (and partly worldwide) scores in e.g. reading, science and math, while Danish students score lower. Even though Denmark has one of the world’s most expensive educational systems, the OECD ranks the Finnish school system as the world’s best both in terms of quality and equity (OECD 2004). The basic research question is why these differences continue to persist. The case study methodology was mainly inspired by Kirsti Klette’s classroom research (Klette 2003) which involves both interviews and observations. Thus, the overall design could be labeled mixed methods (Johnson and Onwuegbuzie Educational Researcher, 33(7): 14-26, 2004). Five regular public schools in each country were sampled for the comparative classroom studies. The basic theoretical approaches follow Hundeide’s theory of pedagogical communication and relations (2003) and Csikszentmihalyi’s flow-theory (1992). Both this study and statistical studies (S?rensen 2008) show that the difference in the Danish and Finnish PISA results mainly consists in the relatively better score by the lowest scoring 25% of the Finnish pupils compared to the lowest scoring Danish quartile. The results of this study point to a number of possible classroom related reasons why the Finnish school system can produce a better outcome for the lowest scoring quartile of pupils. These reasons are presented and discussed in the article. The study underlines the need to focus more on good classroom management in Denmark—and recommends further international, comparative research in order better to understand the huge differences shown in large scale international programmes such as PISA, PIRLS and TIMMS. The study also reveal the need for more knowledge about inclusive classroom practices, the use of teacher assistants and free, healthy school meals for all pupils.  相似文献   

13.
This paper outlines the connection between qualitative research methods in education and teacher reflective practices as they relate to Valli’s (Reflective teacher education: cases and critiques. State University of New York Press, Albany, 1992; Peabody J Educ 72(1): 67–88, 1997) model of reflection. Using the authors’ own experiences in performing and guiding educational research, and existing research in the field of teacher education pertaining to reflective practitioners, explicit connections are made between the two paradigms. These connections illustrate the importance of integrating authentic research experiences into the teacher education curriculum outside the context of methods courses, much like models established in the sciences.  相似文献   

14.
This paper situates the philosophy and politics of partnership in educational development cooperation in the context of wider epistemological and axiological shifts in contemporary social theory. Partnerships in development cooperation are also considered in the light of the alleged failure of international development assistance, a claim that has received much attention with the publication of, among others, William Easterly’s The White Man’s Burden: Why the West’s efforts to aid the rest have done so much ill and so little good (2006) and of Dambisa Moyo’s Dead Aid: Why aid is not working and how there is another way for Africa (2008). Partnership as a development strategy offers one response to these claims, but if shared development objectives and policies, shared ownership, shared decisions about where aid is targeted, shared rights, shared responsibilities, and shared implementation strategies still leave the education development community facing challenges as big as ever, it might be time, the paper concludes, to consider whether the concept of partnership has not been expanded too far as a modality in development cooperation.  相似文献   

15.
Paralleling the works of Cambourne’s Conditions of Literacy Learning (The Reading Teacher, 54(4), 414–429, 2001), Copple and Bredekamp’s (Developmentally appropriate practice in early childhood programs serving children from birth though age. National Association for the Education of Young Children, Washington, 2009) Developmentally Appropriate Practices and the findings from the field of Neuroscience this article explores the important components of creating an active, stimulating learning environment; one purposely designed to actively engage the minds of young children in order to help strengthen their neurological networks. The article concludes its exploration with the role of “mirror neurons” in the learning environment and how they affect the young child's mood, emotions, and empathy.  相似文献   

16.
This study examined the experiences of master’s students in regard to their participation in a multicultural role-play and review process (Jencius et al. 2004). Whereas the literature has supported the use of role-plays as a multicultural training technique (Alvarez and Miville 2003; Vazquez and Garcia-Vazquez 2003), there is a distinct lack of information on the actual role-play experience itself. The data analyzed from participants’ reported experiences about their student counselor and student client roles in this study offers valuable feedback to those who teach multicultural counseling. Participants reported qualitatively different experiences based on which particular role they held.  相似文献   

17.
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.
Michael J. SinghEmail:
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18.
In response to Richardson Bruna’s “Mexican immigrant transnational social capital and class transformation: examining the role of peer mediation in insurgent science”, this paper draws on the author’s research on organizing, mobilization and knowledge production among adult im/migrant workers in Canada. While appreciative of the content and concerns of Richardson Bruna’s argument, the paper argues for a clearer position on tensions between agency and structure, and class and capitalist social relations in which to contextualize the schooling of immigrant children in today’s US classrooms. In addition, it explores some implications of Mignolo’s (2000) work on the geohistory of knowledge, notably his concept of ‘border thinking’ for teachers, teacher education, and curricula. Finally, the article suggests the potential of methodological frameworks and approaches of institutional ethnography (Smith 1987), political activist ethnography (Frampton et al. 2006) and global ethnography (Burawoy 2000) to inform research into this field.  相似文献   

19.
The study reported here is the third in a series of research articles (Harkness, S. S., D’Ambrosio, B., & Morrone, A. S.,in Educational Studies in Mathematics 65:235–254, 2007; Morrone, A. S., Harkness, S. S., D’Ambrosio, B., & Caulfield, R. in Educational Studies in Mathematics 56:19–38, 2004) about the teaching practices of the same university professor and the mathematics course, Problem Solving, she taught for preservice elementary teachers. The preservice teachers in Problem Solving reported that they were motivated and that Sheila made learning goals salient. For the present study, additional data were collected and analyzed within a qualitative methodology and emergent conceptual framework, not within a motivation goal theory framework as in the two previous studies. This paper explores how Sheila’s “trying to believe,” rather than a focus on “doubting” (Elbow, P., Embracing contraries, Oxford University Press, New York, 1986), played out in her practice and the implications it had for both classroom conversations about mathematics and her own mathematical thinking.  相似文献   

20.
Simplicity arguments are to be found in most geometrical works, from those of Proclus in his Commentaries on the First Book of Euclid’s Elements, up to those of contemporary manuals. Our goal is to read these arguments in their historical contexts to analyze agreements, disagreements and the multiplicity of points of view. For a better apprehension and a better understanding of the different conceptions, we will focus on the notion of angles and their measurements. We will study the notion of ≪ simplicity ≫ in various Elements of Geometry, in particular those of Euclid, Peletier du Mans (1628), Arnauld (1667), Lacroix (1803) and Hoüel (1867). From there, we will examine French schoolbooks of geometry, beginning from the 1960s up to the 1990s, including those of the so-called period of ≪la réforme des mathématiques modernes≫ in France.  相似文献   

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