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1.
Maarit Arvaja 《Teaching in Higher Education》2018,23(3):291-306
The emergence of ‘new managerialism’ in academic institutions and professions has given rise to tensions between one’s professional self and work context. Such tensions often originate from a misalignment between institutional and personal values. This study builds on a dialogical approach to identity and discusses the role of inner tensions and conflicts in terms of making sense of one’s professional identity. These aspects are explored and exemplified by introducing a sample case of one individual student and university researcher/teacher, Anna, who participated in one-year Pedagogical Studies for Adult Educators. Leaning on the narratives of Anna’s learning diaries and a later interview, the article describes tensions and critical conflicts in her professional I-positioning. The study shows how tensions and their resolutions, at their best, can lead to constructive identity work, thereby finding a new personal sense resulting in a more integrated professional identity. 相似文献
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卞正东 《无锡教育学院学报》1998,(2)
对英语中的cohesion一词,我国语言学界的语篇研究人员对其有着多个互不相同的汉译名称。有人译成“粘着”,有人译成“照应”,有人译成“连接、词语连结”,有人译成“粘合作用”,也有人译成“粘连性”或“粘着、接应”。但近几年来随着对cohesion研究的进一步深入,语言学界似乎倾向于把这一术语译成“衔接”。①对这一倾向笔者深表赞同。 相似文献
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John R. Staver 《Cultural Studies of Science Education》2010,5(1):19-39
Science and religion exhibit multiple relationships as ways of knowing. These connections have been characterized as cousinly,
mutually respectful, non-overlapping, competitive, proximate-ultimate, dominant-subordinate, and opposing-conflicting. Some
of these ties create stress, and tension between science and religion represents a significant chapter in humans’ cultural
heritage before and since the Enlightenment. Truth, knowledge, and their relation are central to science and religion as ways
of knowing, as social institutions, and to their interaction. In religion, truth is revealed through God’s word. In science,
truth is sought after via empirical methods. Discord can be viewed as a competition for social legitimization between two
social institutions whose goals are explaining the world and how it works. Under this view, the root of the discord is truth
as correspondence. In this concept of truth, knowledge corresponds to the facts of reality, and conflict is inevitable for
many because humans want to ask which one—science or religion—gets the facts correct. But, the root paradox, also known as
the problem of the criterion, suggests that seeking to know nature as it is represents a fruitless endeavor. The discord can
be set on new ground and resolved by taking a moderately skeptical line of thought, one which employs truth as coherence and
a moderate form of constructivist epistemology. Quantum mechanics and evolution as scientific theories and scientific research
on human consciousness and vision provide support for this line of argument. Within a constructivist perspective, scientists
would relinquish only the pursuit of knowing reality as it is. Scientists would retain everything else. Believers who hold
that religion explains reality would come to understand that God never revealed His truth of nature; rather, He revealed His
truth in how we are to conduct our lives. 相似文献
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Sarah M. Bonner Camila Torres Rivera Peggy P. Chen 《Educational Assessment, Evaluation and Accountability》2018,30(1):71-92
We sought to understand how teachers’ perspectives on standards-based instructional practices, classroom assessment, and external testing do or do not show coherence and alignment. Based on survey methods (n?=?155) and interviews with a sample of secondary school teachers (n?=?9) in a large urban district in the USA, we explored general trends and individual teachers’ viewpoints. Our results suggest that the teachers’ instructional use of standards, classroom assessment preferences, and beliefs about the test-driven system are moderately correlated. Interview data provide insight into reasons teachers hold beliefs that do or do not fit well into a coherent assessment system. 相似文献
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Joseph Smith 《Curriculum Journal》2013,24(4):441-463
AbstractDebates over which historical content should be compulsory for study in the school curriculum are a common feature of education systems across the globe. These debates invariably weigh the perceived benefits to social cohesion of a ‘common core’ of knowledge against the perceived risks to democracy of government-sanctioned ‘official knowledge’. Scotland has, perhaps, taken an extreme position on this debate by specifying no mandatory historical content in its social studies curriculum. This paper uses 21 interviews with Scottish history teachers to explore how schools use this curricular autonomy: which historical periods they choose to teach and why.?The paper suggests that, without access to theoretical debates about the nature of historical knowledge, schools fall back on instrumental justifications for content selection within the curriculum. The result in many cases is an extremely narrow and fragmented syllabus in which pupil preference, teacher interests and the logistics of timetabling guide content selection.?The paper concludes that the formulation of coherent school-level history curricula is dependent on the fostering agency among a theoretically-informed teaching profession. 相似文献
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Previous research has documented the role of readers’ existing topic knowledge in supporting students’ comprehension of text; yet, we know less about how to build students’ knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in the interest of students’ literacy development through the use of conceptually coherent text sets. Fourth grade students (N = 59) were randomly assigned to read either a set of six informational texts that cohered around a set of concepts related to the topic birds (CC texts) or a set of texts that addressed a range of topics (NCC group texts). After reading, we assessed students’: (1) knowledge of the concepts in the conceptually coherent text set, (2) knowledge of target concept-related words that appeared in their respective text sets, (3) knowledge of general academic words that appeared in both texts sets, (4) comprehension of a novel text on a related topic, and (5) interest in the topic of the conceptually coherent texts. Results revealed that students who read the conceptually coherent texts demonstrated more knowledge of the concepts in their texts, more knowledge of the target words in their texts, and had better recall of the novel text compared to students who read unrelated texts. Findings suggest that there is potential for knowledge and vocabulary to be built during English language arts through a focus on conceptual coherence in the design of reading experiences for students. 相似文献
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Recent studies show that national control of K–12 curriculum yields important payoffs in terms of greater curricular coherence and, as a result, higher test performance on international tests such as those used in the Third International Mathematics and Science Study. This paper examines the connection between national control of curriculum and curricular consistency and coherence, a variable known to have a positive impact on student test‐score performance. The results of several analyses reveal that national control of curriculum, viewed apart from the most important ‘function’ associated with such control (i.e. enhanced credibility), makes no contribution to curricular consistency or coherence. 相似文献
8.
Carol Vincent 《British Journal of Sociology of Education》2019,40(1):17-32
This paper explores how teachers respond to the requirement to promote ‘fundamental British values’ (FBV) to their pupils. It offers a preliminary analysis of data drawn from interviews with teachers and (mostly lesson) observations in schools. It argue that, first, the policy cannot be understood without a consideration of the multi-layered context in which it is being enacted in schools. Second, it locates the policy to promote FBV as a liberal nationalist one and considers some of the problematic issues that arise from this philosophy. Third, it turns to schools and teachers to consider their reactions and responses. It is concluded that teachers and schools in this research often did attempt to neutralize potentially exclusionary readings of the policy and were effective in absorbing the requirement to promote British values. However, doubt is cast on the policy’s ability to meet its aims and the paper also raise concerns about the limited amount of time given to pupils’ engagement with the values. 相似文献
9.
The purpose of this cross-national study is to understand teachers’ views about the meaning of instructional coherence and the ways to achieve instructional coherence. With respect to the meaning of instructional coherence, whereas the majority of U.S. teachers paid attention to connections between teaching activities, lessons, or topics, the majority of Chinese teachers emphasized the interconnected nature of mathematical knowledge beyond the teaching flow. U.S. teachers expressed their views about ways to achieve instructional coherence through managing a complete lesson structure. In contrast, Chinese teachers emphasized pre-design of teaching sequences, transitional language and questioning based on the study of textbooks and students beforehand. Moreover, they emphasized addressing student thinking and dealing with emerging events in order to achieve “real” coherence. The findings of the study contribute to our understanding about the meaning of instructional coherence and ways to achieve instructional coherence in different cultural contexts. 相似文献
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Jiang ZY 《Journal of Zhejiang University. Science. B》2005,6(4):259-264
To investigate inter- and intra-hemispheric electroencephalography (EEG) coherence at rest and during photic stimulation of patients with Alzheimer‘s disease (AD). Thirty-five patients (12 males, 23 females; 52-64 y) and 33 sex- and age-matched controls (12 males, 21 females; 56-65 y) were recruited in the present study. EEG signals from C3-C4, P3-P4, TS-T6 and O1-O2 electrode pairs resulted from the inter-hemispheric action, and EEG signals from C3-P3, C4-P4, P3-O1, P4-O2, C3-O1, C4-O2, TS-O1 and T6-O2 electrode pairs resulted from the intra-hemispheric action. The influence of inter- and intra-hemispheric coherence on EEG activity with eyes closed was examined, using fast Fourier transformation from the 16 sampled channels. The frequencies of photic stimulation were fixed at 5, l0 and 15 Hz, respectively. The general decrease of AD patients in inter- and intra-hemispheric EEG coherence was more significant than that of the normal controls at the resting EEG, with most striking decrease observed in the alpha-1 (8.0-9.0 Hz) and alpha-2 (9.5-12.5 Hz) bands. During photic stimulation, inter- and intra-hemispheric EEG coherences of the AD patients having lower values in the alpha (9.5-10.5 Hz) band than those of the control group. It suggests that under stimulated and non-stimulated conditions, AD patients had impaired inter- and intra-hemispheric functional connections, indicating failure of brain activation in alpha-related frequency. 相似文献
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Anne Greig Helen Minnis Reuben Millward Claire Sinclair Eilis Kennedy Kate Towlson 《Educational Psychology in Practice》2008,24(1):13-27
This review and investigation draws on principles from attachment theory regarding the importance of early relationships and their impact on the coherence and organisation of psychological functions. Comparisons are made between the narrative coherence scores of an experimental group of 17 looked‐after children with problematic relationship histories in mainstream school and a matched control group of 17 of their peers. There were significant differences between the groups in the coherence of children's narratives, denial and avoidance in story play themes and in their use of intentionality. The paper considers the theory and discusses the results in terms of the implications for teaching, learning and intervention. 相似文献
15.
Hintermair M 《Journal of deaf studies and deaf education》2004,9(1):15-26
This study examined the importance of reported sense of coherence (Antonovsky, 1987) in mothers of children with hearing impairment. Sense of coherence was explored as a factor in relation to the experience of stress and subjective life satisfaction and in the context of other relevant variables in coping (e.g., social support, additional handicaps of the child, child's hearing status, means of communication). Two hundred thirty-five mothers completed a questionnaire, and path analysis corroborated a theoretical model in which sense of coherence was delineated as a factor contributing directly to stress perception. Both sense of coherence and the experience of social support were identified as resources that reduced reported stress and improved quality of life, with sense of coherence especially important in reducing stress. Child variables, including additional handicaps and extent of hearing impairment, intensified reported stress for the mothers, but mode of communication with the deaf child did not affect stress experience. The findings are discussed within the context of socialization theory. Recommendations for further research (e.g., longitudinal data, control designs, socio-economic status, applicability to fathers) are made. 相似文献
16.
This paper explicates the elements of several policy instruments used in Connecticut, the political conditions under which they were chosen, and their intended targets and expected effects on teacher quality and student learning. The purpose of the paper is to explain how the Connecticut General Assembly (CGA) and the Connecticut State Department of Education (CSDE) were able to implement and sustain a set of integrated policies related to teaching and learning over a 20‐year period from 1985 to 2005. We argue that this occurred for three primary reasons. First, the state legislature combined changes in teacher certification requirements in the 1980s with significant increases in teacher salaries in order to build strong political support among teachers and teacher union leaders for the new requirements. Second, in the 1980s and 1990s, CGA and CSDE repeatedly combined policy instruments in ways that involved multiple stakeholders and strong elements of capacity‐building, thereby increasing their likelihood of success. Third, several policies enacted in Connecticut in the 1990s were directly connected to and strongly reinforced each other. 相似文献
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《东南大学学报》2008,(4)
Journal of Southeast University (English Edition)[JSEU(EE)],a comprehensive academic journal sponsored by Southeast University,was established in 1984 and is published quarterly.It is included in Ei Compendex,CA,CSA and MR in America,INSPEC in UK,ZB1 MATH in Germany,AJ in Russia,and other databases. 相似文献
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《上海大学学报(英文版)》2008,(6)
Journal of Shanghai University (JSU) is published bimonthly, providing a forum for exchange of research findings in sciences and technological disciplines including Applied Mathematics 相似文献