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1.
JEAN C. BAUDET 《European Journal of Engineering Education》1991,16(4):371-377
SUMMARY
Depuis deux siècles, la formation des cadres supérieurs est basée soit sur le ‘paradigme comtien’ (ingéw;nieurs, primat de la mathématique), soit sur le ‘paradigme harvardien’ (managers, primal de I'èconomie). Qu';il s'agisse d'ecoles d'ingénieurs ou de business schools, les sciences ‘molles’ n'y sont que très peu enseignées. De plus en plus, cependant, les dirigeants d'entreprises rencontrent des problémes difficiles de nature psychologique ou sociologique. L'auteur propose de fonder la formation des ingénieurs à partir de l'épistémologie plutôt qu'à partir de la mathématique, l'épistémologie étant la discipline la plus appropriée pour l'initiation à la créativité et la seule réalisant la synthèse entre sciences “dures” et sciences ‘molles’.
For two centuries, the training of senior executives has been based either on the ‘Comtian paradigm’ (engineers at the leading edge of mathematics) or the ‘Harvard paradigm’ (managers at the leading edge of the economy). The ‘soft’ sciences are scarcely taught in engineering colleges or business schools. However, top managers are increasingly confronted with difficult problems of a psychological or sociological nature. The author suggests basing the training of engineers on epistemology rather than on mathematics, since epistemology is the most suitable discipline for stimulating creativity and the only one to achieve a synthesis of ‘hard’ and ‘soft’ sciences. 相似文献
2.
The intention of this article is to present the way in which a proposal was put forward for a national basic curriculum for
the lower level of secondary education in Guatemala, within a general curricular reform of the education system. In this process,
the International Bureau of Education and UNESCO’s national office in the country provided technical advice. The article examines
the socio-cultural and educational context, some conceptual foundations for the curricular reform, the construction of the
curriculum for lower secondary education, some features of the proposed curriculum and the outlook for the future. The process
of curriculum construction included a diagnosis, drawing up a strategy for reforming the first cycle of secondary education
and preparation of the proposed curriculum. Likewise, the authors present the steps that must be taken in order for the national
basic curriculum to be adopted, subject, amongst other factors, to the availability of funding.
Original language: Spanish
Linda Asturias de Barrios (Guatemala)
Doctorate in Anthropology from the University at Albany, State University of New York. Postgraduate studies in Public Policies
and Intercultural Affairs at the Universidad del Valle, Guatemala. She has taught at secondary school and university level.
As a researcher, she has published books and articles on ethnology, development and education in Guatemala and Central America.
At the Ministry of Education she has worked as Co-ordinator of the National and International Co-operation Unit (1997–1999),
Co-ordinator of the Reform of Secondary Education (2004–2006) and Co-ordinator of the Reform of Lower Secondary Education
(2007). E-mail: lindaasturias@yahoo.com
Verónica Mérida Arellano (Guatemala)
Teacher of secondary school language and literature and graduate in Literature and Philosophy at Rafael Landívar University.
She completed a master’s degree in education and curriculum at the University del Valle, Guatemala. She has been a university
lecturer. She has published books and articles on the teaching of Maya as a mother tongue and Spanish as a second language.
She has worked as curriculum specialist at the Ministry of Education (1985–1991) and as Co-ordinator of Teacher-Training Programmes
at Rafael Landívar University. From 2005 to 2007 she acted as Curriculum Consultant for Lower Secondary Education at the Ministry
of Education. E-mail: vmeridaguate@yahoo.com.mx 相似文献
3.
“实习支教,置换培训”——梅州农村中小学英语教师培训模式探究 总被引：1，自引：0，他引：1
"师范生实习支教,置换教师培训"是农村中小学教师培训的新模式。它能切实解决农村英语教师队伍数量不足、质量不高这一长期制约农村基础教育发展的根本问题。嘉应学院和梅州市教育局联合实施的"实习支教,置换培训"模式,在取得一定成绩和发现存在问题的基础上,对培训对象和时间、培训内容与形式、培训指导教师队伍的构成、培训的组织领导等进行了分析,并提出了相关思考与建议。 相似文献
4.
In this article the authors describe an innovative program in continuing education for teachers at the University of Georgia. The program, developed by the Museum of Natural History, the Georgia Center for Continuing Education, and the Department of Anthropology within the university and an independent research institute, offered teachers an opportunity to do archaeological field work as they learned about new discoveries in archaeology and Native American history and culture. The workshop design incorporated principles of adult and experiential learning. With the help of the workshop leaders, teachers developed their own materials for presenting integrated thematic units in their classrooms. Teachers responded enthusiastically to the workshops in a two-stage evaluation process. The authors conclude that intrauniversity cooperation is necessary if teachers are to benefit from all the resources of the university.Jacqueline J. Saindon obtained her M.A. in Anthropology at Hunter College, CUNY. She is Associate Director of the Multicultural Population and Resources Project at Georgia State University. Her special area of interest is in developing continuing education workshops and curriculum for teachers on anthropology, archaeology and ecology. Carol M. Downs obtained her M.A. and Ed.D. in Adult Education, and a Graduate Certificate in Gerontology, at the University of Georgia. She is Program Director of the Office of Continuing Education and Public Service at the University of Illinois at Urbana-Champaign. Her special area of interest includes continuing education in the arts, humanities, education and historic preservation. 相似文献
5.
《British Journal of Educational Studies》2001,49(1):87-118
Books reviewed:
Eric Ives, Diane Drummond and Leonard Schwarz, The First Civic University: Birmingham 1880–1980: An Introductory History
David Coulby, Beyond the National Curriculum: Curricular Centralism and Cultural Diversity in Europe and the USA
John Haldane (ed), Philosophy and Public Affairs
Basil Bernstein, Pedagogy, Symbolic Control and Identity: Theory, Research, Critique
Margaret J. McLaughlin and Martyn Rouse (eds), Special Education and School Reform in the United States and Britain
R. Mahalingam and C. McCarthy (eds), Multicultural Curriculum – New Directions for Social Theory, Practice and Policy
Martin Hughes, Charles Desforges, Christine Mitchell and Clive Carre, Numeracy and Beyond: Applying Mathematics in the Primary School
Jon Davison and John Moss, Issues in English Teaching
Robert Graham, Taking Each Other Seriously: Experiences in Learning and Teaching
John Retallick, Barry Cocklin and Kennece Coombe (eds), Learning Communities in Education
John Smyth, Alastair Dow, Robert Hattam, Alan Reid and Geoffrey Shacklock, Teachers' Work in a Globalizing Economy
Peter McLaren, Che Guevara, Paulo Freire, and the Pedagogy of Revolution
Ann Filer and Andrew Pollard, The Social World of Pupil Assessment
D.C. Phillips and Nicholas C. Burbules, Post-positivism and Educational Research
Britt-Marie Berge with Hildur Ve, Action Research for Gender Equity
David Coulby, Robert Cowen and Crispin Jones (ed), Education in Times of Transition
Mark Halstead and Terence McLaughlin (eds), Education in Morality 相似文献
Eric Ives, Diane Drummond and Leonard Schwarz, The First Civic University: Birmingham 1880–1980: An Introductory History
David Coulby, Beyond the National Curriculum: Curricular Centralism and Cultural Diversity in Europe and the USA
John Haldane (ed), Philosophy and Public Affairs
Basil Bernstein, Pedagogy, Symbolic Control and Identity: Theory, Research, Critique
Margaret J. McLaughlin and Martyn Rouse (eds), Special Education and School Reform in the United States and Britain
R. Mahalingam and C. McCarthy (eds), Multicultural Curriculum – New Directions for Social Theory, Practice and Policy
Martin Hughes, Charles Desforges, Christine Mitchell and Clive Carre, Numeracy and Beyond: Applying Mathematics in the Primary School
Jon Davison and John Moss, Issues in English Teaching
Robert Graham, Taking Each Other Seriously: Experiences in Learning and Teaching
John Retallick, Barry Cocklin and Kennece Coombe (eds), Learning Communities in Education
John Smyth, Alastair Dow, Robert Hattam, Alan Reid and Geoffrey Shacklock, Teachers' Work in a Globalizing Economy
Peter McLaren, Che Guevara, Paulo Freire, and the Pedagogy of Revolution
Ann Filer and Andrew Pollard, The Social World of Pupil Assessment
D.C. Phillips and Nicholas C. Burbules, Post-positivism and Educational Research
Britt-Marie Berge with Hildur Ve, Action Research for Gender Equity
David Coulby, Robert Cowen and Crispin Jones (ed), Education in Times of Transition
Mark Halstead and Terence McLaughlin (eds), Education in Morality 相似文献
6.
This text gives a structured overview of some of the courses for action that the participants in the UNESCO IBE project worked
out together as a group over several months. We went beyond identifying the barriers and difficulties together with the good
practices being developed in the several countries and tried to define a broad outline for the type of school we wanted to
build. We thus needed to sketch out a roadmap for action that would guide us in our work and overcome the feeling of helplessness
that many of us shared. It is quite normal when writing about education to begin by saying “we must” or “we ought to”, without
making it clear on whom those positive changes in education, or rather, in schools in different countries and contexts, depended
in order for us to work towards accomplishing the goals of Education for All (EFA). Yet together we can, at different levels
of power and responsibility, build a school for all that brings together quality and equity. This roadmap is a tool to guide
our action, which in turn is itself enriched by our action, that of systematizing and analysing the progress made and the
difficulties encountered.
Ana Benevente (Portugal) Holder of a Ph.D. in sociology of education from the University of Geneva, she is a chief researcher at the Institute of Social Sciences at the University of Lisbon, Portugal. From 1978 to 1993, she was a professor at the Faculty of Sciences, University of Lisbon, and subsequently, from 1995 to 2004, a Member of the Parliament and Secretary of State for Education in Portugal. A member of the Centre for Research and Innovation in Education/Organisation for Economic Co-operation and Development (CRIE/OECD), she is also a coordinator for the ad hoc ADEA/IBE group on “Policy dialogue in education” and a consultant for UNESCO and the Organisation for the Iberian American States (OEI). She is the author of numerous studies on school dropouts and school failure. Christine Panchaud (Switzerland) Holder of a degree in political science from the University of Geneva, Switzerland. From 2003 to 2007, she was programme officer at the UNESCO IBE in Geneva, where she coordinated the transversal HIV/AIDS programme, as well as the programme on curriculum innovation and the poverty alleviation in sub-Saharan Africa. Before then, she was a senior research associate at the Guttmacher Institute, New York, United States, and at the University of Geneva. Her research focuses particularly on the processes and dynamics of educational innovation and on the effects of social and political change on education, public health and social welfare policies. 相似文献
| Christine PanchaudEmail: |
Ana Benevente (Portugal) Holder of a Ph.D. in sociology of education from the University of Geneva, she is a chief researcher at the Institute of Social Sciences at the University of Lisbon, Portugal. From 1978 to 1993, she was a professor at the Faculty of Sciences, University of Lisbon, and subsequently, from 1995 to 2004, a Member of the Parliament and Secretary of State for Education in Portugal. A member of the Centre for Research and Innovation in Education/Organisation for Economic Co-operation and Development (CRIE/OECD), she is also a coordinator for the ad hoc ADEA/IBE group on “Policy dialogue in education” and a consultant for UNESCO and the Organisation for the Iberian American States (OEI). She is the author of numerous studies on school dropouts and school failure. Christine Panchaud (Switzerland) Holder of a degree in political science from the University of Geneva, Switzerland. From 2003 to 2007, she was programme officer at the UNESCO IBE in Geneva, where she coordinated the transversal HIV/AIDS programme, as well as the programme on curriculum innovation and the poverty alleviation in sub-Saharan Africa. Before then, she was a senior research associate at the Guttmacher Institute, New York, United States, and at the University of Geneva. Her research focuses particularly on the processes and dynamics of educational innovation and on the effects of social and political change on education, public health and social welfare policies. 相似文献
7.
作为"中华民族'梦之队'筑梦人"的教师队伍素质问题仍比较突出,主要表现在:教师队伍整体师德师风建设任重道远,师范教育质量下滑,一流人才难以进入教师队伍,教师培训进入高原期,乡村教师、民族地区教师、学前教师、职业教育教师、高等教育教师等存在不同程度的短板问题.为解决这些问题,整体提升我国教师队伍素质,建议国家实施"中国教师教育振兴计划",包括教育队伍素质建设的十个具体工程:各级各类学校教师"立德树人"示范工程、师范院校振兴计划工程、教师专业认证标准体系化工程、大学与中小学伙伴协作工程、幼儿园教师队伍素质提升专项工程、基础教育教师质量提升系统工程、高等教育教师专业发展促进工程、职业教育"双师型教师"培养培训工程、民族地区理科教师培养培训工程、标准化乡村学校建设工程. 相似文献
8.
《Higher Education Quarterly》1988,42(3):272-294
Book reviewed in this article: Open and Closed Minds: The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students, Allan Bloom Democratic Education, Amy Gutmann The State and the University: Calling British Universities to Account, Tony Becher and Maurice Kogan Diamonds into Glass: the Government and the Universities, Elie Kedourie The Enterprise Culture in Australian Higher Education: Privatizing Higher Education: A New Australian Issue, David R. Jones and John Amyl A British Bias against Adult Participation in Higher Education?: Adults in Higher Education, Centre for Educational Research and Innovation 相似文献
9.
This article describes a real-life project currently being conducted in Burkina Faso—the bilingual education continuum—and
explains its original and innovative aspects with respect to the teaching methods used and the development and process by
which it is implemented in the schools. The article focuses on five main points: the status of bilingual education; the minimum
factors needed for its success; the implications concerning the role of the teachers; the obstacles encountered; and strategies
used to introduce bilingual education, while overcoming various obstacles.
Catherine Traoré (Burkina Faso) Holder of a postgraduate diploma (DESS) in intercultural psychology and educational practice from the University of Toulouse II—le Mirail, France, she is director-general of the Centre for Research in Educational Innovation and Training. She is an educational psychologist, expert in competency-based curriculum development and the training of trainers, and member of the pool of French-speaking experts in educational sciences. Catherine Kaboré (Burkina Faso) Holder of a postgraduate diploma (DEA) in languages and humanities, with a specialization in socio-linguistics, she is director-general for literacy and informal education at the Ministry of Basic Education and Literacy in Burkina Faso. An expert in teenage and adult literacy, her research focuses on the impact of literacy in rural areas and on the post-literacy phase. She has carried out numerous experience-sharing consultancies and assignments in the field of basic education and held several high-level positions within the department in charge of basic education in Burkina Faso. Dieudonné Rouamba (Burkina Faso) Director-general of the National College for Primary School Teachers in Ouahigouya, Burkina Faso, he is a specialist adviser on teachers and the implementation of basic training. He has previously held several high-level posts in his country, including primary education inspector, head of constituency and at the same time provincial director for basic education. 相似文献
| Dieudonné RouambaEmail: |
Catherine Traoré (Burkina Faso) Holder of a postgraduate diploma (DESS) in intercultural psychology and educational practice from the University of Toulouse II—le Mirail, France, she is director-general of the Centre for Research in Educational Innovation and Training. She is an educational psychologist, expert in competency-based curriculum development and the training of trainers, and member of the pool of French-speaking experts in educational sciences. Catherine Kaboré (Burkina Faso) Holder of a postgraduate diploma (DEA) in languages and humanities, with a specialization in socio-linguistics, she is director-general for literacy and informal education at the Ministry of Basic Education and Literacy in Burkina Faso. An expert in teenage and adult literacy, her research focuses on the impact of literacy in rural areas and on the post-literacy phase. She has carried out numerous experience-sharing consultancies and assignments in the field of basic education and held several high-level positions within the department in charge of basic education in Burkina Faso. Dieudonné Rouamba (Burkina Faso) Director-general of the National College for Primary School Teachers in Ouahigouya, Burkina Faso, he is a specialist adviser on teachers and the implementation of basic training. He has previously held several high-level posts in his country, including primary education inspector, head of constituency and at the same time provincial director for basic education. 相似文献
10.
David Guillemette 《Educational Studies in Mathematics》2017,96(3):349-365
In the context of mathematics teachers’ training, the concept of dépaysement épistémologique (epistemological disorientation) emphasizes that the contact with the history of mathematics, particularly with the use of original sources, pushes aside commonplace students’ perspectives about the discipline and offers them a critical look towards mathematics’s historical, social and cultural aspects. Conceptually supported by the theory of objectivation, an emergent sociocultural theory in mathematics education, this study describes the dépaysement épistémologique lived by future mathematics teachers engaged in the reading of historical texts. A phenomenological approach allowed us to clarify various meanings associated with students’ lived experiences and a dialogical perspective provides a way to get these meanings in tension through a polyphonic narration. Our reading of this polyphonic narration suggests that dépaysement épistémologique associated with the reading of historical texts encouraged empathy from students towards the authors and their future learners, opening up the possibility for a nonviolent mathematics education. 相似文献
11.
Clementina Acedo 《Prospects》2008,38(1):5-13
This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research
dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes.
These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout
the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems
that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of
the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
| Clementina AcedoEmail: |
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
12.
The UNESCO International Bureau of Education (IBE), through the Community of Practice (COP) in Curriculum Development, organized
eight Regional Preparatory Workshops on Inclusive Education in 2007. These workshops had the overall goal of initiating a
participatory, consultative process in order to highlight key issues and challenges regarding inclusive education, to be presented
at the 48th session of the International Conference of Education (ICE) 2008. Each preparatory regional workshop centred on
four sub-themes around which the IBE Council has proposed to articulate the 48th ICE: Approaches, Scope and Content; Public
Policies; Systems, Links and Transitions; Learners and Teachers. In the framework of conceptual dimensions of inclusive education,
and the sub-themes of ICE 2008, this article identifies trends across regions within the ICE sub-themes and highlights points
for future debate on inclusive education.
Renato Opertti (Uruguay) Sociologist and Master in Educational Research. Universidad de la República Oriental del Uruguay and Centro de Investigación y Experimentación Pedagógica (CIEP, Montevideo, Uruguay). Consultant to ECLA, UNESCO, UNICEF and the World Bank. Currently Programme Specialist for the Capacity-Building Programme at UNESCO IBE, Geneva, Switzerland, where he co-ordinates the Community of Practice in Curriculum Development. He has published numerous studies on social policy, poverty, education and curriculum issues. Carolina Belalcázar (Colombia) Research Fellow at UNESCO IBE. Ph.D. University of Pittsburgh in Social and Comparative Analysis in Education, with a specialization in International and Development Education. Former Outreach Director for the Council on Latin American and Iberian Studies, MacMillan Center for International and Area Studies and the Programs in International Education Resources, Yale University. Her research focuses on the relationship between policy design and implementation in the fields of education and international drug control. 相似文献
| Carolina BelalcázarEmail: |
Renato Opertti (Uruguay) Sociologist and Master in Educational Research. Universidad de la República Oriental del Uruguay and Centro de Investigación y Experimentación Pedagógica (CIEP, Montevideo, Uruguay). Consultant to ECLA, UNESCO, UNICEF and the World Bank. Currently Programme Specialist for the Capacity-Building Programme at UNESCO IBE, Geneva, Switzerland, where he co-ordinates the Community of Practice in Curriculum Development. He has published numerous studies on social policy, poverty, education and curriculum issues. Carolina Belalcázar (Colombia) Research Fellow at UNESCO IBE. Ph.D. University of Pittsburgh in Social and Comparative Analysis in Education, with a specialization in International and Development Education. Former Outreach Director for the Council on Latin American and Iberian Studies, MacMillan Center for International and Area Studies and the Programs in International Education Resources, Yale University. Her research focuses on the relationship between policy design and implementation in the fields of education and international drug control. 相似文献
13.
《The International Journal of Art & Design Education》1990,9(2):219-231
Book reviewed in this article: Art, Design and Topic Work 8–13 ROB BARNES Unwin Hyman. Introducing Design Technology across the Curriculum TRISTRAM SHEPARD Ideas on Design STUART MACDONALD Hodder & Stoughton Photography: Towards a Multicultural Approach: a Sense of Place JIM HORNSBY (ed) Initiatives in Museum Education EILEAN HOOPER-GREENHILL (ed) Key Terms in Art, Craft and Design Teachers’ Book of Tests and Answers JOHN SKULL The Artist as Anthropologist: the Representation of Type and Character in Victorian Art MARY COWLING 相似文献
14.
Claudio de Moura Castro 《Prospects》1992,22(2):141-148
Taught at the Catholic University of Rio de Janeiro, the Vargas Foundation, the University of Chicago, the University of Brasilia, the University of Geneva and the University of Burgundy (Dijon). Was the Technical Co-ordinator of the research project on education in the framework of the Programme of Joint Studies on Latin American Economic Integration (ECIEL), was the director of CAPES (Brazilian Agency for Postgraduate Education) and was the Executive Secretary of CNRH (the Brazilian social policy institute of the Planning Secretariat). At present is the Chief of the Training Policies Branch of the International Labour Office (Geneva). Has published over twenty books and over 150 scholarly articles. 相似文献
15.
Rogers D. Rusk 《The Educational forum》2013,77(1):117-118
Set aside time each week for reading of good books. The author puts himself in good books—not ephemeral talk in discussion of questions and in discussion groups, where often ignorance is multiplied. One hundred times zero is still zero. “The Future of Public Education” by Myron Lieberman, University of Chicago Press, Chicago, 1960, pp. ix, 294. $5.00. American Education: An Introduction, Revised Edition, by Emma Reinhardt, New York: Harper and Brothers, publishers, 1960. 458 pp. $5.00. Education in the Perspectivofe History by Edward D. Myers (concluding chapter by Arnold J. Toynbee). New York: Harper &; Brothers, 1960. 388 plus xii pages. $6.00. Effective School Health Education by Arthur L. Harnett and John H. Shaw. New York: Appleton-Century-Crofts, Inc. 1959. 421 pp. $4.75. General Education, An Account and Appraisal, edited by Lewis B. Mayhew. New York: Harper and Brothers, 1960. 212 pp. $4.00. Getting Down to Cases by Robert L. Brackenbury. New York: G. P. Putnam's Sons, 1959. 222 pp. $4.00. Guiding Child Development in the Elementary School by Lorena Stretch. Minneapolis: Educational Test Bureau, 1959. 493 pp. $5.40. Learning to Work in Groups by Matthew B. Miles. Bureau of Publications, Teachers College, Columbia University. 1959. 285 pp. $5.00. Liberal Education in the Professions by Earl J. McGrath. A Publication of the Institute of Higher Education, Teachers College, Columbia University, 1959. vi + 63 pp. $1.50. “The Search for America,” edited by Huston Smith. Prentice-Hall, Inc. Englewood Cliffs, New Jersey, 1959, pp. ix, 179. $2.95. 相似文献
16.
Pat Sadler Garry Hornby Gordon Dimmock Don Baines Gill Collins 《Pastoral Care in Education》2013,31(1):52-55
Pat Sadler, Hiroshima Shudo University, The Caring Child by Nancy Eisenberg. Cambridge, Mass, and London: Harvard University Press, 1992, hb ISBN 0 674 09725 4, pb ISBN 0 674 09726 2, US$8.95 Garry Hornby, University of Hull, Youth in Trouble: Educational Responses, by J. F. Schostak. London: Kogan Page, 1991. 192pp., pb. ISBN 0 7494 0372 1, np Gordon Dimmock, Harold Hill Community School, Havering, ‘Some Way to Go’: A Pilot Study on the Appraisal of Educational Resources on Leaving Home and Homelessness, Leaving Home Project. London: Information Services Charity Limited, 1987. 56pp., £4.95 Gordon Dimmock, Harold Hill Community School, Havering, Experimental Project. Final Report, Leaving Home Project. London: Information Services Charity Limited, 1991. 30pp., £6 Gordon Dimmock, Harold Hill Community School, Havering, ‘Making the Break’: Choices and Decisions Facing Young People Leaving Home, by Philip Hope, edited by Catherine ByGott. London: CSV Advisory Service and Leaving Home Project, 1989. 157pp. plus VHS video ‘Cutting Loose’, 20 min., CSV, 1988. ISBN 0 907829 57 0, £28.25+£2.40 p. & p. Don Baines, Anglia Polytechnic University, Teacher Training in Secondary Schools, by Rowie Shaw. London: Kogan Page Limited, 1992. 162pp., pb ISBN 0 7494 0637 2, £14.95 Gill Collins, Sovereign Centre Tutorial Unit, Issues: A Cross-Curricular Course for PSE, by John Foster. Hammersmith: Collins Educational, 1992. Pupil Book One, ISBN 0 00 327334 2, £4.95; Teachers Resources One, ISBN 0 00 327339 3, £7.25; Pupil Book Two, ISBN 0 00 327335 0, £4.95; Teachers Resources Two, ISBN 0 00 327340 7, £7.25; Pupil Book Three, ISBN 0 00 327336 9, £4.95; Teachers Resources Three, ISBN 0 00 3273415, £7.25; Pupil Book Four, ISBN 0 00 327337 7, £5.50; Teachers Resources Four, ISBN 0 00 327342 3, £7.95; Pupil Book Five, ISBN 0 00 327338 5, £5.50; Teachers Resources Five, ISBN 0 00 327343 1, £7.95 相似文献
17.
《Educational Philosophy and Theory》1996,28(2):73-86
Book reviewed in this article:
Colin W. Evers & Gabriele Lakomski, Knowing Educational Administration: Contemporary Methodological Controversies in Educational Administration Research , Pergamon Press, Oxford, 1991: Reviewed by J.C. Walker
Tony W. Johnson, Discipleship or Pilgrimage?: The Educator's Quest for Philosophy , State University of New York Press, Albany, NY, 1995: Reviewed by James S. Kaminsky
Donald Arnstine, Democracy and the Arts of Schooling , State University of New York, Albany, NY, 1995: Reviewed by Karl Hostetler
Carollyne Sinclaire, Looking For Home. A Phenomenological Study of Home in the Classroom , State University of New York Press, Albany, NY, 1994: Reviewed by Barry Bamford
Helen Raduntz (ed.) Potential and Opportunity: Critical Issues for Australian Catholic Education into the 21st Century , Auslib Press, Blackwood, n.d.: Reviewed by Michael Furtado 相似文献
Colin W. Evers & Gabriele Lakomski, Knowing Educational Administration: Contemporary Methodological Controversies in Educational Administration Research , Pergamon Press, Oxford, 1991: Reviewed by J.C. Walker
Tony W. Johnson, Discipleship or Pilgrimage?: The Educator's Quest for Philosophy , State University of New York Press, Albany, NY, 1995: Reviewed by James S. Kaminsky
Donald Arnstine, Democracy and the Arts of Schooling , State University of New York, Albany, NY, 1995: Reviewed by Karl Hostetler
Carollyne Sinclaire, Looking For Home. A Phenomenological Study of Home in the Classroom , State University of New York Press, Albany, NY, 1994: Reviewed by Barry Bamford
Helen Raduntz (ed.) Potential and Opportunity: Critical Issues for Australian Catholic Education into the 21st Century , Auslib Press, Blackwood, n.d.: Reviewed by Michael Furtado 相似文献
18.
台湾东华大学多元文化教育研究所和花莲县中区一所原住民小学,利用小学综合活动与信息课,协作进行摄影课程活动.透过“叙说探究”取径的照见,示现在这个遭逢里,一位大学老师以“搅和”作为大学与小学教育工作者之间的“协作关系”的历程.这个儿童影像创作方案从结构式的课程转型为生活化的影像活动,鼓励儿童连结家庭照护安排经验与学校学习活动,而儿童透过镜头所捕捉到的部落原住民日常家庭图像,挑战了学校与社会僵化的多元文化想象.庆典化与本质化原住民文化与认同的教育论述,无视再现于儿童影像创作里常民生活氛围. 相似文献
19.
The Aid for the Development of the People by the People (ADPP), a non-governmental organization (NGO), in collaboration with
Angola’s Ministry of Education, has set up a network of secondary schools to train teachers to work in primary schools in
the rural areas of Angola. These schools, called Training Colleges for the Teachers of the Future (CTFs), are involved in
training a new type of teacher. This article discusses this educational practice, the main aim of which is to train primary
teachers to work in the rural areas where too few trained teachers are willing to be posted. The authors describe the measures
taken to better meet the needs of the rural areas in terms of teachers who have been properly trained and are motivated to
work in such an environment, and then go on to analyse the reasons underlying the success of the CTF programme, specifically
the fundamental differences from the state-run teacher training colleges, the way this new practice forms part of the overall
reform of the education system and its role in the Education for All (EFA) initiative, and the fight against poverty.
Pedro Nsiangengo (Angola) Holds a master’s degree in social analysis and education administration from the University of Aveiro, Portugal. He is assistant director-general of the National Institute of Research and Development in Education at the Ministry of Education of Angola. He is also professor in educational sociology and anthropology at the Jean Piaget University of Luanda, Angola. He has contributed to the design and preparation of numerous school textbooks and research projects at the University of Aveiro, Portugal. André Jacinto Diasala (Angola) Holds a degree in mathematics and physics from the University of Leipzig, Germany. He is head of the physics department at the National Institute for Research and Development in Education at the Ministry of Education of Angola. He is responsible for designing programmes and textbooks (exercise sets and teaching handbooks) for physics. He taught physics, teaching methods and practice at the Teacher Training College and is the author of several physics textbooks and teaching handbooks for lower secondary schools. 相似文献
| André Jacinto DiasalaEmail: |
Pedro Nsiangengo (Angola) Holds a master’s degree in social analysis and education administration from the University of Aveiro, Portugal. He is assistant director-general of the National Institute of Research and Development in Education at the Ministry of Education of Angola. He is also professor in educational sociology and anthropology at the Jean Piaget University of Luanda, Angola. He has contributed to the design and preparation of numerous school textbooks and research projects at the University of Aveiro, Portugal. André Jacinto Diasala (Angola) Holds a degree in mathematics and physics from the University of Leipzig, Germany. He is head of the physics department at the National Institute for Research and Development in Education at the Ministry of Education of Angola. He is responsible for designing programmes and textbooks (exercise sets and teaching handbooks) for physics. He taught physics, teaching methods and practice at the Teacher Training College and is the author of several physics textbooks and teaching handbooks for lower secondary schools. 相似文献
20.
This qualitative study makes the case for the implementation of curriculum mapping, a procedure that creates a visual representation
of curriculum based on real time information, as a way to increase collaboration and collegiality in higher education. Through
the use of curriculum mapping, eleven faculty members in a western state university Teacher Licensure program aligned and
revised the teacher education curriculum across a sequence of courses. An increase in collaboration and collegiality among
faculty emerged as an unintended outcome as a result of participation in the project.
Kay Pippin Uchiyama is currently the Assessment Coordinator for the Poudre School District in Fort Collins, Colorado. During this study, she was
an Assistant Professor of Teacher Education at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s
Teachers to Use Data grant. She received her Ph.D. in Instruction and Curriculum in the Content Areas with an emphasis on
Teacher Education and Learning to Teach from the University of Colorado at Boulder. Her interests include data driven instruction,
assessment for learning, teacher education, professional development schools, and mathematics education. Her email is kuchiyam@psdschools.org.
Jean L. Radin is an adjunct professor at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s Teachers to
Use Data grant. She received her Ph.D. from Colorado State University. Her interests are brain-based teaching and learning,
data driven instructional practices, teacher education and professional development schools. Her email is jradin@cahs.colorado.edu. 相似文献