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1.
This article extends the ongoing argumentation of ‘public’, publics and universities by providing a conceptual discussion of issues at the core of the public sphere: how does public form and exist amid private and individual life and pursuits, and how does a collective public body identify itself. The discussion is placed in dialogue with two earlier contributions to ‘becoming (a) public’ by Simons and Masschelein (European Educational Research Journal, 8(2), 204–217, 2009) and Biesta (Social & Cultural Geography, 13(7), 683–697, 2012). Brought together, these contributions constitute a definition of a programmatic public pedagogy at the university. This article develops the definition of a programmatic public pedagogy by drawing on the conceptual core meanings of public in continental antiquity, Enlightenment and American pragmatism. The author discusses public as (1) indefinitely circulating discourses, (2) sociability between strangers, (3) macro structures and (4) the political public sphere. The article reveals that the ‘becoming (a) public’ extends and occurs across a broad spectrum, and that the discursive and sociable manifestations of public are not secondary to explicitly political action but have an inherent value in themselves. The article distinguishes the character of public as constant openness to the emergence of what is yet not known from interpretations that locate public in the existing structures, ideologies and forms of action. The dialogue with Simons and Masschelein and Biesta shows that this distinction has critical implications on how programmatic public pedagogy is understood at the university.  相似文献   

2.
This empirically driven paper is about workplace learning with specific focus on the ‘work’ of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Schatzki (1996, Organization Studies, 26(3), 465-484, 2005, Organization Studies, 27(12), 1863-1873, 2006) and Gherardi (Human Relations, 54(1), 131-139, 2001, 2006, Learning Organization, 16(5), 352-359, 2009). The paper frames consuming practices as ‘dispersed’ (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of ‘integrative’ (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning.  相似文献   

3.
This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement.  相似文献   

4.
This article examines the place occupied by maps in children’s picturebooks. After a brief overview of the different roles that are assigned to maps in children’s books, the article considers five French picturebooks—Warja Lavater’s Le petit chaperon rouge (1965), Olivier Douzou and Isabelle Simon’s L’autobus numéro 33 (1996), Véronique Vernette’s Cocorico poulet Piga (1999), Rebecca Dautremer and Arthur Leboeuf’s Le loup de la 135 ème (2008) and Kochka and Fabienne Cinquin’s Dans ma ville, il y a… (2011)—in order to focus on how the narrative, whether enclosed, superimposed or linked to the text in some other way, is evoked by the geographic shape of the maps. It is argued that the particular use and function of a map depends on its shape or placement in a book, distinguishing between the incorporation of maps only as a significant picture (its use) from the subject within the whole narrative (its function). Thus the article articulates what uses a map can have within a narrative. It also explores the mechanics of the iconotext, showing that a cartographic picture fulfils a precise, rather than a general, function of spatialisation. Hence three main functions of spatialisation in maps and mapping are distinguished, whereby an author could use maps to help a character discover, conquer, or organise a space.  相似文献   

5.
This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational psychology research continues the trend of becoming more international.  相似文献   

6.
Different theories of learning have been used in vocational education studies and Piaget is a common source of reference. Our intent is to present a specific and original way in which the Piagetian theory of schèmes has been developed since the 1990s in studies called “vocational didactics”. Developed in French-speaking countries and mostly unknown to an international audience, this approach offers a specific use of Jean Piaget’s theory of learning, which has been applied to adult learning and vocational education. We will first develop the theoretical foundation of the theory of schèmes as developed by Vergnaud (1989, Recherches en didactique des mathématiques, 10(2–3), 133–170, 1990, 1996, 2001) and others after Piaget (1947). Then, we will present the methodological perspective of this approach. We will finally present significant research results to illustrate outcomes and practical implications for vocational training.  相似文献   

7.
According to numerous studies (Barrouillet & Camos 2002; Brousseau 1988; Chevallard 1988; Riley et al. 1984; Schubauer-Leoni & Ntamakiliro, Revue Des Sciences de L’éducation, 20(1): 87–113, 1994; Vergnaud 1982; Xin, The Journal of Educational Research, 100(6):347–360, 2007), a combination of many factors, including curriculum, didactic contract and task design, can potentially lead to students experiencing difficulties in developing of a full understanding of addition and subtraction and their relationship in problem solving. Few studies (Conne, Recheche En Didactique Des Mathématiques, 5, 269–332, 1985; DeBlois, Éducation et Francophonie, 25(1), 102–120, 1997; Giroux & Ste-Marie, European Jornal of Psychology of Education, 16(2), 141–161, 2001) describe the misinterpretations of problems as a factor related to learning difficulties. We have studied how and why elementary school students misinterpret the mathematical structure of a simple additive word problem and what kind of possible (hidden) misinterpretation may occur. We analysed possible mechanisms of misinterpretations in word problem solving, discussing various examples of correct and incorrect solutions resulting from the misinterpretation of a problem. We gave the elementary school students a word problem, which could potentially be misinterpreted, and observed their solving strategies. Our results show how the particular form of mathematical misinterpretation—structure substitution—may help students obtain a correct answer and thereby hinder the development of their mathematical reasoning. We further discuss different ways of addressing this phenomenon in teaching practice.  相似文献   

8.
Neil Gaiman’s The Graveyard Book (2009) charts the story of Nobody Owens, a boy who is adopted by supernatural entities in the local graveyard after his family is murdered. This article draws on the notion of the “construed reader,” and combines two cognitive stylistic frameworks to analyse the opening section of the novel. In doing so, the article explores the representation and significance of the family home in relation to what follows in the narrative. The analysis largely draws on Text World Theory (Werth, 1999; Gavins, 2007), but also integrates some aspects of Cognitive Grammar (Langacker, 2008), which allows for a more nuanced discussion of textual features. The article pays particular attention to the way Gaiman frames his narrative and positions his reader to view the fictional events from a distinctive vantage point and subsequently demonstrates that a stylistic analysis of children’s literature can lay bare how such writing is designed with a young readership in mind.  相似文献   

9.
Despite the prevalence and significance of e-learning in education, there is a dearth of published instruments for educational researchers and practitioners that measure users’ acceptance of e-learning. To meet this need, Teo (2010) developed the E-learning Acceptance Measure (ElAM). The main objective of this paper is to validate the ElAM (Teo, 2010) across two cultures, one is from a European country: England, and the other from Asia: Lebanon. A total sample of 461 university students from two private universities in Lebanon (n?=?209) and one university in England (n?=?252) participated in this study. Using confirmatory factor analyses, our findings revealed that the original 3-factor solution for ElAM (Teo, 2010) was supported and found to be adequate for the British sample, whereas the results revealed a bad fit for the Lebanese sample. Despite the differences, the ElAM was found to possess an acceptable level of internal consistency and item reliability for the pooled sample. Theoretical and practical implications are discussed at the end of the paper.  相似文献   

10.
The most important benefits of international comparisons are the indications that make hidden national characteristics visible and shed new light on the system in each country. From a comparative perspective, this article explores what Swedish and Norwegian preschool teachers emphasise as important to preschool student teachers about preschool as an arena for children’s language learning. The theoretical framework of the study is based on ecological system theories (Bronfenbrenner in The ecology of human development, Harvard University Press, Cambridge, 1979; Bronfenbrenner in Dev Psychology 22(6):723–742, 1986) and socio-cultural theories concerning language learning (Vygotsky in Thought and language, MIT Press, Cambridge, 1986). The data are produced through interviews with 69 Swedish and 35 Norwegian preschool teachers. The analyses focused on what the preschool teachers stated to be the most important elements to work with concerning children’s language learning, how and why they worked like this, and what rationales may have led to their pedagogy. The two countries seem quite alike in terms of the values embedded in early childhood education and political ideas concerning a rich childhood based on play and democratic ideals. By comparing the two countries, the results reveal differences that can lead to a deeper knowledge of cultural concepts that are often taken for granted, such as pedagogical approaches, and how these create different conditions for children’s preschool language learning.  相似文献   

11.
In the twenty-first century, the Gothic has experienced a cultural resurgence in literature, film, and television for young adult audiences. Young adult readers, poised between childhood and adulthood, have proven especially receptive to the Gothic’s themes of liminality, monstrosity, transgression, romance, and sexuality (James, 2009, p. 116). As part of the Gothic’s incorporation into a broad range of texts for young people, the school story—a conventionally realist genre—has begun to include supernatural gothic characters including vampires, witches, angels, and zombies, and has once again become a popular genre for young readers. In the past decade, in particular, a large number of Gothic young adult series with female protagonists set in boarding schools have been published (These include Shadow Falls (2011–2013) by C.C. Hunter, Covenant (2011–2013) by Jennifer L. Armentrout, House of Night (2007–2014) by P.C. Cast, Mythos Academy (2011–2014) by Jennifer Estep, The Dragonian (2013–2015) by Adrienne Woods, The Morganville Vampires (2006–2014) by Rachel Caine, Blue Bloods (2006–2013) by Melissa de la Cruz, and Fallen (2009–2012) by Lauren Kate). In this article, we will consider the first books in three such supernatural Gothic series that feature vampires and witches: Richelle Mead’s Vampire Academy (2007), Claudia Gray’s vampire romance Evernight (2008) and Rachel Hawkins’ Hex Hall (2010). These books are significant for the ways in which the traditional school story is adapted and transformed by the Gothic to define models of contemporary girlhood. Although Diane Long Hoeveler suggests that “the ‘body’ that emerges from female gothic textuality is a highly gendered one” (1998, p. 18), what we see in these texts is how the school story setting enables Gothic female protagonists who are unique, disruptive, and potentially transformative, despite the limitations enforced by the heterosexual romance plot. We argue that these novels, while conservative in some respects, rework the school story genre in that they foreground the sexual and romantic desires of girl protagonists regardless of the threat they constitute to the institution and the safety of others.  相似文献   

12.
This project developed and studied The Source, an alternate reality game (ARG) designed to foster interest and knowledge related to science, technology, engineering, and math (STEM) among youth from populations underrepresented in STEM fields. ARGs are multiplayer games that engage participants across several media such as shared websites, social media, personal communications, and real-world settings to complete activities and collaborate with team members. The Source was a five-week summer program with 144 participants from Chicago aged 13 to 18 years. The Source incorporated six socio-contextual factors derived from three frameworks: Chang’s (ERIC Digest, 2002) recommendations for engaging underrepresented populations in STEM careers, Lave and Wenger’s (Cambridge University Press, 1991) situated learning model, and Barron’s (Human Development, 49(4); 193-224, 2006) learning ecology perspective. These factors aligned with the program’s aims of promoting (1) social community and peer support, (2) collaboration and teamwork, (3) real-world relevance and investigative learning, (4) mentoring and exposure to STEM professionals, (5) hands-on activities to foster transferable skill building, and (6) interface with technology. This paper presents results from 10 focus groups and 10 individual interviews conducted with a subset of the 144 youth participants who completed the game. It describes how these six factors were realized through The Source and uses them as a lens for considering how The Source functioned pedagogically. Qualitative findings describe youth’s perception of The Source’s potential influence on STEM interest, engagement, and identity formation. Despite limitations, study results indicate that underrepresented youth can engage in an immersive, narrative, and game-based experience as a potential mechanism for piquing and developing STEM interest and skills, particularly among underrepresented youth.  相似文献   

13.
This article explores posthumanism as a philosophy that emphasizes human relationships with the natural world by examining representations of animality, both in children’s literature (e.g. titles such as Where the Wild Things Are, Wild, Virginia Wolf, and No Fits, Nilson!) and in children’s play in order to better understand the significance of philosophy in children’s literature and lives. By fostering a feeling of “necessary wilderness,” or connection to nature (Almond, 2011, p. 110), and by practicing a sense of being in nature, “keeping some wildness always alive” (Lerman, 2012, p. 311) through literary engagement and animal play, the authors suggest that children and adults can maintain an interconnectedness with the natural world, even when they cannot be in it themselves. Through a mixed methods approach that combines educational theory, ecocriticism, and qualitative research, we discuss links between children’s stories and bodies, identifying how becoming animals through narrative engagement and play reflects posthumanist theory in practice, and encourages a child’s embodied knowledge of nature. The authors also speak to the ways that embodied education approaches that encourage animal play and “expressive literary engagement” [Sipe, 2002, pp. 476–483]) can support a shifting and necessary worldview informed by posthumanism, suggesting that philosophical change is necessary if humanity aims to survive the ecological and technological changes to come.  相似文献   

14.
This article examines the use of maps in the works of Czech author- illustrator Peter Sís in order to consider the role that cartography plays in the construction of four of his biographical picturebooks: Follow the Dream: The Story of Christopher Columbus (2003/1991), Starry Messenger: Galileo Galilei (1996), The Tree of Life: A Book Depicting the Life of Charles Darwin, Naturalist, Geologist and Thinker (2003), and The Pilot and the Little Prince: The Life of Antoine de Saint-Exupéry (2013). The profusion of maps found in Sís’s biographical picturebooks expresses an understanding that the exploration of identity is intimately linked with the exploration of the spaces in which that identity is formed. The maps represent three basic functions for Sís: first, he uses maps to situate the reader in a specific time and place; second, maps are elements that initiate adventure; and third, the profusion of maps, combined with other textual elements, raises a question that runs through all of Sís’s work regarding the limits of representations of reality. The article illustrates the three functions by presenting a walk through the pages of the four chosen picturebooks, describing and analysing the different types of maps that Sís uses.  相似文献   

15.
Although children’s literature has long alluded to cultural connections between Africans and African Americans, very few texts establish clear lines of influence between particular African ethnic groups and African American characters and communities. Joyce Hansen’s The Captive (1994) and Sharon Draper’s Copper Sun (2006) stand out in portraying protagonists Kofi’s and Amari’s reliance on their past upbringing as Ashanti and Ewe, respectively. As Kofi and Amari endure the traumas of the Middle Passage and slavery in eighteenth-century America, they adapt by relying on their past socialization in traditional West African societies. The two novels challenge the idea of cultural erasure promoted in Elizabeth Yates’ Amos Fortune, Free Man (1950), which is still a fixture on multicultural reading lists for middle school students. The Captive and Copper Sun do provide sharply contrasting visions of their protagonist’s relationships to American society. Copper Sun indicates that a black girl’s concerns, including her need for subsistence and protection, and her desire for creative expression and personal autonomy, can complement the economic and military interests of the state. By contrast, The Captive insists on the necessity for its emancipated protagonist to maintain an adversarial role within a stratified, white-dominated U.S. culture. The novels thus highlight the very different messages about social identity and participation that recent multicultural children’s literature can convey.  相似文献   

16.
Min Hong 《Higher Education》2018,76(4):717-733
There are several common trends and challenges in the higher education (HE) system around the world, like expansion and diversification of HE, fiscal pressure and orientation to markets, demand for greater accountability and great quality and efficiency (e.g. The financing and management of higher education: a status report on worldwide reforms, 1998; Internationalisation of higher education and global mobility 43-58, 2014; Global policy and policy-making in education, 2014; Higher Education Policy 21:5-27, 2008). These trends and changes have reshaped university governance as well. Public universities are the main institutions to carry out HE in Australia and China. The engagement between Australia and China in HE sector has become closer and closer in recent years. To conduct better and further cooperation and collaboration between Australian and Chinese universities, it is critical to understand and acknowledge the differences in two nations’ university governance. Moreover, by conducting this comparative study of two nations, it also helps us to figure out the changes in university governance over times under the global trends and the interactions between global and local factors. This comparative study focuses on the university level and attempts to identify the differences of university governance in Australian and Chinese public universities in three dimensions, state-university relation, university internal governance and university finance. This paper sketches the university governance in Australia and China and finds that the relationship between government and university is looser in Australia than that in China and Australian universities enjoy more autonomy and power than Chinese universities; as to university internal governance, Australian universities use a more business-oriented management mechanism; funding associated with full-fee paying international students has become very important for Australian HE while Chinese government funding has been decreasing as well but funds from international students play a minimal financial role.  相似文献   

17.
This article addresses the use of cultural capital to influence therapeutic practices with culturally diverse clients. Using cultural wealth from a Critical Race Theory perspective (Yosso in Race Ethnicity and Education, 8(1), 69–91, 2005) highlights unacknowledged forms of cultural capital of diverse groups. Utilizing this perspective impacts counsellors’ positioning within the therapeutic relationship, shapes the discourse within therapy, and can enhance clients’ autonomous motivation within the therapeutic process. This article builds upon Yosso’s (Race Ethnicity and Education, 8(1), 69–91, 2005) forms of cultural wealth by situating them within a therapeutic context.  相似文献   

18.
Sasaki and Biro (2017, Nature Communications, 8, 15049) show that pairs of pigeons can increase the efficiency of their homing routes over several ‘generations’ in which pair members are gradually replaced by naïve birds. Their findings show that socially transmitted cumulative alterations of behavior are not unique to humans and suggest a way to examine potential mechanisms of cultural evolution.  相似文献   

19.
The structural validity of the Personal Globe Inventory-Short (PGI-S: Tracey in J Vocat Behavi 76:1–15, 2010) was examined in a Turkish sample of high school and university students. The PGI-S measures eight basic interest scales, Holland’s (Making vocational choice, Prentice-Hall, Englewood Cliffs, 1997) six types, Prediger’s (J Vocat Behav 21:259–287, 1981) people/things, data/ideas dimensions, and prestige. After adapting the original PGI-S items into Turkish (PGI-S-T), the inventory was administered to high school students (N = 605) and university students (N = 359). The fit of Holland’s RIASEC and the PGI eight type model were examined separately using the randomization test of hypothesized order relations. Results indicated a strong fit for both the eight type and the RIASEC model. Expected significant differences were found between PGI-S-T subscales across gender and age. The results support the structural validity of the adapted PGI-S-T in a Turkish sample.  相似文献   

20.
Climate change is one of the most challenging problems facing today’s global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3–50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that “knowledge” does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3–50, 2005; Skamp et al., 97(2), 191–217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals’ attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students’ learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student-generated concept maps, as well as on students’ test performance with respect to conceptual knowledge as well as socioscientific reasoning and socioscientific decision making.  相似文献   

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