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Judyth Sachs 《Teachers and Teaching》2016,22(4):413-425
It is now more than 10 years after the publication of the monograph, The Activist Teaching Profession, which, at the time, could be described as a call to action for the teaching profession. I reflect here on how far has the profession progressed in responding to that call to action. The idea of a ‘call to action’ could be seen to born out of industrial rather than professional discourses: 10 years ago different factors were shaping teachers’ professional practice and identity and a call to action was a metaphor and a strategy to mobilize teachers. In this paper, I identify the factors that are still influencing and shaping the teaching profession and argue that different times require different responses and that current thinking and debates around teacher professionalism circulate around professional learning. In this paper, I argue that the time for an industrial approach to the teaching profession has passed. I make the case for systems, schools and teachers to be more research active with teachers’ practices validated and supported through research. 相似文献
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周文莉 《第二课堂(小学)》2009,(6)
1.用于回答感谢,意为"不客气"。如: A:Thanks a lot.非常感谢。B:Forget it.算不了什么,不用谢了。A:Thank you for repairing the bike for me.谢谢你为我修自行车。B:Forget about it.不用谢。 相似文献
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There has been a variety of approaches to the study of mathematical understanding, and some of these are reviewed before outlining the background to the model we are proposing for the growth of such understanding. The model is explained in detail and illustrated with reference to the concept of fractions. Key features of the model include don't need boundaries, folding back, and the complementarities of acting and expressing that occur at each level of understanding. The theory is illustrated by examples of pupils' work from a variety of topics and stages. Finally one of the practical applications of the theory, mapping, is explained in some detail. 相似文献
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Aashish Mehta Jesus Felipe Pilipinas Quising Sheila Camingue 《Economics of Education Review》2011,30(6):1334-1347
A worker is said to be overeducated if he/she has acquired more education than is required to perform his/her job. In the absence of data measuring the number of years of schooling required to perform particular jobs, we propose a new approach to testing for overeducation. Overeducation is confirmed if we observe that education levels rose in jobs that offer very low returns to education and that underwent little technological change. Using labor force surveys from four developing countries, we find evidence of overeducation in unskilled jobs in the Philippines, mild evidence in Mexico, and little evidence in India and Thailand. We show that a job's mean and modal years of schooling are poor proxies for required education. We also show that overeducation sometimes increases within unskilled jobs, even while a growing share of educated workers enter skilled jobs. This may be because the quality of education segments the labor market. 相似文献
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Teachers, school leaders, and faculty (n = 32) were interviewed regarding their perceptions about the expertise of teachers of students with significant support needs. While participants agreed that expert instruction was characterized by knowledge about the student and positivity, their beliefs differed in relation to the functions of those expert skills. Findings revealed that deficit- and asset-oriented views of students were related to views about the professionalism of teachers. The implications of these findings are discussed in relation to the apparent link between deficit views about students and views of special education teachers as professionals. 相似文献
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George Papageorgiou Maria Grammaticopoulou Phil Michael Johnson 《International Journal of Science Education》2013,35(12):1647-1664
Thirty‐six pupils from three sixth‐grade classes (ages 11/12, n = 75) in Greece were interviewed pre‐ and post‐intervention in a piece of research on explanations of chemical phenomena. Software concerning chemical phenomena was incorporated in a teaching scheme, where the particle theory was used. After a 13 hour intervention, pupils’ explanations were categorized in five discrete categories. Only a few pupils could give satisfactory explanations, involving the integration of particle ideas at the level of atoms. The idea of chemical change seemed to be very difficult for the majority of pupils. Implications for the teaching of chemical phenomena at young ages are discussed. 相似文献
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As it were是一个插入语,意思是“似乎”、“可以说是”,用来表示一个词或一句话表面上不太确切或并非如此,但实际上可以这么说。它的作用是表示那个词或那句话是个比喻说法,借以缓和或冲淡语气。此表达不受时态限制,通常位于句中,也可间或用于句末。在形式上,它是as if itwere so的缩简。英语中还有大致相当的其他短语,如if one might so put it,so to speak,in otherwords,in a manner of speaking,as one mightsay,metaphorically speaking等。例如: 相似文献
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This article is to summarize the molecular and functional analysis of the gene “suppression of tumorigenicity 13” (ST13). ST13 is in fact the gene encoding Hsp70 interacting protein (Hip), a co-factor (co-chaperone) of the 70-kDa heat shock proteins (Hsc/Hsp70). By collaborating with other positive co-factors such as Hsp40 and the Hsp70-Hsp90 organizing protein (Hop), or competing with negative co-factors such as Bcl2-associated athanogen 1 (Bag1), Hip facilitates may facilitate the chaperone function of Hsc/Hsp70 in protein folding and repair, and in controlling the activity of regulatory proteins such as steroid receptors and regulators of proliferation or apoptosis. Although the nomenclature of ST13 implies a role in the suppression of tumorigenicity (ST), to date available experimental data are not sufficient to support its role in cancer development, except for the possible down-regulation of ST13 in gastric and colorectal cancers. Further investigation of this gene at the physiological level would benefit our understanding of diseases such as endocrinological disorders, cancer, and neurodegeneration commonly associated with protein misfolding. 相似文献
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《Educational Philosophy and Theory》2012,44(3):251-260
AbstractIn the Republic, Plato developed an educational program through which he trained young Athenians in desiring truth, without offering them any knowledge-education. This is not because he refused to pass on knowledge but because he considered knowledge of the Good as an ongoing research program. I show this by tracing the steps of the education of the Philosopher-Kings in Plato’s ideal state, to establish that the decades-long educational regime aims at training them in three types of virtue: (i) Moral Virtue; (ii) the Cognitive Virtue of Abstraction; (iii) the Cognitive Virtue of Debate.Plato’s theory of education has much to teach us about intellectual character education today. The Platonic educational program does not advocate the direct transmission of knowledge from teacher to learner but rather focuses on building the learners’ epistemic dispositions. Building upon the Socratic Method, Plato’s educational program does not ‘spoon-feed’ knowledge to the learners but rather fosters the growth of intellectual virtues through problem-solving.I explain ways in which fostering intellectual virtues through problem-solving could be applied in classrooms today. I conclude that Plato’s rigorous educational program is of definite merit for contemporary virtue education, especially since Aristotle offers us surprisingly little on how to educate for intellectual virtues. 相似文献
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In November 2005, the International Olympic Committee's Medical Commission issued a statement on Training the elite child athlete recommending that “more scientific research be done to better identify the parameters of training the elite child athlete”. This paper focuses on a specific issue related to training the child athlete: early specialization. While associations between early specialization and expertise development are highlighted, much research also suggests early specialization is associated with a range of negative consequences affecting physical, psychological, and social development. Alternately, some researchers have proposed that an early diversification approach does not disadvantage athletes in acquiring expertise, and is important for the development of intrinsic motivation and skill transferability. However, this review suggests that inadequate evidence exists to resolve the issue in favor of either approach. 相似文献
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田甜 《青苹果(高中版)》2013,(2):38-40
首先．我们来看一下近几年的两道高考试题：
1.-Silly me! I forget what my luggage looks like.
--What do you think of __ over there. 相似文献
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这三个词都可以代替上文提到的名词 ,但在实际使用中较难掌握。例如 :one和 it都可以代替单数可数名词 ,ones和 those都可以代替复数名词。有时须带冠词 ,有时又不能带。学生在做题时往往容易出错误。为此 ,现将其用法阐述如下 ,请教于同行。 一、one(复数 ones)one常用来代替前面出现过的单数可数名词 ,如果该名词是复数 ,就用 ones代替。I have lost my watch,I think I must buyanother oneShe has a new pen and several old ones注意 :(1 )在没有形容词 ,介词短语修饰时 ,one前面一般不用冠词 ,也不加 my,your等物主代词… 相似文献
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Pupils talking about their learning mentors: what can we learn? 总被引：1，自引：1，他引：0
The use of learning mentors to provide additional support to pupils who experience barriers to learning has become a feature of many schools in recent years. Mentoring places learning within a social context and recognises the necessity to ensure that students feel both comfortable with and in control of the learning process. This paper describes research which sought the views of young people who, having been identified as having social difficulties, had been supported by learning mentors. Their personal interpretation of mentoring and its impact on their lives is discussed and illustrated through use of their own words. Students interviewed demonstrated an ability to rationalise their own situations and behaviors and provide an indication of the important role that learning mentors have played in their lives. 相似文献
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Ian M. Kinchin 《International Journal of Science Education》2013,35(12):1257-1269
Concept mapping is described repeatedly in the literature as a tool that can support and enhance students' learning in science classrooms. Despite such endorsements, the use of concept mapping as a basis for classroom activities in UK secondary schools does not seem to be widespread. Some of the flaws in the supporting literature are highlighted. The two main barriers to the extensive adoption of concept mapping as an integral component of typical classroom strategies are seen as the epistemological beliefs of classroom teachers and the underlying philosophy of the curriculum that they are asked to deliver. In conclusion, concept mapping is seen as a tool that may support learning within an appropriate teaching ecology. Such an ecological perspective may require, for some, a re-conceptualization of the teacher's role in which teaching, learning and change are seen as integrated components of effective teaching. 相似文献
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《语数外学习(初中版七年级)》2007,(1)
this,that既可用作限定词,用以限定名词,如this/that book,又可以作指示代词;而it则只能作代词。this,that在作代词时与it在用法上有差异。下面简要谈谈这三个词的用法。 相似文献