AbstractIn Radical Education and the Common School (2011), Michael Field and Peter Moss argue for a radical alternative to the failed and dysfunctional contemporary discourse about education and the school with its focus on markets, competition, instrumentality, standardisation, and managerialism. They argue that it is necessary, if we are to progress “social alternatives” in education, to construct micro-histories of schools that have developed as “real utopias” through radically revising their practice. They call these micro-histories “critical case studies of possibilities”. In To Hell with Culture (1963), the art educator and anarchist Herbert Read returned to a theme he had been exploring since the early 1930s – the purpose of education. For him, “education” implied many things, but he saw modern practice as “socially disintegrating”. Instead, Read offered an alternative to the dominant discourse about education under capitalism in the 1960s which would create “that collective consciousness which is the spiritual energy of a people and the only source of its art and culture”. To what extent was Read’s conception of education an ideal, a dream unfulfilled? Following Fielding and Moss this paper will seek to trace “critical case studies of possibilities” drawn from the past which reflect the fundamental connection identified by Read between school learning, “collective consciousness”, art, and culture. 相似文献
Use of different teaching materials and curriculum for the same subjects is always a confounding factor in studies investigating teacher characteristics and student achievement. The purpose of this study is to understand the effects of different teacher qualities on student achievement in high schools with a standards-based curriculum delivered over a blended learning environment. Utilizing quantitative research approach, this study investigates the effects of teacher characteristics and teaching practices in a course offered through Cisco Networking Academy, which has a standards-oriented curriculum delivered online. Participants in the study were 226 teachers and 3299 students from Networking Academies located in the USA. The findings suggest that certain teacher characteristics such as teaching experience, degree, and primary teaching field do not have effects on student achievement. 相似文献
Background: The development of primary pre-service teachers’ chemistry motivation and attitudes toward chemistry were examined in order to develop their science literacy using case-based learning. Students’ ideas were emphasized, real-life situations were discussed, and students could share their ideas and knowledge with peers; as a result, students were active in the learning process.
Purpose: The purpose of the study was to investigate the effectiveness of using case-based learning instruction to increase pre-service primary teachers’ chemistry motivation and improve their attitudes toward chemistry as a school subject.
Sample: The subjects of this study consisted of 51 (20 female, 31 male) freshman primary pre-service teachers from an urban university in Turkey. The mean age of the primary pre-service teachers was 21.
Design and methods: One group pre-test and post-test design was used. A chemistry motivation questionnaire and chemistry attitude scale were used for data collection. For the data analysis, two-way repeated measures of ANOVA and repeated measures MANOVA were conducted.
Results: The results indicated that the mean of the attitude score after the treatment was significantly greater than the mean of the attitude before the treatment. The results also demonstrated that there is no significant difference between females and males. According to the results of the study, there is no significant difference between primary pre-service teachers’ chemistry motivation. However, some chemistry motivation constructs mean scores are greater after the treatment.
Conclusions: In sum, it could be stated that case-based learning is helpful for the development of students’ chemistry motivation and attitudes toward chemistry. 相似文献
Experiment 1 compared the acquisition of initial- and terminal-link responding in concurrent chains. The terminal-link schedules were fixed interval (FI) 10 sec and FI 20 sec, but some presentations were analogous to no-food trials in the peak procedure, lasting 60 sec with no reinforcement delivery. Pigeons completed a series of reversals in which the schedules signaled by the terminal-link stimuli (red and green on the center key) were changed. Acquisition of temporal control of terminal-link responding (as measured by peak location on no-food trials) was more rapid than acquisition of preference in the initial links. Experiment 2 compared acquisition in concurrent chains, using the typical procedure in which the terminal-link schedules are changed with a novel arrangement in which the initial-link key assignments were changed while the terminal-link schedules remained the same. Acquisition of preference was faster in the latter condition, in which the terminal-link stimulus-reinforcer relations were preserved. These experiments provide the first acquisition data that support the view that initial-link preference is determined by the values of the terminal-link stimuli. 相似文献
Instructional Science - What makes someone a good writer? To begin to answer this question, we compared the discourse knowledge and self-regulation of good and poor writers, as well as the quality... 相似文献
Phonological awareness is one of the critical skills in the acquisition of reading in an alphabetic orthography. The development of phonological awareness was compared across Turkish and English-speaking kindergarten and first-grade children (n = 138). The Turkish-speakers were more proficient in both handling of the syllables and deleting final phonemes of words. These patterns were related to the characteristics of the respective spoken languages (such as the saliency of the syllable, familiarity of the nonword patterns, importance of onset or final phoneme deletion, importance of vowel harmony) and the development of phonological awareness was discussed as a function of the characteristics of spoken language, orthography and literacy instruction. 相似文献
The aim of this study is to assess the factors that are related to preschool children and their mothers on children’s’ intuitional
mathematics abilities. Results of the study showed that there were significant differences in children’s intuitional mathematics
abilities when children are given the opportunity to think intuitionally and to make estimations, and when their mothers believe
in the importance of providing such opportunities in the home setting. Children who tended to think fast and to examine details
of objects had significantly higher scores. Also, the working mothers aimed to give opportunities to their children more often
than non-working mothers. The mothers whose children received preschool education tended to give more opportunities to their
children to think intuitionally and to make estimations. When incorrect intuitional answers or estimations were made by children,
lower-educated mothers tended to scold their children much more than higher educated mothers. Mothers having at least a university
degree explained more often to the children why they were in error than did the less-educated mothers. 相似文献
The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for Primary School Students (Bindak, 2005) was used to assess the levels of mathematics anxiety. A 3 × 2 factorial analysis of variance results showed that there was not a significant interaction effect or main effect of gender; however, there was a significant main effect of grade level. Standard multiple regression analyses show that independent variables accounted for 63% to 70% of variability in the dependent variable. The results also indicate that not only the perceived enjoyment of mathematics, but also the enjoyment of the mathematics teaching method and help with mathematics from parents had a significant effect on mathematics anxiety. 相似文献