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21.
Ayse C. Ilhan 《The International Journal of Art & Design Education》2005,24(3):254-260
Every educational system should meet certain criteria that establish quality in teaching and learning. These criteria are often provided by aims and objectives listed in school curricula. After describing and commenting on the history of school education in Turkey, the main question posed in this research is how to change the Turkish primary school education in visual arts so that its quality will improve. After analysing the situation, this work provides an outline of how this may be achieved. In the future, the insights gained may be very useful for an incorporation of European standards into the Turkish educational system. 相似文献
22.
Boyd R McCandless Carol Bush Ayse Ilgaz Carden 《Contemporary educational psychology》1976,1(3):241-246
Two groups of disadvantaged Afro-American children, a total of 30 boys and 25 girls, mean age about 42 months; and two groups of middle- and upper-middle-class children, most of them white, 35 boys and 31 girls, mean age about 44.5 months, were observed for patterns of sex-role-characteristic behavior and peer and teacher response to such behavior. At all times, the children in the two experimental groups were being taught by seven women and seven or eight men, about half of whom were Afro-American, half white-Anglo, and who were mixed in the two schools by race but evenly divided by sex. Boys engaged in 16% sex-characteristic behavior, 5.7% cross-sex behavior. The same figures for girls were 18 and 6%. There were no pattern or percentage differences by race or social status of children. Women teachers gave most of their sex-role connected rewards for feminine behavior to both boys and girls. Men teachers rewarded more equably, masculine behaviors for boys, feminine behaviors for girls. Children rewarded mainly their own sex, and gave rewards for sex characteristic behavior. The pattern was even clearer for boys than for girls. In Discussion, comparisons are made with other somewhat similar studies. 相似文献
23.
Discourse is often considered as a taken-for-granted notion, however, it is already a representational genre of design thinking whether written/ unwritten, spoken/unspoken, designed/ undesigned, realised/unrealised. This article explores current architectural discourse to understand its relations with the design thinking transmitted through various modes of representations in media, education and practice, and to find out how such discourse might implicitly influence design ideas. The article argues that discourse, in this context, will stand as a product in itself in architectural culture. Moreover, a cross-view of today's architectural discourses will inform us about the present state of architecture, how contemporary architects express themselves or communicate from such points of view, and what might be the emergent issues and possibilities in architecture and design representation. 相似文献