Evidence-informed practice in education: meanings and applications     

Julie Nelson  Carol Campbell 《Educational research; a review for teachers and all concerned with progress in education》2017,59(2):127-135

  相似文献   

The teacher as pygmalion: Comments on the psychology of expectation     

Peter  Carol Gumpert 《The Urban Review》1968,3(1):21-25

  相似文献   

Contesting forces: The political and economic context of curriculum development in New Zealand     

Carol Mutch 《Asia Pacific Education Review》2001,2(1):74-84

In the 1980s and 1990s many countries felt the impact of new right economic ideology on their social policies: New Zealand was no exception. Education was seen as the key to improving economic competitiveness and to this end it was deemed necessary to upgrade the system. The reforms arising from the adoption of this position were to take two paths: administrative and curricular. This paper focuses on the curricular reforms and the development of two key national curriculum statements within their political and economic context. The curriculum for compulsory schooling became centrally controlled, subject-based, and achievement oriented. In contrast the early childhood document outlined a child-centred, thematic and experiential curriculum. This paper explores how such divergence arose out of the same socio-political context. The content of the documents is analysed using a theoretical model after Bernstein (1971).  相似文献   

Transmitting Faith in the Republic:Muslim Schooling in Modern Plural France     

Carol A. Ferrara 《Religious education (Chicago, Ill.)》2018,113(1):14-25

This article explores and analyzes private Muslim schooling in France using ethnographic research performed in 2013–2014 in Lille-, Lyon-, and Paris-based Muslim schools. The article discusses the course content and the interpretations of Islam that are taught, demonstrating how French republican values are fused together with Islam to promote a specific brand of French Muslim citizenship and identity. I argue that Muslim schools should be seen as part of the process of the normalization of Muslim-based civic engagement and that they represent a particular response to France's new plurality that reinterprets the boundaries of “French” and “Muslim.”  相似文献   

Cross-cultural academic mentoring dyads: a case study     

Amber Daniel  Suzanne Franco  Noah L. Schroeder  Ada T. Cenkci 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):164-189

  相似文献   

Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching     

Carol A. B. Rees  Wolff-Michael Roth 《International Journal of Science Education》2019,41(5):586-606

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.  相似文献   

Peer Review and Other Problems     

Carol Iannone 《Academic Questions》2013,26(2):137-140

  相似文献   

Set this house on Fire     

Carol Upadhya 《Inter-Asia Cultural Studies》2013,14(2):371-374

  相似文献   

Critical Thoughts in Critical Times     

Carol Iannone 《Academic Questions》2013,26(3):253-255

  相似文献   

Redefining the meaning of teaching: A work in progress     

Therese M. Kuhs  Carol L. Flake 《The Teacher Educator》2013,48(4):310-320

Abstract

Particular elements of a new initial certification program are described. The use of inquiry, collaboration, and reflection as teaching strategies resulted in new learning for preservice teachers, experienced teachers, and university faculty involved in the program. Each partner in the endeavor indicated an increased understanding of these strategies as effective tools for teaching and learning at every level of the profession. Furthermore, a vision of professional development for experienced professionals in the context of their work with novice teachers emerged. Guidelines for the design and implementation of such programs are proposed.  相似文献