A Pedagogy of Resistance: A Hidden History of Mass Work on a Minor Scale     

Craig W. J. Minogue 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):323-336

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Public purpose and the preparation of teachers for rural schools     

Paul Theobald  Craig Howley 《The Teacher Educator》2013,48(3):150-164

Abstract

Rural communities need rural teachers who can “ground” traditional school subjects in local realities and dilemmas and at the same time fashion instructional approaches consonant with larger intellectual, ethical, and social purposes. Such teachers are assets rather than burdens to their communities. Only such teachers can cultivate an ethic of responsibility for the health and vitality of the communities of which they and their students are critical components.

This essay examines the role of the university in professionalizing rural teachers. It contends that narrowly utilitarian ends prevail in teacher education programs, and that, in the absence of a substantive definition of educations public purpose, this instrumentalism creates teachers who are ill‐prepared to contribute in meaningful ways to the intellectual life of the communities in which they work. Teacher preparation programs should abandon the instrumental focus. Programs that prepare rural teachers, in fact, confront unique challenges and opportunities to include three themes at their centers: Sustainability, Social Justice, and Democracy.  相似文献   

Computers in Language Teaching     

Marlies Smit‐Kreuzen 《Educational Media International》2013,50(3):168-171

Abstract

Many people remember their language lessons from their secondary schooldays as tedious and ineffective. Although the emphasis in language teaching has shifted from the passive skills (reading, listening) to the active skills of speaking and writing, the result after many years of hard work is often disappointing. Learning a language in a classroom environment is extremely difficult. There is no real need to speak or write. Teachers are not interested in the contents of what their students are saying or writing but in the correctness. There is not enough time for the individual student to manipulate and practise what he or she has learned. Motivation is low. Obviously, computers cannot solve these problems. However, they can be used to create a more stimulating environment in which students are given authentic tasks that require a real use of language. If computers are used for practice and drill only, we are missing out on a valuable contribution to language learning and teaching.  相似文献   

Early childhood education: Some challenges for schools of education     

Marce Verzaro‐Lawrence 《The Teacher Educator》2013,48(4):25-33

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Spelling development in 6–11‐year‐old Greek‐speaking Cypriot children     

Nataly Loizidou‐Ieridou  Jackie Masterson  J. Richard Hanley 《Journal of Research in Reading》2010,33(3):247-262

The aim of the present study was to examine the spelling development of Greek‐speaking children in the early school grades. Although Greek orthography is regular for reading, it is much less transparent as far as spelling is concerned. Spelling development was investigated using a word spelling task designed to explore the effects of word length, familiarity and spelling regularity. One hundred and fifty normally developing primary school children living in Cyprus took part in the study. Results suggest that the children employed both phonological and lexical strategies in spelling Greek words. Results indicated that sub‐lexical procedures were more marked for younger children, whereas lexical processing was employed more widely by older children. The findings are interpreted in terms of stage developmental models.  相似文献   

Does STES‐Oriented Science Education Promote 10th‐Grade Students’ Decision‐Making Capability?     

Tami Levy Nahum  David Ben‐Chaim  Ibtesam Azaiza  Orit Herskovitz 《International Journal of Science Education》2013,35(10):1315-1336

Today’s society is continuously coping with sustainability‐related complex issues in the Science‐Technology‐Environment‐Society (STES) interfaces. In those contexts, the need and relevance of the development of students’ higher‐order cognitive skills (HOCS) such as question‐asking, critical‐thinking, problem‐solving and decision‐making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish “base lines” for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision‐making capability, science‐oriented (n = 142) and non‐science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre‐post development/change of students’ decision‐making capabilities via STES‐oriented HOCS‐promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision‐making questionnaire was used for obtaining a research‐based response to the guiding research questions. Our findings suggest that a long‐term persistent application of purposed decision‐making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high‐school students’ decision‐making ability. The need for science teachers’ involvement in the development of their students’ HOCS capabilities is thus apparent.  相似文献   

Visualizing Humans by Computer     

Nadia Magnenat‐Thalmann 《Educational Media International》2013,50(4):213-220

Abstract

This paper gives an overview of the problems involved in visualizing humans in a three‐dimensional scene, and looks at the history and development of human shape modelling, human motion control, and modelling of human characteristics and clothing to produce computer‐generated actors.  相似文献   

A comparative study of three methods for the popularization of a physical phenomenon     

L. Maury  O. Betbeder‐Matibet  M. Hulin 《International Journal of Science Education》2013,35(3):319-326

A study of Norwegian science textbooks for grade 8 indicates an individualistic image of science where individual scientists are discovering truth, through experiment. Scientific rationality is grounded in procedures of inquiry alone and not in debate and argumentation within scientific communities. The communal aspects of science tend to become visible in historical examples where science did not function properly due to prejudices or ignorance. Furthermore, science proper and school science are not differentiated between, and 'scientific knowledge about nature' and 'nature' are one and the same. The discourse identified is well suited to provide students with broad and general knowledge about natural and everyday phenomena. However, it is less suitable for teaching about the scientific enterprise in contemporary society. This is worrying for students' scientific literacy as future adults, as this dimension is essential for understanding the nature of science and for democratic citizenship in socio-scientific issues.  相似文献   

Qualitative studies in education at the beginning of the twenty‐first century     

James Joseph Scheurich  M. Carolyn Clark Co‐Editors 《International journal of qualitative studies in education》2013,26(4)

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Effects of Ability Grouping on Student Achievement     

James A Kulikand  Chen‐Lin C. Kulik 《Equity & Excellence in Education》2013,46(1-2):22-30

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