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11.
Elsie L. Cloete 《Environmental Education Research》2011,17(1):35-51
English, in the words of Bill Bryson, ‘is one of the world's great growth industries’. Like some kind of metalanguage with its own Europe‐based meaning systems, it has constructed its own discourses in relation to Africa's conserved natural environment, nature documentaries, tourism and environmental education – at the expense of indigenous knowledge systems, cultural practices and languages. This paper examines the potency of English when it comes to notions such as that of the animal, the ‘wilderness experience’, hunting practices and ‘the African bush’ and how these meaning systems have percolated through to environmental education in relation to conserved areas in eastern and southern Africa. Drawing on critical language awareness theories and informal interviews and discussions with staff and students (representing a multitude of languages) at the University of the Witwatersrand in Johannesburg, the predominance and hegemony of English as the exclusive language of learning and teaching in environmental education is questioned. 相似文献
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Elsie Rockwell 《Paedagogica Historica: International Journal of the History of Education》2014,50(6):797-804
This essay traces recent developments in Mexican history of education in the light of trends in the field and publication in Paedagogica Historica. 相似文献
13.
In accordance with the Bakhtinian framework of this article, the text represents a dialogue between practices documented in the literature; the first author's perspective as a teacher, evaluator, and consultant; Bakhtin's theories of language; and the lived experiences of the second author, a parent whose child has been labeled as having a language learning disability. Although the Individuals with Disabilities Education Act (IDEA) grants parents the right to be involved in educational decisions about their children, we argue that the routine disqualification of parents' voices by school professionals is a major obstacle to authentic collaboration. Bakhtin's theories of language serve to illuminate the discourse between parents and professionals in special education committee meetings. We conclude with our vision for a mutual dialogic exchange between parents and professionals. 相似文献
14.
Gary Kiltz Arnold Danzig Elsie Szecsy 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):135-153
The Learner‐Centered Leadership program is a new initiative that provides professional development opportunities to school administrators through a mentoring model. The focus on learner‐centered leadership reflects renewed attention to the primary role of teaching and learning in the development of school leadership expertise. With a focus on learning, the need to create collaborative structures where trust, respect and communication are promoted among the participants has been critical. In its first year, the project goal has been to develop the capacity for mentoring across districts. To create this capacity, the project has focused on building relationships among participants using a threefold process: formal workshops that introduce the districts and participants; informal gatherings that break down barriers and establish opportunities for networking; and a series of problem‐solving initiatives called a team challenge that require participants work together, communicate and cooperate to solve the challenging activities. 相似文献
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It is known that one of the major goals of preschool education, if not the most important one, is the socialisation of children. In kindergarten socialisation is mainly achieved through social studies activities.
There is worldwide research concerning the application of social studies to kindergarten. In Greece, specifically, there is no relevant data about this subject.
Therefore, the current study was carried out in order to find out, interalia, I) whether kindergarten teachers occupy students with social studies activities, 2) if they do occupy them, in what social studies activities children engage more frequently and 3) the self‐assessed adequacy of the kindergarten teachers’ training and their attitudes concerning the application of social studies activities to kindergarten.
In order to collect the necessary data for this study, three hundred kindergarten teachers, from urban and non‐urban areas of Greece, were given a questionnaire and the conclusions drawn from their answers form the basis of the study.
In order to gain greater data validity, the recorded answers were cross‐referenced with informal observations in classrooms of teachers who participated in the study. 相似文献
17.
In this paper, we look backwards to educational development principles and practices as implemented in the 1990s at Chalmers University of Technology, Sweden, and forward to ideal principles and practices for the design of courses for teachers in higher education. The bridge between the two lies partly in an evaluation study, which we will describe, and partly in the theoretical work of John Bowden on knowledge capabilities for learning for an unknown future. The underlying framework depends on phenomenography, with its theoretical emphasis on learning as becoming able to discern the whole from its background, and how the constituents of the whole relate to one another and to the whole, and its empirical emphasis on qualitative variation in the ways in which students understand, conceptualize or experience phenomena they meet in their studies. A PET model and PET process are described, relating Practice, Experience and Theory through reflective problematization. 相似文献
19.
In the intentional-expressive approach, a development within the phenomenographic tradition, an alternative view of the role
of language is adopted. The approach focuses the learner’s use of expressions and intended meanings, in relation to his/her
conception of a phenomenon. The article presents empirical findings from a study made at a university of technology using
a special dialogue structure. The aim of the dialogue is to capture the individual’s way of reflecting on the interplay between
the expressions he or she uses, their intended meanings, and his or her conception of the phenomenon. Twenty-four students
participated and were presented an everyday situation involving the physical motion of a body. The results show that the interplay
was ambiguous and dynamic. The relationships between expression and meaning were much weaker than between meaning and conception.
In learning situations, this may cause problems concerning students’ knowledge formation, since a stable relationship is often
taken for granted in learning and teaching. 相似文献
20.
Marietjie Potgieter Esther Malatje Estelle Gaigher Elsie Venter 《International Journal of Science Education》2013,35(11):1407-1429
This study investigated the use of performance–confidence relationships to signal the presence of alternative conceptions and inadequate problem‐solving skills in mechanics. A group of 33 students entering physics at a South African university participated in the project. The test instrument consisted of 20 items derived from existing standardised tests from literature, each of which was followed by a self‐reported measure of confidence of students in the correctness of their answers. Data collected for this study included students’ responses to multiple‐choice questions and open‐ended explanations for their chosen answers. Fixed response physics and confidence data were logarithmically transformed according to the Rasch model to linear measures of performance and confidence. The free response explanations were carefully analysed for accuracy of conceptual understanding. Comparison of these results with raw score data and transformed measures of performance and confidence allowed a re‐evaluation of the model developed by Hasan, Bagayoko, and Kelley in 1999 for the detection of alternative conceptions in mechanics. Application of this model to raw score data leads to inaccurate conclusions. However, application of the Hasan hypothesis to transformed measures of performance and confidence resulted in the accurate identification of items plagued by alternative conceptions. This approach also holds promise for the differentiation between over‐confidence due to alternative conceptions or due to inadequate problem‐solving skills. It could become a valuable tool for instructional design in mechanics. 相似文献