Introduction     

José Ferreira Marques  Edwin L. Herr  Bernhard Jenschke  Raoul Van Esbroeck 《International Journal for Educational and Vocational Guidance》2001,1(1-2):7-11

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New Interactions     

John Mills  Eduardo Pellanda  André Pase 《Journalism Practice》2017,11(8):980-999

From the first studies of wearables inside MIT’s Media Lab decades ago to the smartwatches and smartglasses sold these days as consumer devices, wearables provide clues to better understand new paths to record and distribute information. Google Glass was one of the first immersive products, allowing users to capture and stream information to the Web, creating screen-based micro-interactions displayed in front of the user’s eye or sent to their smartphone. The first-person perspective is not new, but network-enabled Glass creates a novel state of streamed information and images, potentially making the journalist an avatar of the audience. Possibilities also lay in the development of Glass-specific ambient or calm communications—providing users with seamless information updates. Our study explores how Glass, attached to the head of the journalist-broadcaster, creates alternative behaviours in those captured due to its almost-invisible camera. These and other aspects of Glass will be explored during this paper, recalling experiences made across multiple test beds in the United Kingdom, Porto Alegre, Brazil and the Sahara Desert. The lessons acquired from these experiences allow us to understand not only new ways to inform, but new relationships between journalists, newsrooms and the public.  相似文献   

Counteracting fabricated anti-gay public pedagogy in Uganda with strategic lifelong learning as critical action     

André P. Grace 《International Journal of Lifelong Education》2016,35(1):51-73

Political, cultural and social fallout following the introduction of the anti-homosexuality bill in Uganda in 2009 intensified fabrication of an anti-gay public pedagogy of negation and nemesis that fuelled the passage of the Anti-Homosexuality Act, 2014. The Government of Uganda, conventional Anglicanism and US evangelical Christianity were all implicated in developing this homophobic public pedagogy. This article provides an extensive account of what transpired to result in prohibition of lifelong learning focused on Ugandan sexual minorities. In the face of this prohibition, the article calls for lifelong learning as critical action constructed as strategic public counter-pedagogy aimed at recognizing and accommodating sexual minorities in the face of homophobia. This critically progressive counter-pedagogy would include a pragmatic turn to comprehensive health education as a starting point for inclusive, holistic learning. The article also considers the important role that media could play in this work. It explores contemporary realities of advancing and deploying lifelong learning as critical action in Uganda, examining the current dire state of education in the nation. It concludes by considering the status of Uganda’s tenacious quest to entrench gay apartheid amid what is now a growing trend toward global gay inclusion.  相似文献   

Overcoming a Learning Bottleneck: Inquiry Professional Development for Secondary Science Teachers     

Christine Lotter  William S. Harwood  J. José Bonner 《Journal of Science Teacher Education》2006,17(3):185-216

This paper examines the summer component of a year-long professional development program. The program was developed based on recent models of effective professional development that indicate that teachers should guide the direction and focus of the professional development program. Specific activities in the summer program were adapted from a long-running, successful program for university faculty development. In this study we explore the conceptions of inquiry teachers developed during the program, as well as the products teachers created. The discrepancies between program goals and the teachers’ products and conceptions are described and reasons for these differences explored. The results suggest that engaging teachers in identifying key issues in their own professional development is an effective strategy.  相似文献   

Family preparation for school entry and the role of transition practices     

Annie Bérubé  Julie Ruel  Johanne April  André C. Moreau 《The Journal of educational research》2018,111(4):398-403

Entry into school represents as much a challenge for children as it does for their parents. The authors examined the ways in which transition practices help children and their families feel prepared for school entry, as measured by the child's emotional adaptation during the first days in class and the family's sense of being prepared for this transition. Data were collected from a sample of 412 parents. The results indicate that children's emotional adaptation during the first days in school is related to their families' preparedness for school entry. Moreover, families' preparation is partly explained by the number of transition practices perceived by the parents. These data support the importance of transition practices in the preparation of the family as a unit. Transition practices could serve to reassure parents and their children that the school is ready to welcome them.  相似文献   

Sweet sixteen ... Adolescents’ problems and the peer group as source of support     

Erich Kirchler  Maria Luisa Pombeni  Augusto Palmonari 《European Journal of Psychology of Education - EJPE》1991,6(4):393-410

This survey reports on the coping process of adolescents with three relational problems, two personal problems, and two socio-institutional problems. Overall, 770 Italian adolescent between 14 and 20 years took part. They responded to a questionnaire consisting of four parts: a part querying demographic data, one on the peer group the adolescents join, the third was on life values, and in the final part seven developmental tasks were presented and aspects of the coping process were investigated. The study shows, first, that adolescents who strongly identify with their peers also feel close to their family, their best friend, and their school mates. Thus, identification with the peers does not lead to isolation from the family. Second, the study shows that identification with social entities, in part, is due to the similarity of value the adolescent and the respective entities have. The more similar life values are the more strongly the adolescents identify with the peers, the family, the best friend, or the school mates. Third, effective coping with developmental tasks was found to be dependent on the degree of identification with the peers. The type of group that adolescents join, be it a formal group or an informal street group, had no significant effect on the coping process. Highly identified adolescents more often relied on their family, peers, and other social entities for emotional and instrumental support, and trace more advantages out of a developmental problem for their future.  相似文献   

Multicultural school psychology training: An examination of students’ self‐reported course outcomes          下载免费PDF全文

Desireé Vega  Rhonda Tabbah  Michele Monserrate 《Psychology in the schools》2018,55(5):449-463

This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research.  相似文献   

The recent process of decentralization and democratic management of education in Brazil     

José Camilo dos Santos Filho 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(5):391-403

Brazilian society is beginning a new historical period in which the principle of decentralization is beginning to predominate over centralization, which held sway during the last 25 years. In contrast to recent Brazilian history, there is now a search for political, democratic and participatory decentralization more consonant with grass-roots aspirations. The first section of this article presents a brief analysis of some decentralization policies implemented by the military regime of 1964, and discusses relevant facts related to the resistance of civil society to state authoritarianism, and to the struggle for the democratization and organization of civil society up to the end of the 1970s. The second section analyzes some new experiences of democratic public school administration initiated in the 1970s and 1980s. The final section discusses the move toward decentralization and democratization of public school administration in the new Federal and State Constitutions, and in the draft of the new Law of National Education.

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Zusammenfassung Die brasilianische Gesellschaft beginnt einen neuen Abschnitt in ihrer Geschichte, in dem das Prinzip der Dezentralisierung über die in den letzten 25 Jahren vorherrschende Zentralisierung dominiert. Im Gegensatz zur jüngsten brasilianischen Geschichte wird nunmehr eine politische, demokratische und partizipatorische Dezentralisierung gesucht, die mit den regionalen Bestrebungen besser vereinbar ist. Der erste Teil dieses Artikels enthält eine kurze Analyse einiger 1964 vom Militärregime eingeführter Dezentralisierungmaßnahmen und untersucht relevante Fakten, die mit dem Widerstand der zivilen Gesellschaft gegen die Staatsgewalt und mit dem Kampf um Demokratisierung und eine Organisation der zivilen Gesellschaft bis Ende der 70er Jahre zusammenhängen. Im zweiten Teil werden einige neue Erfahrungen den in der 70er und 80er Jahren eingeführten Verwaltung öffentlicher demokratischer Schulen analysiert. Im Schlußteil geht es um die Entwicklung zur Dezentralisierung und Demokratisierung der öffentlichen Schulverwaltung in den neuen Bundes- und Staatsverfassungen und im Entwurf des neuen Gesetzes zu Nationaler Bildung.

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Résumé La société brésilienne entame une nouvelle ère historique caractérisée par une prédominance du principe de décentralisation sur celui de centralisation, qui a prévalu durant les 25 dernières années. Par comparaison à l'histoire brésilienne moderne, on vise actuellement une décentralisation politique, démocratique et fondée sur la participation, qui soit plus en harmonie avec les aspirations du peuple. La première partie du présent article contient une brève analyse des politiques de décentralisation appliquées par le régime militaire de 1964, et discute les faits pertinents relatifs à la résistance de la société civile à l'autoritarisme de l'Etat, et à la lutte pour la démocratisation et l'organisation de la société civile jusqu'à la fin des années 70. La deuxième partie analyse quelques expériences récentes concernant la démocratisation de l'administration de l'école publique, inaugurée dans les années 70 et 80. La dernière partie examine le passage à la décentralisation et à la démocratisation dans l'administration de l'école publique dans la nouvelle constitution fédérale et dans celles des Etats fédérés, ainsi que dans le nouveau projet de loi sur l'Education nationale.

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Introduction to the open file     

René Bendit  Wolfgang Gaiser 《Prospects》1995,25(3):353-372

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The competence to act: Chicana teacher role identity in life and career narratives     

Dr. René Galindo  Madeline Aragón  Ruby Underhill 《The Urban Review》1996,28(4):279-306

Relationships between teachers' biographical experiences and their beliefs and practices have become central concerns in the area of teacher life history and teacher socialization research. Unfortunately, few teachers from cultural minority backgrounds have been included in this research. In the present study, the life and career narratives of two Chicana teachers are examined in order to identify the influences of biographical experiences on how they define their teacher role identity. In recognition of and building from the narrative form of the written and interview data from which the life and career narratives are constructed, teacher role identity is defined as a narratively constructed self-image that presents an identity-in-action in which teachers' competence to act is demonstrated through their actions across various occupational challenges and demands. The competence to act is the product of teachers' biographical experiences and is based on the appropriation of family values through which the case study teachers make connections between their family socialization and their current professional educator role.  相似文献