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371.
The adoption and teaching of multicultural education appears not to have transformed society's responses to difference in any obvious way. Consequently, it is proposed that multicultural education, as it is currently practiced, which focuses on teaching about other cultures, be refocused in favor of moral education, which will provide participants with a set of moral principles they can refer to when confronted by difference. To arrive at this proposal, a context is constructed, in which the disputatious nature of the concept, culture, is presented. This shows its controversial nature, yet it is used as an unproblematised point of departure in multicultural education. Social constructions of culture are then discussed and these are shown to be caricatures of what culture really is; yet these caricatures are often communicated as being representative of people's cultures. Finally, it is contended that the political dimension of multicultural education is not confronted; yet this dimension is crucial to our understanding of the asymmetrical relations of power that continue to characterize multicultural societies, and this is perpetuated by unchallenged assumptions that are made in the teaching of multicultural education. 相似文献
372.
The present study describes a peer-tutoring program designed to utilize computerassisted instruction to help first through fourth graders who were entering a new school. Tutored girls increased their positive self-perceptions as a result of the tutoring program, whereas boys declined in positive self-perceptions, while exhibiting gains in reading scores. These findings suggest that prevention efforts need to consider the specific adaptation needs of transfer students by gender so as to insure a maximum fit between individual need and program scope. 相似文献
373.
The relationship between children's self-concepts and their academic achievement has been well established. More recently, the multidimensionality of the self-concept and the relationship of specific self-concept dimensions to achievement have been investigated. However, the multidimensionality of the self-concept among minority gifted children has not been studied. The present study examined the multidimensional structure of the Piers-Harris Self-Concept Scale among 438 predominantly Black gifted children. Six clearly defined orthogonal factors emerged. However, the structure of these factors differed from those reported by Piers and Harris. 相似文献
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Leonard Shapiro Kathryn Bell Kallpana Dhas Toby Branson Graham Louw Iain D. Keenan 《Anatomical sciences education》2020,13(4):488-503
The concept that multisensory observation and drawing can be effective for enhancing anatomy learning is supported by pedagogic research and theory, and theories of drawing. A haptico-visual observation and drawing (HVOD) process has been previously introduced to support understanding of the three-dimensional (3D) spatial form of anatomical structures. The HVOD process involves exploration of 3D anatomy with the combined use of touch and sight, and the simultaneous act of making graphite marks on paper which correspond to the anatomy under observation. Findings from a previous study suggest that HVOD can increase perceptual understanding of anatomy through memorization and recall of the 3D form of observed structures. Here, additional pedagogic and cognitive underpinnings are presented to further demonstrate how and why HVOD can be effective for anatomy learning. Delivery of a HVOD workshop is described as a detailed guide for instructors, and themes arising from a phenomenological study of educator experiences of the HVOD process are presented. Findings indicate that HVOD can provide an engaging approach for the spatial exploration of anatomy within a supportive social learning environment, but also requires modification for effective curricular integration. Consequently, based on the most effective research-informed, theoretical, and logistical elements of art-based approaches in anatomy learning, including the framework provided by the observe–reflect–draw–edit–repeat (ORDER) method, an optimized “ORDER Touch” observation and drawing process has been developed. This is with the aim of providing a widely accessible resource for supporting social learning and 3D spatial understanding of anatomy, in addition to improving specific anatomical knowledge. 相似文献
377.
Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value. 相似文献
378.
John Hedley Brooke Terry Dartnall Celia Roberts Sally Newcomb Rafe Champion Andrew Milne Martin Kelly Wendy Varney Orin Thomas Craig R. Stillwell Leonard G. Wilson Peter Anstey Jay L. Garfield Mark Colyvan Mark Cortiula John Merson Nicolas Rasmussen Nickolas Vakas John Forge Sunny Y. Auyang Clair Scrine Katharina Rowold 《Metascience》1999,8(3):444-514
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