Making Political Anger Possible: A Task for Civic Education     

Patricia White 《Journal of Philosophy of Education》2012,46(1):1-13

The article asks whether political anger has a legitimate place in a democracy, as this is a political system designed to resolve conflicts by peaceful negotiation. It distinguishes personal from social anger and political anger, to focus explicitly on the latter. It argues that both the feeling and expression of political anger are subject to normative constraints, often specific to social status and gender. The article examines arguments, including those of Seneca, in favour of an anger‐free society. It concludes, however, that a democracy cannot dispense with political anger, which has a vital role to play in protecting things of value. This role demands a civic education such that when democratic values are under threat citizens will not feel apathetic or simply fearful, but angry and possessed of a repertoire of ways of expressing democratic anger.  相似文献   

Understanding the experiences of bilingual,Latino/a adolescents: Voices from gifted and general education     

Elizabeth Shaunessy  Patricia Alvarez McHatton  Claire Hughes  Alejandro Brice  Mary Ann Ratliff 《Roeper Review》2013,35(3):174-182

Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided.  相似文献   

A Personal Theory of Teaching Computing Through Final Year Projects     

M.A.C. Clark  R.D. Boyle 《Computer Science Education》2013,23(3):200-214

Stated learning objectives for final year projects tend to be fairly generic. As a result, individual students' experience of project work will depend heavily on the attitudes and beliefs of their supervisor. This paper questions the purpose of projects in the computing curriculum and proposes a personal theory of teaching through projects. In deciding whether such a personal theory should emphasize disciplinary specific content or an experiential approach to learning we consider teaching and learning as a process of enculturation. The personal theory of teaching proposed envisages projects as an opportunity for students to engage in realistic activity which allows them to learn something of the nature of the discipline. The student may be thought of as being on a journey, while the supervisor takes the role of a guide pointing out alternatives along the route but allowing students ultimately to find their own way.  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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Supporting students' preparation for the viva: their pre-conceptions and implications for practice     

Martyn Clark 《Teaching in Higher Education》2013,18(1):71-87

In universities theories and concepts are created and used within a disciplinary context, and some understanding of this context is necessary if students fully are to make sense of their studies. Thus, we investigate computer scientists' perspectives on their discipline. Biglan characterises Computer Science as being hard, rather than soft and as being applied, rather than pure. Therefore, Computer Science is associated with the engineering disciplines. Although many computer scientists support this view, others see the discipline as being identified more properly with Mathematics and/or the sciences. We suggest some reasons for the difference of opinion and highlight the implications for what students might learn about the disciplinary context.  相似文献   

(3) Beyond the city: Library service to children in the northwest territories,Canada     

Patricia L. Smith 《International Information and Library Review》2013,45(3):301-312

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Assessment: the English panacea?     

Patricia Broadfoot 《牛津教育评论》2013,39(3):401-405

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PICTORIAL REPRESENTATION OF ADULTS AS OBSERVED IN CHILDREN'S LITERATURE     

Patricia A. Storck  Marion B. Cutler 《Educational gerontology》2013,39(3):293-300

The 37 Caldecott Medal award‐winning children's books and 129 runner‐up books were subjected to a content analysis in order to evaluate the portrayal of adults in children's literature, both fictional and nonfictional. Of the total 166 books analyzed, 43 were excluded from the data because they contained no adult portrayals. For the 123 books subjected to final content analysis, and the 751 characters contained in these books, the data revealed statistically significant differences on four variables: (1) more male than female adults were represented; (2) more healthy than physically handicapped adults were portrayed; (3) more positive than negative or neutral illustrations of adults occurred; (4) adults were represented more in fictional than in nonfictional children's books. Results were interpreted as demonstrating that children's literature portrays neither adult figures nor adult life in a realistic manner.  相似文献   

Communication,Language and Literacy from Birth to Five Avril Brock and Carolynn Rankin (2008) London: Sage,ISBN: 978–141‐29–4590‐5 £17.99 128pp.     

Margaret M. Clark 《Literacy》2012,46(2):110-110

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A Developmental Reading Program     

Leonard H. Clark 《Clearing house (Menasha, Wis.)》2013,86(7):435-436

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