Education in the Countryside Today     

Zhao Bao‐Heng 《比较教育学》1984,20(1):103-104

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Cultivating revolutionary successors in the Chinese communes through open‐door education     

Pedro Pak‐Tao Ng 《Cambridge Journal of Education》1979,9(1):23-35

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Harder than Nails,Harder than Spade: Anita Blake as “The Tough Guy” Detective     

Linda J. Holland‐Toll 《Journal of American culture (Malden, Mass. : 2003)》2004,27(2):175-189

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Developmental patterns of school students' motivational‐ and cognitive‐metacognitive competencies     

Yan Fung Mok  Ruth Mei‐Tai Fan 《Educational studies》2007,33(1):81-98

This study examined the metacognitive developmental patterns of Hong Kong school students. Students rated their own metacognitive competencies by responding to an inventory of six motivational‐ and cognitive‐metacognitive subscales. Results showed that students' metacognitive competencies decreased with age—from primary 4 (age 9) to secondary 5 (age 17)—with a sharp decline noticeable at the primary/secondary school transition. Age had a more powerful effect than gender on students' perception of their metacognitive competencies. This decreasing pattern of Hong Kong students' metacognitive competencies is contrary to the developmental trends found in Western countries. However, the comparatively high academic performance of Hong Kong students also suggests some different recommendations about student learning.  相似文献   

An Immanent Critique of Critical Pedagogy     

Quentin Wheeler‐Bell 《Educational theory》2019,69(3):265-281

In this essay, Quentin Wheeler‐Bell aims to reframe recent attempts to rethink the core principles of critical pedagogy. He argues that these attempts have been unsuccessful because they reproduce a deeper problem — specifically, an identity crisis — within critical pedagogy. The source of this problem, he contends, is that those working in this tradition have, over time, become more distant from and forgetful of its roots in critical theory; as a result, critical pedagogy is now in a state of dilution and fragmentation in which critical pedagogues are unable to bring the plurality of critical education approaches together theoretically around a set of shared principles. In order to address this problem and begin to reframe the core principles of critical pedagogy, Wheeler‐Bell first briefly sketches the debates around Max Horkheimer's classic essay “Critical Theory and Traditional Theory,” focusing on why critical theory grew into an interdisciplinary tradition situated between philosophy and social science. Then he explains why the recent attempts to rethink critical pedagogy rely upon a problematic, albeit dominant, narrative of the critical education tradition — a narrative that only tacitly recognizes a connection between critical education and critical theory. This dominant narrative contributes to the identity crisis within critical education because it supports a collective memory loss regarding the importance of both philosophy and social science to critical theory. Finally, Wheeler‐Bell attempts to develop a thin definition of critical education: one that connects critical education back to its roots in critical theory, while respecting the plurality of critical education approaches.  相似文献   

Retelling herstory: to be a female Bedouin teacher differently     

Anat Pessate‐Schubert 《比较教育学》2005,41(3):247-266

The aim of this article is to contribute to the discussion on education in Palestinian/Bedouin society in the Negev in Israel and it proposes the narrative of female trainee teachers as the basis of an analysis of the changing status of Bedouin women and their community. The academic discourse on teaching in Bedouin society ignores the potential existence of an alternative discussion outside the dichotomous area of ‘traditional and modern’ and/or ‘Jewish and Bedouin’. Bedouin society in the Negev constitutes a particularly interesting case for a meaningful study of the perception of teaching, chiefly because education has already become a significant practice in the life of a community that seeks integration into Israeli society. The teaching profession gives Bedouin women from the Negev a relatively new opportunity to integrate into education and employment and by so doing they reconstruct a new educational discourse.