Tutor and teacher timescapes: Lessons from a home-school partnership     

Angela Coco  Merrilyn Goos  Alex Kostogriz 《The Australian Educational Researcher》2007,34(1):73-87

A partnership project was developed in which parents volunteered to support teachers in training years 1-3 children in computer skills at a primary school in a small, low socio-economic community. This article identifies the ways teachers and the ‘tutors’ (as the volunteers were called) understood the value of the project. ‘Being a teacher’ and ‘being a volunteer’ were structured by different forms of social engagement, which in turn influenced the ways individuals were able to work with each other in collaborative processes. We argue that the discursive practices encoded in homeschool-community partnership rhetoric represent ruling-class ways of organising and networking that may be incompatible with those of people from low socio-economic backgrounds. When such volunteers work in schools their attendance may be sporadic and short-term whereas teachers would like ‘reliable’ ongoing commitment. This mismatch wrought of teachers’ and volunteers’ differing everyday realities needs to be understood before useful models for partnerships in disadvantaged communities may be realised.  相似文献   

Sexual health and behavior of mentally retarded pupils in Japan     

TSUTSUMI Angela Aparecida 《美中教育评论》2009,6(10):61-66

Sex education has always been a controversial topic. Although sex education at schools has improved in general, sex education for mentally retarded pupils still encounters prejudice and conservatism as a result of several misconceptions about the subject. This research was performed in the form of a survey of opinions about sex education in special classes in ordinary public schools for mentally retarded pupils in Tokyo, Japan. Information was collected through written questionnaires distributed to teachers and parents of pupils of both sexes, whose age range was between 7 and 16 years. This work aims to stimulate an open and broad discussion, as well as to help teachers and parents to improve their knowledge about the subject. In addition, it provides data to outline a more specific program in sex education for mentally retarded pupils.  相似文献   

Funds of knowledge and discourses and hybrid space     

Angela Calabrese Barton  Edna Tan 《科学教学研究杂志》2009,46(1):50-73

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Privileged Identity Exploration: Examining Counselor Trainees' Reactions to Difficult Dialogues     

Sherry K. Watt  Gregg C. Curtis  Jerri Drummond  Angela H. Kellogg  Adele Lozano  Gina Tagliapietra Nicoli  Marisela Rosas 《Counselor Education & Supervision》2009,49(2):86-105

In this qualitative study, the authors examined master's‐level counselor trainees' reactions to difficult dialogues in the classroom regarding racism, heterosexism/homophobia, and ableism over a 3‐year period. Using the Consensual Qualitative Research method as introduced by C. E. Hill, B. J. Thompson, and E. N. Williams (1997), the data analysis team analyzed narrative and reaction papers submitted during a didactic course on multiculturalism. Behavioral reactions were identified that form the basis for this study: denial, deflection, rationalization, intellectualization, principium, false envy, minimization, and benevolence.  相似文献   

Sreyashi Jhumki Basu: Building a more equitable world through science education     

Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397

Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December 2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy model that Jhumki developed to support students in crafting such agency.

Angela Calabrese BartonEmail:

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Seventh Graders' Vocational Interest and Efficacy Expectation Patterns     

Richard T. Lapan  Angela Adams  Sherri Turner  Jeanne M. Hinkelman 《Journal of Career Development》2000,26(3):215-229

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Predicting success in school certificate: H. C. A. Somerset. East African Studies 31. East African Publishing House. 1968     

Angela Little 《International Journal of Educational Development》1981,1(1):67

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The creatively gifted: recognising and developing the creative personality: Willings D. (1980) Woodhead-Faulkner. Cambridge     

Angela Little 《International Journal of Educational Development》1981,1(1):68

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What can we do?     

Doris Allen  Angela Collins 《Early Childhood Education Journal》1978,5(3):52-53

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Children's Teaching Skills: The Role of Theory of Mind and Executive Function     

Angela C. Davis-Unger  Stephanie M. Carlson 《Mind, Brain, and Education》2008,2(3):128-135

ABSTRACT— Teaching others effectively may rely on knowledge about the mind as well as self-control processes. The goal of this investigation was to explore the role of theory of mind (ToM) and executive function (EF) in children's developing teaching skills. Children 3.5–5.5 years of age ( N = 82) were asked to teach a confederate learner how to play a board game and were administered multitask batteries of ToM and EF with mental age, sex, and memory capacity as controls. There was a developmental increase in children's teaching skills (e.g., older children taught longer, explained more rules, and used more strategies when teaching). Examined separately, both ToM and EF explained unique variance in teaching skills over and above controls. Taken together, EF was a significant predictor of teaching efficacy over and above ToM and controls, whereas the same did not hold true for ToM. These results suggest that ToM may be a necessary prerequisite for teaching to occur; however, EF skills appear to play a vital role in children's teaching efficacy.  相似文献