British teachers’ transnational work within and beyond the British Empire after the Second World War     

Kay Whitehead 《History of education》2017,46(3):324-342

Focusing on British graduates from Gipsy Hill Training College (GHTC) in London, this article illustrates transnational history’s concerns with the reciprocal flows of people and ideas within and beyond the British Empire. GHTC’s progressive curriculum and culture positioned women teachers as agents of change, and the article highlights the lives and work of married and single graduates overseas after the Second World War. Some migrated to the dominions of Australia, Canada and New Zealand, while South Africa and Southern Rhodesia (Zimbabwe) were popular destinations for short-term teaching contracts. A few graduates went to the colonies as missionaries and colonial servants, and a handful taught in extra-imperial sites. Wherever they were located, these British women promulgated the college’s progressive ideals and shared their experiences with people at home in Britain, thereby shaping understandings of the Empire and constructing a world that was differentiated by class, gender, race and nation.  相似文献   

Relationship of creativity and critical thinking to pattern recognition among Singapore private school students     

Meng Kay Daniel Ling  Sau Cheong Loh 《The Journal of educational research》2020,113(1):59-76

Abstract

Cognitive pattern recognition is known to be an important skill for academic subjects such as mathematics, science, languages, or even humanities. In this study, we investigate the relationships between creativity, critical thinking, and pattern recognition among 203 private school students in Singapore. The instruments used include a creativity test (modified Creativity Selected Elements Questionnaire), a Critical Thinking Test (modified Cornell Critical Thinking), and a pattern recognition test. The main data analysis is done using the SMART-PLS structural equation modeling software. The results of the study reveal that creativity is a weak predictor of pattern recognition (β?=?0.131, p?>?0.05, f² = 0.024) but critical thinking is a good predictor (β?=?0.517, p?<?0.05, f² = 0.374). An implication of the research outcome is that more training on critical thinking should be given to the students to improve their pattern recognition ability.  相似文献   

WIDENING SESAME STREET     

T. Kay Beck 《Learning, Media and Technology》1979,5(2):39-43

This paper traces the developmental history of Sesame Street from the initial efforts to obtain funding and set goals to present day importation of programs to other countries. The author argues that while the original objectives were necessary and appropriate for the late 1960's, a revised approach is called for now. Specifically, Sesame Street producers should answer critics who point to research findings which show Sesame Street to be ineffectual in producing significant learning gains and in narrowing the academic achievement gap between advantaged and disadvantaged children. It is recommended that Sesame Street producers incorporate Piagetian theories on cognitive development in order to realize learning gains.  相似文献   

Resources     

Hendrik Edelman  Kay Vandergrift  Eric J. Carpenter 《TechTrends》2003,47(1):69-69

  相似文献   

‘I love a curry’: student-teacher discourse around ‘race’ and ethnicity at a UK university     

Linda Dunne  Virginia Kay  Rachel Boyle  Felix Obadan  Vini Lander 《师资教育杂志》2018,44(2):162-174

This paper presents aspects of a small scale study that considered student teachers’ language and discourse around race and ethnicity at a university in the northwest of England. The first part of the paper critiques current education-related policy, context and practice to situate the research and then draws upon aspects of critical race theory and whiteness theory as frames of reference. In the research, 250 student-teachers completed questionnaires that invited responses to statements about race and ethnicity and this was followed by two semi-structured group interviews. A discourse analysis approach was taken to analyse the language used in the questionnaire responses and, in particular, the group interviews. Recurrent discursive configurations were characterised by language that signified othering, correct knowledge, personalisation and discomfort. Hesitations and silences during group discussions perhaps intimated thinking time and also maybe a reluctance to talk about aspects of race and ethnicity, and what was not said remains significant. It is suggested that a reconstruction of a teacher/educator subjectivity that fosters self-reflection on values and racial positioning, is needed in teacher education, alongside critical examination of the silences and discomfort surrounding race and ethnicity.  相似文献   

Guest Editor's Introduction: Analyzing Tools: Perspectives on the Role of Designed Artifacts in Mathematics Learning     

Anna Sfard  Kay McClain 《学习科学杂志》2013,22(2-3):153-161

Concentrating the attention on one aspect makes it leap into the foreground and occupy the square, just as, with certain drawings, you have only to close your eyes and when you open them the perspective has changed. (Calvino, 1983, p. 7)  相似文献   

A Window into the Rural Classroom: interactive television and problem‐based activity in Australian pre‐service teacher education     

Ian W. Gibson  Kay L. Gibson 《Technology, Pedagogy and Education》2013,22(2):217-226

ABSTRACT

This project incorporated live broadcasts of teaching from small, multi‐graded, rural schools into university lecture halls where pre‐service teacher education students in the last semester of their programmes were able to observe ‘best practice’ in a learning context that they would eventually be responsible for during their final practicum session. Interactive observation sessions were immediately followed with opportunities for students to discuss various aspects of planning, classroom organisation and teaching strategies appropriate to multi‐graded contexts with the remote classroom teacher. These ‘reverse distance education’ sessions followed an intensive lecture and tutorial series centring upon topics relevant to teaching in small rural communities. Tutorial activities placed student teachers in small rural school scenarios containing everyday ‘problems’ requiring diagnosis and the generation and analysis of solutions. At the conclusion of scenario discussions, students had networked, collaborated with colleagues and applied current research findings in generating viable solutions and considered school community reactions to these proposed solutions.

The incorporation of interactive video technology with these problem situations consolidated the concept and skill development of student teachers and increased both their real time involvement in their chosen professions, and their access to best practice. This dual focus upon a problem solving approach to teaching immersed the student teacher in situations derived from real school environments, and so encouraged a collegial and open approach to teaching. Extensive evaluations revealed that pre‐service teachers were more thoroughly prepared for rural teaching experiences, displayed competence in effective multigrade teaching skills, and exhibited control during involvement  相似文献   

Public Policy     

Dr. D.C. Pitt  Kay Gill  Susan E. Tufts  Robert J. Huffman  Mary Michelle Watkins  Norman L. Rosenberg 《Communication Booknotes Quarterly》2013,44(3-4):37-38

GOVERNMENT AND INDUSTRY RELATIONS: KEY ISSUES IN THE US TELECOMMUNICATIONS INDUSTRY by Dr. D.C. Pitt (Economic and Social Research Council, 160 Great Portland St., London WIN 6BA—L3.50, paper)

STATE GOVERNMENT RESEARCH DIRECTORY edited by Kay Gill and Susan E. Tufts (1987—price not given)

GOVERNMENT RESEARCH DIRECTORY edited by Kay Gill and Susan E. Tufts (1987—$350)

RESEARCH SERVICES DIRECTORY edited by Robert J. Huffman, and Mary Michelle Watkins (1987—$290)

PROTECTING THE BEST MEN: AN INTERPRETIVE HISTORY OF THE LAW OF LIBEL by Norman L. Rosenberg (Chapel Hill: University of North Carolina Press, 1986—$29.95)

MEDIA LAW by Ralph L. Holsinger (New York: Random House, 1987—price not given)

COMMONSENSE COPYRIGHT: A GUIDE TO THE NEW TECHNOLOGIES by R. S. Talab (McFarland & Co., Box 611, Jefferson, NC 28640—$14.95, paper)  相似文献   

Challenges of an Interactive Environment in the Context of Developing Countries in sub-Saharan Africa     

Kay Raseroka 《International Information and Library Review》2013,45(3-4):487-499

The paper discusses the state of the interactive environment in the context of developing countries and relates this to the library and information service (LIS) professionals' ethos on freedom of information. It highlights the role of LIS professionals in adaptive integration of the concept of “leap-frogging,” in support of the struggle for equal access to information for citizens. Drawing from the literature of developed countries, the paper then focuses on ethical issues to which LIS professionals in developing countries need to be sensitized. It encompasses freedom of information, copyright and privacy of information. It concludes by recognizing the need for the reinforcement of education on ethical issues for LIS professionals in developing countries and the role of library associations in sensitization efforts.  相似文献   

HANDICAPPED STUDENT SATISFACTION     

Carol Rocklin Kay 《Community College Journal of Research & Practice》2013,37(1-4):293-309

This study was undertaken to investigate the relationships between selected student characteristics and measures of perceived campus and support service satisfaction of handicapped students enrolled in three comprehensive community colleges in Missouri. It was expected that specific information could be provided for decision making at the participating institutions regarding the handicapped student with special consideration to campus factors and support services. Significant correlations were found between students’ usage of specific services and their satisfaction with campus environments in general. Those specific services include: vocational evaluation, vocational counseling, instructional modification, and consumer services. Significant correlations were found between students’ usage of support services and their satisfaction with those services. High usage‐high satisfaction services included: learning centers, tutors, counseling, instruction modification, test arrangement, career exploration, job placement, equipment modification, notetakers, readers, and writers. Handicapped students used and were satisfied with the majority of services provides.  相似文献