The Dialectical Relationship Between Place and Space in Education: How the Internet Is Changing Our Perceptions of Teaching and Learning     

Michael Glassman  Jonathan Burbidge 《Educational theory》2014,64(1):15-32

In this essay Michael Glassman and Jonathan Burbidge explore the idea of a dialectical relationship between the traditional place(s) of teaching/learning settings and the challenges to our perceptions created by the new spaces of the Internet. The authors examine this topic in the context of a three‐stage evolution of humans' relationship with new technologies: (1) fear of how new technologies will change our everyday actions, (2) recognition of emerging technologies as tools capable of offering new possibilities in our activities, and (3) integration of new technologies into productive everyday activities. The Internet is moving quickly through all three stages, but this process takes different forms with disparate populations. What makes recognition of the fast‐moving integration of Internet technology important in the field of education is that students and educators are often at different points in this process. It is critical that we are aware of the role technology is playing in the classroom, in particular the dynamic dialectical relationship between space and place.  相似文献   

‘I Knew Jean-Paul Sartre’: Philosophy of education as comedy     

Morwenna Griffiths  Michael A. Peters 《Educational Philosophy and Theory》2014,46(2):132-147

Abstract

Ludwig Wittgenstein suggests that ‘A serious and good philosophical work could be written consisting entirely of jokes’. The idea for this dialogue comes from a conversation that Michael Peters and Morwenna Griffiths had at the Philosophy of Education of Great Britain annual meeting at the University of Oxford, 2011. It was sparked by an account of an assessment of a piece of work where one of the external examiners unexpectedly exclaimed ‘I knew Jean-Paul Sartre’, trying to trump the discussion. This conversation is a dialogue about comedy and humor as a basis for philosophy, education and pedagogy that provides an introduction to recent works and a context for ongoing research. The concluding section provides further reflection on some of the main themes, drawing attention to the significance of humor in dialogues within philosophy and education, and suggesting that it has a particular role in resisting managerialism at all levels of educational institutions.  相似文献   

PERSONNEL NEEDS IN SCHOOL PSYCHOLOGY: A 10‐YEAR FOLLOW‐UP STUDY ON PREDICTED PERSONNEL SHORTAGES     

Jose M. Castillo  Michael J. Curtis  Sim Yin Tan 《Psychology in the schools》2014,51(8):832-849

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10‐year follow‐up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver.  相似文献   

Afterword. Anarchism,texts and children: active conversations with the past     

Michael Fielding 《Paedagogica Historica: International Journal of the History of Education》2014,50(4):460-464

In appreciating and responding to the three symposium papers on “Anarchism, Texts and Children”, a case is made for what John Berger has called “the honour of an alternative”, for affirmation as well as for refusal. Not only should we respond positively and imaginatively to Colin Ward’s call for “counter-history” of our own making, we should also extend our advocacy of alternatives through the adventure of more creative historical methodologies. Lastly, in the spirit of Berger’s writing, this Afterword celebrates the capacity of all three papers not just to speak to issues of enduring human importance, but to do so imaginatively and eloquently, thereby refusing and subverting the increasingly dreary hegemony of academic writing disgracefully in thrall to the diminishing calculus of neo-liberalism.  相似文献   

Examining the developmental trajectories of adolescent sexual offenders     

Lesleigh E. Pullman  Elisabeth J. Leroux  Gregory Motayne  Michael C. Seto 《Child abuse & neglect》2014

The aim of the current study was to assess the validity of the sex-plus versus sex-only categorization method for distinguishing between different types of adolescent sex offenders (ASOs; Butler & Seto, 2002). It is hypothesized that this categorization method has utility when attempting to distinguish between generalist and specialist ASOs (Seto & Pullman, 2014). Additionally, further classification of ASOs was attempted using a well known juvenile delinquency classification scheme, early-onset versus late-onset offenders (Moffitt, 1993). The current study was an archival analysis of clinical files from a sample of 158 male ASOs seen for clinical assessment at a Metropolitan Family Court Clinic. Results indicate that sex-plus offenders are more antisocial, exhibit more psychiatric issues, and have greater deficits in general social skills compared to sex-only offenders. Conversely, sex-only offenders were found to have more atypical sexual interests, and were more likely to have greater deficits in romantic relationships compared to sex-plus offenders. Due to a power related limitation, little support was found for the use of the early-onset versus late-onset classification scheme with ASOs. Overall, these results provide further support to the validity of a sex-only versus sex-plus distinction. Given these results mirror those found in the generalist/specialist literature regarding the etiology of ASOs, sex-only and sex-plus offenders may indeed have different etiological pathways: sex-plus offenders are more driven by general antisociality factors, as the generalist perspective suggests, and sex-only offenders are more driven by special factors, as the specialist explanations suggest.  相似文献   

THE EFFECTS OF MIDDLE SCHOOL BULLYING AND VICTIMIZATION ON ADJUSTMENT THROUGH HIGH SCHOOL: GROWTH MODELING OF ACHIEVEMENT,SCHOOL ATTENDANCE,AND DISCIPLINARY TRAJECTORIES     

Marissa A. Feldman  Tiina Ojanen  Ellis L. Gesten  Heather Smith‐Schrandt  Michael Brannick  Christine M. Wienke Totura  Lizette Alexander  David Scanga  Ken Brown 《Psychology in the schools》2014,51(10):1046-1062

The current 5‐year longitudinal study examined the effects of middle school bullying and victimization on adolescent academic achievement, disciplinary referrals, and school attendance through high school (N = 2030; 1016 both boys and girls). Greater engagement in bullying behaviors was concurrently associated with lower achievement and school attendance for girls and higher levels of disciplinary problems, and, for girls, predicted increases in disciplinary referrals through high school. Victimization was unrelated to school adjustment difficulties when controlling for bullying. Moreover, academic achievement was longitudinally associated with disciplinary referrals and school attendance. These findings outline concurrent school adjustment difficulties associated with engagement in bullying behavior, the longer‐term behavioral ramifications for girls, and the relations of behavioral and academic development from middle school to high school.  相似文献   

Behavioral and emotional strength-based assessment of Finnish elementary students: psychometrics of the BERS-2     

Erkko Tapio Sointu  Hannu Savolainen  Matthew C. Lambert  Kristiina Lappalainen  Michael H. Epstein 《European Journal of Psychology of Education - EJPE》2014,29(1):1-19

When rating scales are used in different countries, thorough investigation of the psychometric properties is needed. We examined the internal structure of the Finnish translated Behavioral and Emotional Rating Scale-2 (BERS-2) using Rasch and confirmatory factor analysis approaches with a sample of youth, parents, and teachers. The results suggested that the Finnish translated BERS-2 has acceptable measurement properties and is suitable for use in Finnish schools. Results highlighted the issue that there is a need to consider cross-cultural aspects when introducing new measures in another culture. Directions for future research are also discussed in light of present findings.  相似文献   

防污损涂料添加剂Irgarol-1051降解产物对H4IIE鼠肝癌细胞的基因影响(英文)     

许妍  林家豪  林汉华 《东南大学学报》2014,(4):506-513

为研究海洋防污损涂料添加剂Irogarol-1051的降解产物M2的基因毒性,应用微阵列技术,选取Affymetrix公司鼠基因组230 2.0基因芯片检测30μmol/L M2暴露下的鼠肝癌细胞基因表达变化.实验结果显示,96 h的M2暴露导致了38个基因在全部4组可能的对照/暴露中均发生显著变化(p0.002 5),其中只有Accn5基因研究较为透彻,该基因表达的抑制可能影响上皮钠通道的功能.此外,分别有10和82个功能注释基因在至少一组对照/暴露组中上调和下调.M2诱导的基因主要和细胞核(细胞成分)相关.M2抑制的基因则主要影响生物过程中的G蛋白偶联信号通路功能和细胞成分中的细胞膜内整合功能.  相似文献   

Teaching writing to middle school students: a national survey     

Steve Graham  Andrea Capizzi  Karen R. Harris  Michael Hebert  Paul Morphy 《Reading and writing》2014,27(6):1015-1042

A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers.  相似文献   

The Status of Genetics Curriculum in Higher Education in the United States: Goals and Assessment     

Teresa L. McElhinny  Michael J. Dougherty  Bethany V. Bowling  Julie C. Libarkin 《Science & Education》2014,23(2):445-464

We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the same time, a survey of faculty indicates that other concepts, such as the application of genetics to society or the environment, are viewed as equally or even more important than foundation concepts. This disconnect suggests a need for more explicit goal setting prior to curriculum development. We also review the relationship between concept inventories, multiple-choice tests measuring conceptual understanding, and curricular goals. Existing concept inventories offer a strong foundation on which to build community-developed concept assessments of genetics knowledge. Concept assessments such as these would allow the genetics education community to test hypotheses of curricular change.  相似文献