K. Hakkarainen,T. Palonen,S. Paavola, &; E. Lehtinen,Communities of networked expertise: professional and educational perspectives     

Richard E. West  Charles R. Graham 《Educational technology research and development : ETR & D》2007,55(4):391-393

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西北地区少数民族女性教育及社会化发展研究   总被引：3，自引：0，他引：3  

李静 《教育研究》2004,(11)

西北地区少数民族整体素质的培养与提高影响到西北地区综合素质的提高,而西北地区少数民族女性受教育的状况影响到少数民族自身整体素质的提高,也影响到对少数民族下一代的教育。制约西北地区少数民族女性发展的主要因素有:自然条件的影响,社会经济形态、政治形态的历史影响,少数民族封闭心理的制约,女性自卑心理的影响。对西北地区少数民族女性社会化发展的问题进行思考,从深层次上对西北地区少数民族女性的教育及社会化发展进行探讨,具有现实意义。  相似文献   

An Elaboration of the ‘Bottles Test’: a revised and extended alternative verbal procedure for the assessment of conservation of liquid quantity     

Kevin Wheldall  Christine West 《教育心理学》1985,5(3-4):311-317

Abstract A sample of 40 children aged six to eight years took part in a balanced repeated measures design experiment in which conservation of liquid quantity was assessed in two different conditions. The first condition comprised the traditional Piagetian paradigm. The second condition employed sealed bottles which were inverted or otherwise manipulated to achieve transformations. Moreover, in this condition the need to ask the critical conservation question twice (inherent in the traditional procedure) was avoided by requiring children to select pairs of bottles from an array of four bottles and children were also allowed to make the transformations themselves. The results showed that more children conserved in the ‘bottles’ conditon.  相似文献   

Located in the thin of it: Young children’s use of thin moral concepts     

Jennifer Cole Wright  Trisha Sedlock  Jenny West  Kelly Saulpaugh  Michelle Hopkins 《Journal of moral education》2016,45(3):308-323

One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic (‘thin’) evaluative concepts (good, bad, right and wrong), which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s (and their parents’) use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as well as, less frequently, to highlight relevant standards, expectations and rules—they did not use right and wrong. In contrast, a sample of US written and spoken public conversation revealed that adults did. Reasons for this are discussed, along with the frequency of different types of moral evaluations, differences between children and their parents, and age-related trends.  相似文献   

“I don’t think that word means what you think it means”: A proposed framework for defining learning communities     

Richard E. West  Gregory S. Williams 《Educational technology research and development : ETR & D》2017,65(6):1569-1582

In this paper we address the obfuscation surrounding the concept of learning communities by operationalizing community according to four characteristics that serve as boundaries for defining a community: access, relationships, vision, and function. Although these community boundaries sometimes overlap, they represent distinctive features of possible community structures. In addition to defining and discussing learning community boundaries, we share insights for researching learning communities. We believe a clearer understanding of how to define learning communities can assist scholars and practitioners in cultivating and studying these communities.  相似文献   

Literacies across sponsorscapes: mobilising notions of literacy sponsorship     

Anna Smith  Autumn J. West  Sarah J. McCarthey 《Literacy》2020,54(2):22-30

Building from the concept ‘sponsors of literacy', the authors revisit three empirical studies to argue for mobilising notions of sponsorship beyond fixed conceptions of individual sponsors and literacy to lifewide perspectives that take into account sponsoring relations across the broader learning lives of youth. The authors take up the theoretical heuristic ‘sponsorscapes' as a lens for attending to the dynamically networked, reciprocal and human‐material dimensions of literacy practices. With cases drawn from across settings and research foci, including middle school students in a classroom setting, high school‐aged youth across contexts and a participant‐researcher's interactions with a college student, the authors argue that attending to sponsorscapes can contribute critical insight into the emergent, diverse and valued literacies and sponsorship thriving across lifewide learning pathways, while recognising learners' agentive roles in investing, resisting and sponsoring literacies.  相似文献   

Students' estimates of knowledge gained as measures of the quality of teacher education     

Professor Peter Fensham  Dr. Kathiravelu Navaratnam  Dr. Warren Jones  Professor Leo West 《Research in Science Education》1991,21(1):80-89

One set of measures of the quality of courses for the preparation of science teachers stems from the perceptions exit students have of their knowledge with respect to that teaching. The Discipline Review of Teacher Education in Mathematics and Science surveyed these students late in 1988 on three broad types of knowledge-science content knowledge, curriculum knowledge, and pedagogical knowledge. Some of these findings of the Review are described. In addition, the base for developing items to measure these three types of knowledge is discussed in this paper. The variety in the data that emerged is also presented and the consistency of the findings with other measures of quality is described. Specialisations: science and technology curriculum, environmental education, educational disadvantage. Specialisations: research and evaluation in teacher education, technical and further education and total quality management. Specialisations: research in educational systems.  相似文献   

The Moment of 1963: Reflections and the new English     

D.W. West 《Changing English: An International Journal of English Teaching》1998,5(1):35-43

Reflections is the name of an English course book for pupils aged 14 to 18 which was published in 1963. Widely praised at the time of publication, it is now regarded as one of the most important English books in the post‐war period, representing as it did a ‘new English’. This article looks at what was ‘new’ about the type of pedagogy embodied in the book, contrasting it with English, a series of course books which was popular during the late 1950s and early 1960s. The author then traces the factors‐‐institutional and intellectual‐‐which made Reflections possible, before going on to examine the influence the book had.  相似文献   

School Admissions: Increasing Equity, Accountability and Transparency   总被引：3，自引：0，他引：3  

Anne West  Hazel Pennell  & Philip Noden 《British Journal of Educational Studies》1998,46(2):188-200

This paper examines the impact of education reforms on school admissions policies and practices. It discusses the changes that are needed to improve the current system, especially in areas where the market is highly developed. It is concluded that the new legislation to be enacted by the current Labour Government should be beneficial, but that more far-reaching changes are needed for the admissions process to be equitable, transparent and accountable.  相似文献   

Career self-management: Employability for the new millennium     

Darlene Van Tiem  Ann C. West 《Performance Improvement》1997,36(7):9-13

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