An exploration of hispanic mothers' culturally sustaining experiences at an informal science center     

Ingrid Weiland 《科学教学研究杂志》2015,52(1):84-106

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Deconstructing the Metanarrative of the 21st Century Skills Movement     

Jim Greenlaw 《Educational Philosophy and Theory》2015,47(9):894-903

Abstract

If Neil Postman, were alive today, what would he say to Prensky, the originator of the term, ‘digital native’, about the ways in which teachers should approach the wonders and perils of e-learning in their classrooms? As the Dean of a faculty of education which is devoted to both creating and critiquing a variety of digital teaching and learning strategies in K-12 and adult education contexts, I have kept a close eye on the developing metanarrative of the twenty-first century skills movement. Arguments and anecdotes from the movement’s proponents concerning teachers’ technological accountability and competencies are attractive and compelling to some educators at the same time as they are oppressive and disturbing to others. In order to deconstruct the technophilic discourses of Prensky, Trilling, and Fadel, I juxtapose their work with Postman’s cautionary tales about totalitarian technocracy in schools. Postman wants educators to question their taken-for-granted assumptions about the ways in which they and their students should interact with technology. Prensky and his followers wish to provide educators with effective ways to involve their students in experiential learning partnerships through the use of serious gaming, e-books, crowdsourcing, and Facebook. As the views of Prensky and Postman are contrasted, a number of interesting issues emerge. What, for instance, is the nature of moral development and cultural identity formation when collective intelligence, hypertexts, and virtual relationships displace traditional textbook and face-to-face modes of learning? In this article, therefore, I attempt to synthesize the opposing perspectives of Prensky and Postman in order to establish a balanced and yet critical theory of the nature of e-learning.  相似文献   

The Flipped Classroom in Counselor Education     

Kristen Moran  Amy Milsom 《Counselor Education & Supervision》2015,54(1):32-43

The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped‐classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared.  相似文献   

Learner subjects in study abroad: discourse of immersion,hierarchy of experience and their subversion through situated learning     

Neriko Musha Doerr 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):369-382

This article investigates different kinds of learner subjects that study-abroad programs produce. It is based on discourse analysis and ethnographic fieldwork in May–September 2011, involving three students from a US college studying abroad short term in Europe. The discourse of immersion in study abroad valorizes a learning-by-doing, individual, reflective learner subject who learns alone by gaining everyday experience outside the classroom and by reflecting on it. Some students subverted this discourse and became group and classroom-based learner subjects; nonetheless, they all became reflective learner subjects. This article proposes critical analysis of the discourse and links that reflectivity to critical pedagogy.  相似文献   

Multimodality in the Technical Communication Classroom: Viewing Classical Rhetoric Through a 21st Century Lens     

Andrew Bourelle  Tiffany Bourelle  Natasha Jones 《Technical Communication Quarterly》2015,24(4):306-327

The authors provide a robust framework for using rhetorical foundations to teach multimodality in technical communication, describing a pedagogical approach wherein students consider the rhetorical canons—invention, arrangement, style, delivery, and memory—when developing texts beyond print. Students learn to assess their own work, reflecting on how each canon contributed to the rhetorical effectiveness of their multimodal projects. The authors argue for using the canons as a rhetorical foundation for helping students understand technical communication in the digital age.  相似文献   

Beginning teachers and diversity – why the need for extended critical professional support     

Vijaya M. Dharan 《Asia-Pacific Journal of Teacher Education》2015,43(1):61-74

This article draws from a qualitative study of seven beginning teachers’ perceptions of diversity over a period of 6–18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices’ ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance. Based on the reported findings and wider research data, the article argues the need for ongoing critical professional support for beginning teachers who can deepen their understanding of learner diversity and its pedagogical implications. It underscores the importance of a genuine partnership between schools and teacher education providers to enable the continuation of critical professional support for novices, particularly in contexts where there are no mandatory links between preservice programmes and beginning teaching like New Zealand, where this study was undertaken. The author contends that it is unrealistic otherwise to expect beginning teachers not only to challenge entrenched practices but also to sustain the efforts of initial teacher education programmes in preparing them to be responsive to diverse learners.  相似文献   

Critical place as a fluid margin in post-critical environmental education     

Yoshifumi Nakagawa  Phillip G. Payne 《Environmental Education Research》2015,21(2):149-172

Positive claims about place pedagogy in education are problematized through this small-scale interpretive study of internationally mobile students’ experiences of outdoor environmental education. Of specific interest in this empirical study of learners’ pedagogically constructed experiences of place are the fluid subjectivities, cultural dispositions, environmental consciences, and ecological assumptions they already bring ‘globally’ to the ‘place’ of the educational intervention, and the hybrid ‘splaces’ we conclude they then temporarily embody – at least, during and after the experience. The study empirically advances an ongoing need for post-critical inquiry in environmental research by incorporating a range of theoretical and conceptual resources that work the boundaries, ‘margins’, and tensions that lie somewhere ‘in-between’ the spatially projected place/local and planet/global discourses.  相似文献   

输入加工和输出驱动下的语法教学对比研究     

李园园  李芝 《海外英语》2015,(3)

语法是语言的基本组成部分,语法能力决定着语言使用者的语言能力,如何使外语学习者更好地掌握语法是外语教学的核心问题。目前语法教学的方法主要分为两大类,一类研究强调语言输入,另一类研究则侧重语言输出。该文旨在分析国内外语法教学研究,比较语法教学手段及其习得效果的差异,认为外语语法教学的输入加工型教学法和意义型输出教学法的效果有待于课堂教学实证研究来进一步论证。  相似文献   

村落空间民族传统体育传承的困境与路径选择     

刘德森  朱永飞 《吉林体育学院学报》2021,(2):104-108

从空间理论的视角出发,探究村落空间民族传统体育传承,以焕发民族传统体育生命力,服务国家“乡村振兴”战略。主要采用文献资料法和逻辑分析法,对民族传统体育传承的空间内涵、困境进行梳理和阐释,并提出相应路径。研究认为:村落为民族传统体育传承提供物质基础、制度保障和精神动力。中国社会深刻变迁,导致村落物质空间消亡、社会空间重塑和精神空间淡化,使民族传统体育传承依附物消逝、公共权力式微和文化精神消解。新时代要加大对村落保护力度,守护民族传统体育传承的生存空间;增强村落社会运行新动能,彰显民族传统体育传承的公共性;重铸村落文化精神,弘扬民族传统体育传承的时代价值。  相似文献   

Teachers Curating Virtual Exhibitions for Learning Visual Arts: A Study of Impact and Effectiveness     

Cheung-On Tam  Claire Ka-Yan Hui 《The International Journal of Art & Design Education》2023,42(3):469-485

Although visual arts teachers have free access to high quality online artwork images offering them immense teaching resources, making meaningful use of them remains a pedagogical challenge. During the COVID-19 pandemic, the transition from face-to-face to online teaching caused an immediate need for teachers to enhance their digital competencies and technological capability for planning and delivering a blended art curriculum. Herein, I propose a ‘teacher-curator pedagogy’ via a study in six primary and secondary schools in Hong Kong to assess its effectiveness. The study took place in the academic year of 2021-22 with 331 student participants. The proposed pedagogy puts visual arts teachers in the role of ‘digital curators’ who create virtual exhibitions for teaching art appreciation and artmaking. This paper addresses the theoretical framework, implementation strategies, and the results of the study highlighting its effectiveness, impact and limitations on teaching when using teacher-curated virtual exhibitions in both physical and virtual learning contexts. It was found that the technological capacity and confidence of the teacher participants was enhanced through the use of online resources and virtual exhibition tools. Making use of the 3D presentation of exhibits in themes and context through digital content curation, the teachers engaged students with deep interaction through the blending of online and face-to-face teaching. However, the proposed pedagogy was limited by the high demand of training and preparation work, hardware and software support, and difficulties in assessing and monitoring learning beyond class.  相似文献