Two previous articles in this journal advocate the greater use of a behaviourist methodology called ‘Precision Teaching’ (PT). From a position located within virtue ethics, this article argues that the technical feat of raising narrowly defined performance in mathematics and other subjects is not sufficient justification for the extensive use of behaviourist techniques such as this. The article uses ideas drawn from ancient Egyptian mythology as well as some more familiar Greek philosophy, to raise broader questions about the wisdom of relying too heavily on technical rationality in present-day educational practice. The polemical intent is to dismiss unreflective behaviourism and to offer a brief glimpse of a very new educational paradigm: ‘navigationism’. 相似文献
The hundredth anniversary of any organization's founding is an occasion for celebration. At the least, one can celebrate the organization's longevity in surviving for a whole century. The organization has to be doing something right to exist that long. The Religious Education Association has done many good things in its hundred years of existence. These things should be remembered and praised. 相似文献
Community colleges often are catalysts for economic and workforce development in localities with high unemployment or large numbers of dislocated workers. Increasingly, dislocated workers—individuals who have experienced job loss due to occupational closings, reduced workforces, or severe local economic downturns—are enrolling in educational and retraining opportunities, career counseling, and other supports offered by their local community college in partnership with federal and state assistance programs. Although benchmarks for two-year college success include providing institutional supports to address students’ academic, social, and personal adjustment needs, little research exists to help guide effective practices aimed at supporting dislocated workers’ two-year college adjustment, retention, and success. To help fill this gap, this study collected data describing 117 dislocated-worker students’ academic, social, personal-emotional, and institutional adjustment. Next we compared dislocated worker adjustment factors with those of 143 nondislocated worker students. Contrary to our expectations, the dislocated workers in our study actually reported better academic adjustment and better academic performance than other students. Also contrary to our expectations, we found no differences in adjustment needs between the two different groups on the basis of social support, goal-directedness, or barriers to employment success. We discuss implications for practice arising from our unexpected findings and present limitations of the study and directions for future research. 相似文献
Beliefs often guide a teacher's decision-making, thinking, and practice in the classroom (Vartuli, 2005Vartuli, S.2005. Beliefs: The heart of teaching. Young Children, 60: 76–86. [Google Scholar]). There is limited longitudinal research on how early childhood preservice teachers develop new knowledge about their beliefs as they transition into in-service teaching positions (Joram & Gabriele, 1998Joram, E. and Gabriele, A. J.1998. Preservice teachers' prior beliefs: Transforming obstacles into opportunities. Teaching and Teacher Education, 14: 175–191. [Crossref], [Web of Science ®], [Google Scholar]). Across 4 years that encompassed a series of three studies, this article chronicles three teachers' understandings of how their beliefs and practices were interrelated and informed by one another. Preservice teachers were interviewed and completed written reflections as they moved from under the umbrella of an undergraduate early childhood teacher preparation program into classrooms as in-service teachers. Findings reveal (a) how the preservice teachers' beliefs were initially unstable and nascent during Study One, (b) how a transactional nature between beliefs and practice began to emerge during Study Two, and (c) how, during Study Three, this relational exchange contributed to an increase in deliberate action as in-service teachers. Implications for early childhood teacher preparation programs include ensuring opportunities for preservice teachers to use self-reflection and inquiry across a range of course and field experiences as they identify and make connections between beliefs and practice. 相似文献
The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts. 相似文献
This longitudinal study examined links between disorganization and atypical maternal behavior at 12 and 24 months in 71 adolescent mother-child dyads. Organized attachment and maternal not disrupted behavior were more stable than disorganization and disrupted behavior, respectively. At both ages, disorganization and maternal disrupted behavior were significantly correlated. Change in atypical maternal behavior predicted change in disorganization across time. The results provide substantial support for extant theories linking anomalous maternal behavior to the development of disorganized attachment. The Interesting-but-Scary paradigm, introduced in this study, promises to be a useful tool for assessing attachment and maternal behavior in toddlerhood. 相似文献
This paper examines the extent to which initial teacher education (ITE) programmes contribute to the development of inclusive attitudes, values and practices. Inclusive education is the entitlement of all children and young people to quality education, irrespective of their differences or dispositions. It is about embracing educational values of equity, diversity and social justice. The data which underpins this paper was obtained through research commissioned by the Department of Education (DE) Northern Ireland (NI) which sought to identify existing practices that increased the motivation, participation and achievement of all pupils of school age with special educational needs (Moran & Abbott, 2006Moran, A. and Abbott, L.2006. The development of inclusive schools in Northern Ireland: a model of best practice Northern Ireland Statistics and Research Agency, Research Report 42[Google Scholar]). Head teachers and Special Educational Needs Coordinators (SENCOs) views were sought on the effectiveness of ITE programmes in preparing student teachers to work in inclusive school settings.
Cet article considère jusqu'à quel point les programmes de formation pédagogique initiale (ITE) contribuent au développement d'attitudes, de valeurs et de pratiques inclusives. Tous les enfants et les jeunes ont le droit à un enseignement de bonne qualite sans tenir compte de leurs différences, de leurs tendances ou de leurs infirmités. Il s'agit d'embrasser les valeurs éducatives de l'équité, de la diversité et de la justice sociale. Les données qui sont à la base de cet article ont été obtenues à partir de recherche commandée par le ministre de l'Education (DE) pour l'Irlande du Nord (NI) qui cherchait à identifier les pratiques actuelles qui ont augmenté la motivation, la participation et la performance de tous ceux qui ont des difficultés d'apprentissage scolaire (Moran & Abbott, 2006Moran, A. and Abbott, L.2006. The development of inclusive schools in Northern Ireland: a model of best practice Northern Ireland Statistics and Research Agency, Research Report 42[Google Scholar]). On a demandé les opinions de Directeurs et de Coordinateurs pour l'enseignement spécialisé sur l'efficacité des programmes de formation pédagogique initiale (ITE) à préparer les enseignants stagiaires à travailler dans des établissements d'enseignement inclusif.
Este documento examina el punto hasta el que los programas iniciales de formación pedagógica contribuyan al desarrollo de actitudes, valores y prácticas inclusives. Todos los niños y los jóvenes tienen derecho a la enseñanza inclusive, o sea, de buena calidad, sin distinción de diferencia, temperamento ni discapacidad. Se trata de dedicarse a valores educativos de equidad, diversidad y justicia social. Los datos que respaldan este documento fueron obtenidos por medio de investigaciones encargadas por el Ministerio de Educación de Irlanda del Norte. Este pensó identificar prácticas actuales que aumentaran la motivación, la participación y el rendimiento de todos los alumnos de edad escolar que requirieran una educación especial (Moran & Abbott, 2006Moran, A. and Abbott, L.2006. The development of inclusive schools in Northern Ireland: a model of best practice Northern Ireland Statistics and Research Agency, Research Report 42[Google Scholar]). Solicitaron las opiniones de los directores y de coordinadores de la educación especial respecto a la eficacia de los programas iniciales de formación pedagógica en lo que se refiere a preparar a los estudiantes de magisterio para trabajar en colegios con ambiente inclusive.
Dieses referat untersucht, inwieweit die ersten Lehrerausbildungsprogramme (ITE) zur Entwicklung von inklusiven Einstellungen, Werten und Praktiken beitragen. Inklusive Ausbildung bedeutet die Berechtigung aller Kinder und Jugendlicher zu einer erstklassigen Ausbildung, ungeachtet ihrer Unterschiede, Veranlagungen oder Behinderungen. Es geht um die Wahrnehmung der erzieherischen Werte von Fairness, Vielfalt und sozialer Gerechtigkeit. Die Daten in diesem Referat wurden anhand von Forschung im Auftrag des Kulturministeriums Nordirland (DENI) erworben, die versuchte, die bestehenden Verfahrensweisen zu identifizieren, welche die Motivation, Teilnahme und Leistungen aller schulpflichtigen Kinder mit besonderen schulischen Bedürfnissen förderten (Moran & Abbott, 2006Moran, A. and Abbott, L.2006. The development of inclusive schools in Northern Ireland: a model of best practice Northern Ireland Statistics and Research Agency, Research Report 42[Google Scholar]). Schulleiter und Koordinatoren von Besonderen Schulischen Bedürfnissen (SENCOS) wurden befragt im Hinblick auf die Wirksamkeit von ITE‐Programmen, Referendare auf die Arbeit in inklusiven Schulumgebungen vorzubereiten. 相似文献
