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Graça S. Carvalho Rosa Branca Tracana Grita Skujiene Jurga Turcinaviciene 《International Journal of Science Education》2013,35(18):2587-2610
Textbook analysis is seen as a major element for studying environmental education addressing pupils, image analysis being rather relevant when studying textbooks written in 11 languages. We analysed 25 textbooks from 14 countries addressed to 14–16-year-old pupils, focusing on: (1) local and foreign/global images; (2) urban/rural and nature images; (3) negative impact, human management, and the beauty of nature; and (4) men and women in images with negative and positive impact. We distinguished some trends between Western (WEc) and Eastern (EEc) European countries and non-European countries (NEc). In contrast to textbooks from EEc and NEc, which tend to show the beauty of nature with little human influence, WEc textbooks tend to exhibit more images of urban/rural landscape, of human negative impact and of human management, expressing an anthropocentric view of the environment. Men are usually more present in textbook images than women. However, some images exhibiting more women than men could be found in textbooks from WEc and EEc, but never in NEc. In negative impact pictures, men are more often present than women but NEc women are never present in such images. Women are more frequent than men in positive impact images. Results suggest that textbooks from EEc and NEc should give more emphasis to human management and urban/rural images, whereas those from WEc should give more attention to the beauty of nature. A balance in the presence of men and women in images should be a matter of greater concern by all textbooks’ authors and publishers. 相似文献
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Ricardo?NemirovskyEmail author Cara?DiMattia Branca?Ribeiro Teresa?Lara-Meloy 《Journal of Mathematics Teacher Education》2005,8(5):363-392
This paper examines two types of discourse in which teachers engage when discussing case studies based on classroom episodes,
and the ways in which the availability of video data of these episodes may motivate a shift in the mode of discourse used.
We interviewed two pairs of secondary school mathematics teachers after they had read a case study based on a 16-minute mathematics
classroom episode taped in a secondary school in the United States. During each interview, a multimedia version of the case
study, including video of the original episode, was available to the participants. We identify two modes of discourse engaged
in by the teachers during the interviews: Grounded Narrative and Evaluative Discourse. We examine and identify the characteristics of the two discourse forms, drawn from both video and textual analysis. These
characteristics are self-reflective talk, perspective, ethics, and linguistic patterns. The identification of two modes of
discourse is relevant for researchers and teacher educators using case studies or video recordings. In addition, the findings
provide insight into how teachers are “seeing” classroom events in a video case study. 相似文献
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The authors evaluate and advocate the need for comprehensive sexuality education that meets the unique needs of youth who are deaf or hard of hearing, while calling for the expansion of teacher preparation in this critical area. Effective comprehensive sexuality education is designed to prepare young people to become more comfortable with, and informed about, their sexuality. Teachers and parents are key adults in this process. However, the responsibility for preparing teachers to handle sexuality education lies with both the postsecondary teacher preparation program and the administrative team at the individual school; their willingness to provide comprehensive training, current resources, and continued support are crucial to the success of any comprehensive sexuality program. In the individual school, effective guidance of youth who are deaf or hard of hearing in making appropriate decisions about their sexuality is built upon a team that includes not only school staff, but also parents and deaf adults in the community. 相似文献
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SEBASTIAN RÖDL 《Journal of Philosophy of Education》2020,54(2):290-304
The essay represents teaching as the coming to be of the human individual. In order to do so, it reflects on the character of human life by which it is knowledge of itself. Being knowledge of itself, human life is self-determining or free. Therefore generality and particularity come together in the human being in a distinctive way: a human being is not an exemplar, instance or specimen of a species, nature or life-form. Rather, she is her own principle. This is captured in the idea of the human being as an individual. The essay reveals teaching to be the form of coming to be which is proper to what is an individual in this sense. In this way, the essay shows teaching to be internal to human freedom. 相似文献
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