Ways of Knowing and Patterns of Reasoning: Women and men in adult secondary education     

SABINE SEVERIENS  GEERT TEN DAM  EDITH NIJENHUIS 《Gender and education》1998,10(3):327-342

Unlike most studies on gender and learning, which use general theoretical frameworks (and instruments) on student learning, this article investigates the Epistemological Reflection Model which has been developed from a gender perspective. This cognitive development model includes four hierarchically ordered ways of knowing, and two patterns of reasoning within each of these ways of knowing. The patterns of reasoning are assumed to be gender-related and can be described, in general terms, by using the concepts of connectedness and autonomy/separation. To extend the model's validity, the authors investigated this model by making use of interviews in one study and questionnaires in another. In the interview study, the patterns of reasoning turn out to be gender-related, especially with the patterns supposedly more often used by men. In the questionnaire study, on the other hand, the patterns of reasoning do not turn out to be gender-related. In the discussion section, these results are interpreted and the model is discussed in detail.  相似文献   

A discipline apart: the challenges of ‘Fostering a Community of Learners’ in a mathematics classroom     

MIRIAM GAMORAN SHERIN  EDITH PRENTICE MENDEZ  DAVID A. LOUIS 《课程研究杂志》2013,45(2):207-232

This is the fifth in a series that examines the challenges that teachers in different domains face as they attempt to implement the pedagogical reform ‘Fostering a Community of Learners’ (FCL). Here we focus on the relationship between FCL and the teaching of mathematics. We argue that it is possible to teach mathematics through the FCL pedagogy, but that doing so requires some rethinking of both mathematics instruction and FCL. In particular, we describe three shifts that aided a teacher's implementation of FCL pedagogy with mathematics: the teacher developed a new perspective on mathematics that emphasized the importance of having students learn both mathematical concepts and processes; the teacher developed a new understanding of the role of the teacher in mathematics‐education reform; and the teacher modified his understanding of FCL, coming to believe that a discourse community could be the basis for FCL pedagogy in a mathematics classroom.  相似文献   

Chicano Students and the Court: The Mexican American Legal Struggle for Educational Equality by Richard R. Valencia     

JESSE P. MENDEZ 《History of education quarterly》2010,50(2):252-254

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Tackling the cumulative handicap *     

IVY E. FAIRMAN  EDITH N. LYON 《Literacy》1973,7(3):31-36

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