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MARCO SNOEK GAVIN BALDWIN PAUL CAUTREELS TORSTEN ENEMAERKE VALERIE HALSTEAD GILLIAN HILTON 《欧洲师范教育杂志》2003,26(1):21-36
In this paper four scenarios are presented which illustrate possible futures of teacher education in Europe. These scenarios are the result of a project of Research and Development Centre 19 of the Association for Teacher Education in Europe. 1 The four scenarios differ from each other in their emphasis on four driving forces: pragmatism, idealism, individualism and social coherence. Each scenario is described in terms of characteristics of society, education and teacher education, roles of teachers and teacher educators, and is illustrated in a short scene. 相似文献
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This article recounts the development of Living in Water, a science curriculum for the middle grades, and the teacher training institute that was developed to disseminate the curriculum. This article also reviews how the teacher training institute was modified in response to findings from the evaluations of each of the three institutes that the authors presented. The evaluations included analysis of the teacher training institutes, the attitudes of the master teachers, the attitudes of the in-service workshop participants, and the demographics of the students who ultimately were taught using the Living in Water curriculum. 相似文献
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Our extensive literature review in the fields of educational, social, and cognitive psychology has led us to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the K–12 level. Those variables are grouped into four major categories: student engagement, learning strategies, school climate, and social-familial influences. We then categorize the first two variables as personal factors and the latter two as social-contextual factors. We document empirical findings that have shown particular relationships between the reviewed personal and social-contextual factors and academic achievement, mainly in the areas of reading and mathematics. Based on our conceptualization, we propose an integrated perspective that students’ personal factors in the domains of behavior, affect, attitude, and cognition as well as their social-contextual environment have to work in concert to produce optimal school performance. We conclude with a discussion on educational implications and future research to be addressed. 相似文献
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MARCO SNOEK CARLOS NOGUEIRA FINO VALERIE HALSTEAD GILLIAN HILTON JOSEF MIKL JO¨RAN REHN 《欧洲师范教育杂志》2003,26(1):137-142
In the preceding papers the scenario model of ATEE-RDC19 is used as a reflecting instrument on trends and development in teacher education in different European countries. In this short contribution, a reflection on those papers is made to see whether common trends arise. In this rough picture, it is possible to see that in all analysed countries there is a tendency towards a more pragmatic and individualistic approach in society, influencing teacher education. But these two trends (toward pragmatism and towards idealism) are not in all case studies strongly connected. However, bearing in mind some critical comments on the scenario model, strong and definitive conclusions are to be avoided. 相似文献
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J. MARK HALSTEAD 《Journal of Philosophy of Education》2007,41(4):829-842
Drawing substantially on the arguments put forward by the contributors to this Special Issue, this final article examines the two main purposes of the common school in contemporary western societies: to develop a set of shared values and a unified sense of citizenship, on the one hand, and to iron out disadvantage and equalise opportunities, on the other. Four main justifications for the common school are discussed—its symbolic value, its compatibility with liberal values, its inclusiveness and its provision of practical opportunities to learn to live together. Nevertheless, the common school faces a number of challenges, including how much freedom of choice to allow parents, how to interpret the principle of equality in practice, how to devise a common curriculum that meets the needs of all students and how to respond to the apparent inequalities of the neighbourhood school. It is argued that the biggest dilemma facing the common school is a cultural one: that is, finding a balance between the need to respect the diverse cultural identities of its students and the need to develop a common set of loyalties and shared national identity at the same time. An examination of the case of Muslims in England suggests that intentionally or otherwise the common school is still in the business of assimilating minorities into a new identity through processes very similar to those of the melting pot. The article concludes by warning that continuing this policy may result in stronger resistance in the future. 相似文献