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Braden Rico 《Asia Pacific Journal of Education》2013,33(4):380-393
Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a “conscientization” or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Māori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Māori framework as counter strategy to Eurocentric curricula and colonial paradigms. 相似文献
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Volume Contents
Contents of Volume 30 2002 相似文献6.
John Self 《Instructional Science》1986,14(3-4):327-338
This article considers the prospects for applying machine learning techniques to the problem of maintaining the dynamic student models needed for intelligent tutoring. We imagine a learner endeavouring to understand a climate classification scheme through exploring a data-base guided by a tutorial system which does not itself know the classification rules. We consider the possible use of the focussing algorithm for concept learning as a basis for such a tutorial system. Several difficulties with this approach to guided discovery learning are discussed. 相似文献
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Random sampling of work activities using an electronic random alarm mechanism provided a simple and effective way to determine how time was divided between various activities. At each random alarm the subject simply recorded the time and the activity. Analysis of the data led to reassignment of staff functions and also resulted in additional support for certain critical activities. 相似文献
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The purpose of this study was to examine the relation between the ability to quickly acquire initial mental graphemic representations (MGRs) in kindergarten and fourth grade literacy skills in children with typical language (TL) and children with language impairment (LI). The study is a longitudinal extension of a study conducted by Wolter and Apel in which kindergarten children with LI and TL were administered early literacy measures as well as a novel written pseudoword task of MGR learning (spelling and identification of target pseudowords). In the current study (4 years later), the authors administered reading and spelling measures to 37 of the original 45 children (18 children with LI, 19 children with TL). The children with LI performed significantly lower than their peers with TL on all fourth grade literacy measures. For both groups, kindergarten initial MGR acquisition ability significantly related to fourth grade real-word reading and spelling. For the children with LI, kindergarten initial MGR acquisition ability also related to fourth grade pseudoword decoding and reading comprehension. Collectively, the findings suggest that initial MGR learning in kindergarten is an essential skill that may uniquely relate to later literacy abilities. 相似文献
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The idea of an intelligentsystem to support learning has been epitomisedby that of an intelligent tutoring system(ITS). However, ITSs are, in fact, just aparticular kind of intelligent system tosupport learning whose components reflect thevalues of the particular view that ITSsemphasise in regard to the nature of knowledge,learning and teaching, which have led to anarchitecture that focuses on representing theknowledge to be learned (domain model),inferring the learner's knowledge (learnermodel), and planning instructional steps to thelearner (teaching model). On the other hand,other views of learning may lead to differentneeds in terms of knowledge representation,reasoning, and decision making capabilities inthe intelligent systems that support them.Constructivist views, for example, emphasisedifferent values and may require an entirelydifferent architecture of intelligent system tosupport its philosophy of learning. This paperpresents an architecture of an intelligentsystem to support learning that is able toaddress the issues that arise fromconstructivist theories of learning in a waythat, rather than opposing to the standard ITSarchitecture, characterises a broader view inall its components which can be appropriatelyattuned to address the issues of particularphilosophies. 相似文献