The Democratic Curriculum: Concept and Practice     

Neil Hopkins 《Journal of Philosophy of Education》2014,48(3):416-427

Dewey continues to offer arguments that remain powerful on the need to break down the divisions between ‘academic’ and ‘vocational’ in terms of his specific theory of knowledge. Dewey's writings are used to argue that a democratic curriculum needs to challenge such divisions to encompass the many forms of knowledge necessary in the contemporary classroom. Gandin and Apple's investigation of community participation (Orçamento Participativo or Participatory Budgeting) in the curriculum of the Citizen School in Porto Alegre, Brazil, will be explored as an example of democratic structures informing educational planning. The work of Paul Hirst, Atli Har?arson and Chris Jane Brough is analysed regarding the issue of curriculum aims and student negotiation. Dewey's emphasis on learning as a collective enterprise will resonate here. Brough offers innovative research on student‐centred curriculum integration that suggests even very young children are able to participate in debate over their own learning. Hirst and Har?arson provide contrasting views on the issue of curriculum aims—Hirst arguing that a curriculum cannot exist without definable aims while Har?arson challenges the very notion of settled aims if students are to be reflexive regarding their education. The article also refers to the work of Alexander on the use of dialogic questioning in the classroom. Such questioning, it is suggested, enhances and encourages collaborative forms of enquiry necessary for a democratic curriculum through discussion between teachers, students and other stakeholders.  相似文献   

‘Education for equality’ and ‘education for life’: examining reading literacy and reading interest in Papua New Guinea primary schools1     

Sarah Hopkins  Graham Ogle Corresponding author  Lisette Kaleveld  John Maurice  Betty Keria  William Louden 《Asia-Pacific Journal of Teacher Education》2005,33(1):77-96

Reading literacy and reading interest was examined in four primary schools in Papua New Guinea: in an international, suburban, settlement and village school. In this paper we present a summary of findings located within a local context and examine the implications as viewed through two lenses. From an ‘educational for equality’ perspective, the findings suggest a critical need to re‐evaluate the use of national testing to select children for further education and address the serious shortage of reading books in school libraries. From an ‘education for life’ perspective, the findings indicate a continuing need for community‐based actions together with innovative teacher education programs aimed at developing ways of strengthening the connections between home and school.  相似文献   

Intentionality as measured in the persistence and elaboration of communication by chimpanzees (Pan troglodytes)     

Leavens DA  Russell JL  Hopkins WD 《Child development》2005,76(1):291-306

In human infancy, 2 criteria for intentional communication are (a) persistence in and (b) elaboration of communication when initial attempts to communicate fail. Twenty-nine chimpanzees (Pan troglodytes) were presented with both desirable (a banana) and undesirable food (commercial primate chow). Three conditions were administered: (a) the banana was delivered (successful communication), (b) half of the banana was delivered (partially successful communication), and (c) the chow was delivered (failed communication). The chimpanzees exhibited persistence in and elaboration of their communication in every condition except when the banana was delivered. Thus, their communication was about a specific item, demonstrating that both intentionality and nonverbal reference are capacities shared by humans with our nearest living relatives, the great apes.  相似文献   

Teaching primary mathematics with challenging tasks: How should lessons be structured?     

James Russo  Sarah Hopkins 《The Journal of educational research》2019,112(1):98-109

Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task before instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The authors systematically contrasted teaching with challenging tasks using a task-first lesson structure with that of a discussion-first lesson structure to three composite classes of first- and second-grade students (n = 73). Subsequent assessments of mathematical performance revealed that the discussion-first lesson structure was somewhat more efficacious in improving fluency performance but both structures similarly improved problem-solving performance. The findings suggest there is more than one way of incorporating challenging tasks into mathematics lessons to produce sizeable learning gains.  相似文献   

Subject English as citizenship education     

Oliver Belas  Neil Hopkins 《British Educational Research Journal》2019,45(2):320-339

This article is equal parts educational history and political philosophy. We aim to remind readers that subject English (SE) and indeed state education emerge from the contradictory impulses of classical liberalism, and that, more than simply resembling citizenship education, SE emerges in the first instance as a form of highly normativising citizenship education. We further argue that, following England's recent educational reforms initiated by former Education Secretary Michael Gove, SE continues to be framed in moral terms consistent with citizenship education—again, of a highly normativising sort. England's current educational policy generally, and specifically the framing of SE, employs the language of liberal possibility, while ultimately espousing an invidious exclusionary and assimilationist politics. The framing of SE, moreover, is one that misrepresents the supposedly ‘rich and varied literary heritage’ it is supposed to exemplify and promote. The current political landscape in which the study of literature takes place is one where a crisis of liberalism is manifest (in terms of populism, radicalisation or apathy). However, we do not believe the answer is to retreat into a sealed, hermetic canon that excludes the reality that England and English literature are fundamentally multicultural and polyethnic. SE will be the poorer for not fully acknowledging and embodying this, for not enabling students to imaginatively and critically engage with characters and experiences that reflect both the present and long-standing diversity of English society, as well as its present and long-standing inequalities.  相似文献   

Teaching and Learning and the Challenge of Educational Reform     

Alma Harris  David Hopkins 《School Effectiveness & School Improvement》2013,24(2):257-267

Creemers, B. (1994). The Effective Classroom. London Cassell. ISBN: 0-304-32709-3. Freiberg, H.J. & Driscoll, A. (1996). Universal Teaching Strategies. Needham Heights: Allyn and Bacon. ISBN: 0-205-16722-5. Hargreaves, A. (1994). Changing Teachers, Changing Times. London: Cassell. ISBN: 0-304-32281-4. Sizer, T.R. (1996). Horace's Hope. New York: Mariner Books. ISBN: 0395-87754-7. Slavin, R. (1996). Education for all. Lisse: Swets & Zeitlinger. ISBN: 90-265-1472-7.  相似文献   

Facilitating Intercultural Communication in Parent–Teacher Conferences: Lessons From Child Translators     

Inmaculada M. García–Sánchez  Marjorie Faulstich Orellana  Megan Hopkins 《Multicultural Perspectives》2013,15(3):148-154

In this article Abraham Lincoln is considered as an alternative to the usual type of patriot's hero. He reminds us of our great historical failings. He remains a figure of controversy, a national hero in only some corners of society. He is the heroic President who serves as the first compassionate defender of the downtrodden, and he is a hero in those subcultures as well. Lincoln's treatment in the movies is discussed, focusing particularly on the recent movie Lincoln. Lincoln is seen as a match for the usual movie hero. His famous immunity to casual treatment in popular culture is discussed as well.  相似文献   

reading without words     

Lee Bennett Hopkins 《Early Childhood Education Journal》1973,1(2):31-36

  相似文献   

Effects of modified-implement training on fast bowling in cricket     

Petersen CJ  Wilson BD  Hopkins WG 《Journal of sports sciences》2004,22(11-12):1035-1039

The effects of training with overweight and underweight cricket balls on fast-bowling speed and accuracy were investigated in senior club cricket bowlers randomly assigned to either a traditional (n = 9) or modified-implement training (n = 7) group. Both groups performed bowling training three times a week for 10 weeks. The traditional training group bowled only regulation cricket balls (156 g), whereas the modified-implement training group bowled a combination of overweight (161-181 g), underweight (151-131 g) and regulation cricket balls. A radar gun measured the speed of 18 consecutive deliveries for each bowler before, during and after the training period. Video recordings of the deliveries were also analysed to determine bowling accuracy in terms of first-bounce distance from the stumps. Bowling speed, which was initially 108 +/- 5 km h(-1) (mean +/- standard deviation), increased in the modified-implement training group by 4.0 km x h(-1) and in the traditional training group by 1.3 km x h(-1) (difference, 2.7 km x h(-1); 90% confidence limits, 1.2 to 4.2 km x h(-1)). For a minimum worthwhile change of 5 km x h(-1), the chances that the true effect on bowling speed was practically beneficial/trivial/harmful were 1.0/99/< 0.1%. For bowling accuracy, the chances were 1/48/51%. This modified-implement training programme is not a useful training strategy for club cricketers.  相似文献   

Relationship between world-ranking and Olympic performance of swimmers   总被引：1，自引：0，他引：1  

Trewin CB  Hopkins WG  Pyne DB 《Journal of sports sciences》2004,22(4):339-345

Coaches believe world-ranking lists are a reliable tool for predicting international swimming performance. To examine the relationship between world-ranking and Olympic performance, we modelled world-ranking time and best time from the 2000 Olympic Games for 407 top-50 world-ranked swimmers. Analysis of log-transformed times yielded within-athlete and between-athlete coefficients of variation (CV) and percent changes in performance from world-rankings to Olympics. Variations and performance progressions were compared across sex, stroke, distance, nation and medal status. The within-athlete coefficient of variation of performance for all swimmers was 0.8% (95% confidence limits: 0.7 to 0.9%). Females were slightly less consistent, although not substantially different to males (ratio of female/male within-athlete CV: 1.1; 95% confidence limits: 1.0 to 1.2) and had a wider range of talent (ratio of female/male between-athlete CV: 1.2; 95% confidence limits: 1.1 to 1.4). Swimmers from Australia (AUS) were more consistent than those from the United States (USA) and other nations (OTHER) (ratio of within-athlete CV, USA/AUS: 1.5; 95% confidence limits: 1.0 to 2.2; OTHER/ AUS: 1.6; 95% confidence limits: 1.2 to 2.1). Most Olympic medallists (87%) had a top-10 world-ranking. Overall performance time at the Olympics was slower than world-ranking time by 0.3% (95% confidence limits: 0.2 to 0.4%), medallists improved by 0.6% (95% confidence limits: 0.4 to 0.9%) and non-medallists swam 0.6% slower (95% confidence limits: 0.5 to 0.7%). We conclude that a top-10 ranked swimmer who can improve performance time by 0.6%, equivalent to 0.13 s in the men's 50-m freestyle, will substantially increase their chance of an Olympic medal (the difference between first and fourth place).  相似文献