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1.
Ann Moir-Bussy Catherine Sun 《International journal for the advancement of counseling》2008,30(3):202-212
Within the context of the growing development of intercultural counsellor education, the question of how different cultures
reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural
exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education
process. This paper briefly explores these terms and movements and then highlights findings from a research project that took
place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization
and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process
of knowledge development within the counselling education field. Implications for counsellor education are highlighted.
相似文献
Ann Moir-BussyEmail: |
2.
Michaela Brockmann Linda Clarke Philippe Méhaut Christopher Winch 《Vocations and Learning》2008,1(3):227-244
This paper examines the notion of ‘competence’ in the VET systems of France and England. While both countries have developed
‘competence-based’ approaches, underlying the similar terminology are distinct meanings, rooted in the countries’ institutional
structures and labour processes. A key distinction is identified between a knowledge-based model in France and a skills-based
model in England. Competence in the French sense is multi-dimensional and relies on the integration of practical and theoretical
knowledge, as well as personal and social qualities within a broadly defined occupational field. By contrast, in England,
competence refers to the performance of fragmented and narrowly defined tasks, with minimal underpinning knowledge. Thus,
whereas ‘competence’ in the English VET system usually denotes functional employability for what may be relatively low-skilled
employment, in France, it encapsulates the multi-dimensional development of the individual as a citizen as well as an employee.
相似文献
Michaela BrockmannEmail: |
3.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
相似文献
Zbigniew SemadeniEmail: |
4.
5.
Participation,financial support and the marginal student 总被引:2,自引:0,他引:2
This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher
education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school
and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final
year of schooling who are unsure about participation in higher education even though they have prior school achievements typical
of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly
different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial
support that is available and different approaches to information search about participation in HE.
相似文献
Peter DaviesEmail: |
6.
Pauline W. U. Chinn 《Cultural Studies of Science Education》2009,4(3):639-647
This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems
to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective
recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of
constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development
and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will
conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.
相似文献
Pauline W. U. ChinnEmail: |
7.
This paper describes the rationale, conceptualization and design of the Second International Information Technology in Education
Study (SITES). SITES is a survey of schools and teachers of their pedagogical practices, their use of ICT and their readiness
for changing their teaching–learning towards the demands of the 21st century. The study will take place under the auspices
of the International Association for the Evaluation of Educational Achievement (IEA) and the data collection is planned for
2006; therefore the project is called ‘SITES2006’.
相似文献
T. PlompEmail: |
8.
This study examined how selected school mathematics textbooks in China, Singapore, and USA at the lower secondary grade level
represent problem-solving procedures. The analysis of problem-solving procedures was carried out in two layers – general strategies,
which adopted Pólya’s four-stage problem-solving model, and specific strategies, which consisted of 17 different problem-solving
heuristics such as ‘acting it out,’ ‘looking for a pattern,’ ‘working backwards,’ etc. Both similarities and differences in
the representation of problem-solving procedures in the textbooks across the three countries were revealed and compared. The
possible reasons for the similarities and especially for the differences were explored. Suggestions about how to improve the
representation of problem-solving in mathematics textbooks were provided at the end of the study.
相似文献
Lianghuo FanEmail: |
9.
This article explores the pedagogical significance of recent shifts in scholarly attention away from first generation and
towards second generation understandings of creativity. First generation or big ‘C’ creativity locates the creative enterprise
as a complex set of behaviours and ideas exhibited by an individual, while second generation or small ‘c’ creativity locates
the creative enterprise in the processes and products of collaborative and purposeful activity. Second generation creativity
is gaining importance for a number of reasons: its acknowledged significance as a driver in the new or digital economy; recent
clarification of the notion of ‘creative capital’; the stated commitment of a growing number of universities to ‘more creativity’
as part of their declared vision for their staff and students; and, the recognition that the creative arts does not have a
monopoly on creative capability. We argue that this shift allows more space for engaging with creativity as an outcome of
pedagogical work in higher education. The article builds on the project of connecting ‘creative capital’ and university pedagogy
that is already underway, assembling a number of principles from a wide range of scholarship, from computer modelling to social
and cultural theorising. In doing so, it provides a framework for systematically orchestrating a ‘creativity-enhancing’ learning
environment in higher education.
相似文献
Shane DawsonEmail: |
10.
Tara E. Higgins Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical
research synthesizes the effective elements of professional development programs that support science teachers in learning
about technology integration. Studies are examined that explore how professional development supports technology use within
inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding
and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination
of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning
beyond formal professional development programs.
相似文献
Tara E. HigginsEmail: |
11.
Market orientation in managing relationships with multiple constituencies of Croatian higher education 总被引:1,自引:0,他引:1
In this paper, market orientation in Croatian higher education (HE) is discussed within the context of stakeholder-oriented
management. Drawing on existing studies, the ‘classical’ empirical model, describing the market orientation of generic nonprofit
organisations, has been adapted to the contingencies of the Croatian HE sector. Empirical testing of the model, based on primary
data drawn from the majority of public institutions of higher learning in the country, reveals inadequate market orientation
toward the relevant stakeholders. Although social market orientation currently does not exist in Croatian HE institutions,
the empirical results confirm that it might be possible to initiate a ‘virtuous circle’, in which relevant market orientation
and stakeholder management practices, directed toward one or other of the stakeholders, simultaneously enhance orientation
toward the other stakeholders. Unfortunately, the current situation in HE is not satisfactory, which could hinder the implementation
of development of knowledge society in Croatia.
相似文献
Zoran MihanovićEmail: |
12.
Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning 总被引:1,自引:0,他引:1
This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails
replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural
theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine
major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts
of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand
learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers
to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better
questions about learning and its improvement and has high practical significance.
相似文献
Phil HodkinsonEmail: |
13.
Jennifer Gallo-Fox 《Cultural Studies of Science Education》2009,4(2):449-460
Wassell and LaVan (this issue) make strong arguments about the value of coteaching as a model for learning to teach. This
response paper draws upon recent sociocultural conceptualizations of human nature and development as a process of contribution
and shared contribution to extend Wassell and LaVan’s findings about teacher learning and to further illuminate evidence of
the transformative potential of coteaching. It is argued that the beginning teachers in Wassell and LaVan’s study appropriated
the cultural practices, and ontological and epistemological stances of coteaching and used these perspectives and practices
to transform the cultures of their in-service classrooms as well as the roles and epistemic perspectives of their students.
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
Jennifer Gallo-FoxEmail: |
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
14.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
Soung BaeEmail: |
15.
This paper presents findings on a hybrid guidance curriculum in Hong Kong, a place where East meets West in education and
in many other spheres. A qualitative case study method is applied that uses questions for understanding the ‘self’ in guidance
but incorporates Confucian cardinal human relationships of parent–child, brother–sister, husband–wife, superior–subordinate,
teacher–pupil and friend–friend in understanding the ‘other’ relationships. The study of ‘self–other relationship’ is combined
with Lawton’s (Social change, educational theory and curriculum planning, Hodder, London, 1973) model of curriculum development in Western traditions. Data obtained from stakeholders in schools include traditional Chinese
ideas as well as modern Western ideas. Implications of this framework to the study of other societies with a mix of Western
and traditional cultures are discussed.
相似文献
Pattie Yuk Yee Luk-FongEmail: |
16.
Mattias Lundin 《Journal of Science Education and Technology》2007,16(5):369-377
This article sets out to examine how school science activities can encourage students’ participation while supporting a specific
science content. One ordinary class with 12-year-old students was chosen and their regular classroom work was studied without
intervention and with a minimum of interference. Lessons were video filmed, transcribed and analyzed focussing on the participants’
speech acts. It was found that students’ initiatives and experiences were important parts of their participation. The results
show how students’ participation was orchestrated with a science content by means of four different kinds of activities. The
activities are called ‘individual inventory of experiences’, ‘building a common platform of experiences’, ‘sharing new experiences’
and ‘concluding a common platform’. The activities form a foundation for participation in human biology topics. For example,
to ‘build a common platform of experiences’ seems to level out students’ different prerequisites for participating in subsequent
tasks. Furthermore, to ‘conclude a common platform’ implied a checkpoint of the shared new experiences. The activities support
students’ tentative use of scientific words as well as their learning of what counts as knowledge in the school science setting.
However, it can be questioned if the time spent on each separate activity is necessary or if similar achievements could be
made even if some activities were integrated. The question is open for further research.
相似文献
Mattias LundinEmail: |
17.
Okhee Lee Karen Adamson Jaime Maerten-Rivera Scott Lewis Constance Thornton Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices
in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.
In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention
during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher
workshops, effectively promoted students’ science learning, along with English language development and mathematics learning.
Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated
into our on-going intervention efforts and offer insights into features of effective professional development initiatives
in improving science achievement for all students.
相似文献
Scott LewisEmail: |
18.
The d’Arbeloff Interactive Mathematics Project or d’AIMP is an initiative that seeks to enhance and ultimately transform the
teaching and learning of introductory mathematics at the Massachusetts Institute of Technology. A result of this project is
a suite of “mathlets,” a carefully developed set of dynamic computer applets for use in the university’s ordinary differential
equations course. In this paper, we present the rationale for such computer innovations, the philosophy behind their design,
as well as a discussion of their careful development and implementation. Survey results are reported which yielded positive
student feedback and suggestions for improvement.
相似文献
Haynes R. MillerEmail: |
19.
Women’s Learning in Contract Work: Practicing Contradictions in Boundaryless Conditions 总被引:1,自引:0,他引:1
Tara Fenwick 《Vocations and Learning》2008,1(1):11-26
The general rise in contractors, particularly among knowledge workers negotiating ‘boundaryless’ employment conditions, has
generated interest in the nature and forms of contract work. This article explores the learning of contract workers as they
negotiate these conditions, with a focus on women. Drawing from a qualitative study of women practicing nursing and education
in Canada as self-employed contractors, the discussion focuses on the practices that they learn in order to manage their work
activities and identities. In these practices, tensions abound – particularly around the recognition of knowledge in ways
that establish the contractor’s identity, position within the organisation, and market value. For women, it is argued from
the study findings, boundaryless contract work incurs particular gendered demands that embed contradictions that the contractor
must learn to negotiate. This article describes five practices that women contractors learn within these contradictions: (1)
being noticed while avoiding notice, (2) nailing down contracts without nailing the contractor, (3) performing a woman in
control while hiding the chaos, (4) shape-shifting while ‘branding’ one shape, and (5) proving knowledge in a market of impressions.
The article concludes with implications for education that might assist women contract workers.
相似文献
Tara FenwickEmail: |
20.
David Tall 《Educational Studies in Mathematics》2008,68(2):185-193
Jim Kaput lived a full life in mathematics education and we have many reasons to be grateful to him, not only for his vision
of the use of technology in mathematics, but also for his fundamental humanity. This paper considers the origins of his ‘big
ideas’ as he lived through the most amazing innovations in technology that have changed our lives more in a generation than
in many centuries before. His vision continues as is exemplified by the collected papers in this tribute to his life and work.
相似文献
David TallEmail: |