Response to “A design framework for enhancing engagement in student-centered learning: own it,learn it,and share it”: a design perspective

This essay is a response to the special issue call on the theme of Shifting to digital: Informing the rapid development, deployment, and future of teaching and learning. In this essay, the author first described the needs of student-centered learning that emerged from the current full-scale online teaching and learning practice due to the pandemic. With these needs, the author revisited the published article of A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (Lee and Hannafin, in Educ Technol Res Dev 64(4):707–734, 2016), discussed its value, application, and future development.

     

A new age for child protection--General Comment 13: why it is important, how it was constructed, and what it intends?

Children continue to be subjected to high levels of violence (i.e., physical, psychological and sexual maltreatment) throughout the world. International concern about violence against children has increased significantly during the last decade. A Study on Violence Against Children, encouraged by the UN Committee on the Rights of the Child, conducted under the auspices of the United Nations Secretary General and reported in 2006, has become a rallying call to improve child protection. Child protection practices and systems have been judged to be generally inadequate and, in some cases, destructive. It is widely recognized that business as usual—more of the same—will not do. A General Comment (guide to fulfilling obligations) for Article 19, the central conceptualization of child protection of the UN Convention on the Rights of the Child, has the potential to promote a worldwide reformulation of child protection priorities, policies, and practices by virtue of the infusion of a child rights approach. It can be a mechanism for framing and promoting the transformational change needed – for a genuine paradigm shift. Here, explication is given for the historical context, rationale, centrality of child rights, process of development, holistic nature, and primary elements of General Comment 13 (GC13): The child's right to freedom from all forms of violence. GC13 embodies and champions a child rights approach to child protection entailing strong support for proactive primary prevention, promotion of good child care, and a commitment to secure the rights and well-being of all children. A child rights-based, comprehensive coordinating framework is recommended for the implementation of GC13.     

Bourdieu, 'Habitus', and Educational Research: Is it all worth the candle?

A recent critique of educational research published by the Office of Standards in Education has declared, largely on the basis of research reported in this journal, that Bourdieu- and particularly the concept of habitus- appears to have little to offer educational research. This proposition is considered in a critical evaluation of the origin of habitus in Bourdieu's work and its ability to fulfil its theoretical functions. It is concluded that there is no serious alternative but for those whose task it is to provide scientific accounts of social processes to engage with the concepts of disciplined thought - including that of Bourdieu.     

Overeducation in developing economies: How can we test for it, and what does it mean?

A worker is said to be overeducated if he/she has acquired more education than is required to perform his/her job. In the absence of data measuring the number of years of schooling required to perform particular jobs, we propose a new approach to testing for overeducation. Overeducation is confirmed if we observe that education levels rose in jobs that offer very low returns to education and that underwent little technological change. Using labor force surveys from four developing countries, we find evidence of overeducation in unskilled jobs in the Philippines, mild evidence in Mexico, and little evidence in India and Thailand. We show that a job's mean and modal years of schooling are poor proxies for required education. We also show that overeducation sometimes increases within unskilled jobs, even while a growing share of educated workers enter skilled jobs. This may be because the quality of education segments the labor market.     

Cultural Distance:How is it defined,how is it measured,and what is its relevance to international marketers?

This essay analyses the meaning of culture and in particular aims at reviewing different tools to measure differences be?tween cultures—the so-called cultural distance. Two major tools are considered i...     

The dilemma of case‐based teaching and learning in science in Hong Kong: Students need it,want it,but may not value it

The paper reports a study for determining a suitable process for converting traditional surface science courses into case‐based learning ones in two universities in Hong Kong. In this preparative study, a set of baseline data was collected on the current level of students’ conceptual understanding and also students’ perceptions about the traditional courses. The student data (from 38 students) came from examination results, the Study Process Questionnaire, a course‐end survey and a focus group meeting; teachers also kept reflective journals. This set of baseline data revealed factors that both support and inhibit case‐based learning. On the one hand, students demonstrate a motivation to be able to solve practical problems in this field; on the other hand, they show an unwillingness to take up a personal responsibility for learning. This finding strengthens our resolve to take into account students’ expectations and beliefs in the implementation of case‐based teaching and learning.     

Doing it for them: corporatism and apprentice activism in Switzerland, 1880–1950

In the history of vocational education and training, apprentices seldom feature as actors. They are also rarely mentioned among those affected by economic conditions and political measures. Studies of England and Scotland have shown that, over a period of decades, there was a widespread apprentice movement during the twentieth century. So far, studies of German-speaking areas have barely registered this and have solely concentrated on apprentice protests in the 1960s and 1970s. The present article addresses this desideratum, investigating the form and content of how apprentices articulated their interests in Switzerland between 1880 and 1950. The main reason why Switzerland never experienced major sustained apprentice protests was because of its corporatist organisation of vocational education policy. This policy meant that there was no space available for independent forms of protest as charitable organisations, industrial and occupational associations, trade unions and state agencies assumed the task of articulating the interests of apprentices.     

as it were,as it is,as it was的用法比较

As it were是一个插入语,意思是“似乎”、“可以说是”,用来表示一个词或一句话表面上不太确切或并非如此,但实际上可以这么说。它的作用是表示那个词或那句话是个比喻说法,借以缓和或冲淡语气。此表达不受时态限制,通常位于句中,也可间或用于句末。在形式上,它是as if itwere so的缩简。英语中还有大致相当的其他短语,如if one might so put it,so to speak,in otherwords,in a manner of speaking,as one mightsay,metaphorically speaking等。例如:     

Now you’re making it up,brother: Paul Robeson,HUAC, and the challenge of institutional narrative authority

In the mid 1950s, the House Committee on Un-American Activities was a rhetorical colossus. Within the closed doors of a hearing, committee members displayed a rhetorical mastery of procedural, topical, and logical moves that left even the best-prepared witnesses sputtering. HUAC used institutional narrative authority as a major rhetorical resource. This strategy rhetorically produced a narrative “reality” conducive to achieving institutional goals. Having established the “official” version of events, the committee situated further argumentation within a value hierarchy that placed national security above “secondary” values that witnesses attempted to invoke in their defenses. A notable exception to the committee's rhetorical dominance came in the 1956 testimony of Paul Robeson, an African American singer and activist who had been called before the committee to answer for pro-Soviet statements he made while traveling abroad. Using a number of rhetorical tactics to disrupt the institutional narrative, Robeson was able to recontextualize his comments within an interpretive framework of racial justice in America – a debate the committee was less prepared to handle. This article contributes to ongoing studies of institutional rhetoric, especially rhetorical argumentation that takes place within institutional settings.     

Growth in mathematical understanding: How can we characterise it and how can we represent it?

There has been a variety of approaches to the study of mathematical understanding, and some of these are reviewed before outlining the background to the model we are proposing for the growth of such understanding. The model is explained in detail and illustrated with reference to the concept of fractions. Key features of the model include don't need boundaries, folding back, and the complementarities of acting and expressing that occur at each level of understanding. The theory is illustrated by examples of pupils' work from a variety of topics and stages. Finally one of the practical applications of the theory, mapping, is explained in some detail.     

PE: it’s just me: physically active and healthy teacher bodies

This paper focuses on the significance of embodied understandings to the emerging subjectivities and pedagogical practices of pre-service teachers undertaking a Physical Education (PE) specialisation through a B.Ed. (primary/middle). Data from a research project conducted at an Australian university with seven pre-service teachers will be presented through three themes: ‘Naturally’ sporty bodies; Healthy bodies; and Embodied pedagogical practices. Our findings suggest that through the configurative function of narrative identity, participants merge lasting dispositions around embodied physicality with acquired dispositions around embodied health, fitness and pedagogical practices. In doing so, they locate themselves in a contemporary narrative of PE which reinforces assumptions that bodies, subjectivities and lives can be shaped so as to protect against risks associated with obesity.     

陈妍希:Me,Myself,and I

凭借《那些年,我们一起追的女孩》里沈佳宜一角而爆红,晋身为"女神"的陈妍希,于2013年5月推出个人首张专辑《Me,Myself,and I》,一圆自己的音乐梦。这是一张很私人化的专辑。演戏多年,陈妍希希望能把自己从剧中的各种角色里抽离出来,回归自我。为了呈现这种概念,她拍摄了一系列居家生活照,从客厅、天台到卧室,流露     

Concept mapping: How should it be introduced, and is there evidence for long term benefit?

A naturalistic study, with two cycles of intervention, was carried out to investigate the effects of two methods of introducing concept mapping to students taking introductory subjects in genetics in an Australian university. Some of these students' views relating to concept mapping were also investigated in the years following its introduction. The results of this study suggest that the method of introduction can influence students' perception of concept mapping, and its potential benefit. Although most students taking introductory subjects had taken part in the project, and many had realised the benefits of concept mapping, retrospective views of students indicated that almost none had adopted it as a regular part of study strategies. This outcome raises several questions in regard to introducing learning tools to students and, in particular, the reasons for doing so.     

Raising levels of school student engagement and retention in rural,regional and disadvantaged areas: is it a lost cause?

This paper reports on the views of key members of the educational community about student engagement and retention in rural, regional and disadvantaged areas of the Australian state of Tasmania. It provides insights into the attributed reasons for the longstanding low levels of student retention in Tasmania, and the possible ways to militate against the widely censured problem of students leaving school too soon. The paper draws from principles of Bronfenbrenner’s model of ecology to situate the 25 participants who formed the sample of the study in the exosystem of the environment of the young people whose educational attainment and retention in schools is the focus of this work. Data analysis generated three major themes: families and the socio-cultural environment; teachers and teaching; and the school system. The study’s findings play an important role in prompting us to question when, and if, the dire situation of student dropout in the state and in similar contexts worldwide will begin to be reversed. Implications of the work include the need to develop and sustain a strong policy environment in which high-quality education and schooling success are contextualised as key features to which members across the systems and sections of society can contribute.     

正确使用one,it,that

这三个词都可以代替上文提到的名词 ,但在实际使用中较难掌握。例如 :one和 it都可以代替单数可数名词 ,ones和 those都可以代替复数名词。有时须带冠词 ,有时又不能带。学生在做题时往往容易出错误。为此 ,现将其用法阐述如下 ,请教于同行。　　　　　　一、one(复数 ones)one常用来代替前面出现过的单数可数名词 ,如果该名词是复数 ,就用 ones代替。I have lost my watch,I think I must buyanother oneShe has a new pen and several old ones注意 :(1 )在没有形容词 ,介词短语修饰时 ,one前面一般不用冠词 ,也不加 my,your等物主代词…