Women's rights to adult education as a means to citizenship

A fundamental reason for the advocacy of women's literacy is its contribution to the attainment of citizenship, that is the claiming and use of public space and power.Following a presentation of basic trends and public policies in literacy, this article reviews the diverse theoretical understandings of literacy. It discusses normative arguments regarding the provision of emancipatory and sustainable literacy programs for women and the development of an expanded view of citizenship that considers not only the public space but also the private realms of everyday life. Such objectives, the article asserts, can be attained only if literacy is conceived as part of a political project that encourages dialogue and reflection to foster individual and collective agency.     

Culturally appropriate means and ends of counselling as described by the First Nations people of British Columbia

This paper focuses on one aspect of the author's Ph.D. dissertation which examined the facilitation of healing for First Nations people of British Columbia Canada. the research finding discussed in this paper is that the means and ends of counselling for First Nations people differ from those of the Western therapeutic approaches utilized by the majority culture in Canada. These differences are illustrated by the First Nations world view and the unique goals of healing for First Nations people. it is necessary for counsellors to be responsive to these goals if they are to be effective in working with Native people (Please note that the terms First Nations, Native, and Aboriginal are used interchangeably to refer to the same people).     

Synergistic scaffolds as a means to support preservice teacher learning

This study investigates the role of synergistic scaffolds in supporting preservice teachers’ knowledge of self-as-teacher. Data include preservice teacher papers written before and after the introduction of scaffolds, surveys, and interviews. Quantitative and qualitative methods were used to analyze differences in the quality of the papers, the relationship between the scaffolds and the preservice teachers’ revisions, and the preservice teachers’ perceptions of which scaffolds best supported their learning. We conclude that carefully designed synergistic scaffolds can support preservice teachers in their exploration of self-as-teacher. Implications of our findings for teacher education and suggested areas for further research and development are discussed.     

质疑“直观只是手段,不是目的”

"直观只是手段,不是目的"是传统教学论中关于直观教学的一个观点,这个观点的提出在于避免教学中出现"为直观而直观"的情况,但却影响了对直观教学进行全面而深刻的认识,不利于直观教学的革新与发展。     

Using dialogue as a means to promote collaborative and inclusive practices

This study discusses the results of a collaborative action research project in a multi-disciplinary school for children with disabilities. The aim was to alter practices and views of the professionals concerned in order to promote the inclusion of four children in mainstream schools. Three interrelated programmes were designed and implemented over two years in order to foster the process of collaboration and inclusion. The main purpose was to prompt the different professionals to adopt new roles, and the dialectic method was used as the main means to this end. To collect data, a systematic research diary, a number of participant observations and interviews with the professionals were used. The findings indicate that the result of collaborative action research that integrated the dialectic as a method of interpreting and deconstructing the practices and the views of professionals was to promote the children’s inclusion through the enhancement of effective and just practices.     

Investigating video as a means to promote vocabulary for at-risk children

Two studies on the role of video on vocabulary learning were conducted in kindergarten classrooms with substantial numbers of children from low-income and Dual Language Learning (DLL) backgrounds. In the first study (n = 78), the effect of video viewing was compared with the effect of book reading on vocabulary learning. In the second study (n = 89), the effect of repeated viewing of video was compared with the effect of single viewing of video on vocabulary learning. Pre-test and post-test receptive and expressive vocabulary measures, which were aligned with the content in the studies, were administered. Analysis of Variance was used to test the effect of condition (i.e., video viewing versus book reading and single versus repeated reading) on children’s word knowledge. Results showed no difference in vocabulary learning between the video viewing and book reading conditions. Findings showed that there was no difference in vocabulary learning between children in the single and repeated viewing condition on the receptive measure, but children in the repeated viewing condition showed higher gains in vocabulary on the expressive measure. No differences were found in either study between children with higher and lower vocabulary knowledge.     

Extensive reading as a means of input to L2 learning

A group of ESL learners (n = 16) in the UK were given a 3-month extensive reading programme involving graded readers to test the hypothesis that input of this nature could effect an improvement in their L2 competence. Comparison of pre-and post-treatment tests in reading and writing indicated that subjects had improved significantly in both skills, though particularly in writing. A subsequent more detailed analysis of one of the writing tests (an essay) showed post-treatment gains in number of words written and accuracy of expression. However, subjects' vocabulary base remained relatively unchanged and they used a generally more simple syntax. The experimental treatment thus appears to have encouraged a simpler but more correct form of expression in the L2. These results may relate to the linguistic models provided by the simplified language used in the graded readers. Extensive reading is suggested to have a potential in L2 development terms, teough the effect obtained from any given reading programme may be significantly related to the linguistic form of the material used.     

Outdoor play as a mean to achieve educational goals - a case study in a Portuguese day-care group

This study aims to explore the pedagogical potential of outdoor play situations, considering the educational goals established in the Portuguese Pedagogical Guidelines for 0–3-year-old children (ongoing work), namely development of a sense of security and positive self-esteem; development of curiosity and exploratory impetus; and development of social and communication skills. Following a qualitative methodology, during a period of 9 months, the outdoor play experiences of 14 children from a day-care centre were observed and monitored and the professionals were interviewed. The data shows that outdoor experiences can contribute to the achievement of the educational goals, enlarging opportunities for creative play, problem solving, experimentation, inquiry, dialogues and collaboration. The achievement of the educational goals is facilitated through supportive and positive relationships with adults and peers, provision for proper equipment, and contact with nature. This study offers a deep insight into how educational policies can be put into practice in the outdoor area.     

Marketing as Matching

This paper explores the concept of matching the activities of higher education institutions to the needs of a wider society. The author recognises that universities and polytechnics have absolute loyalties beyond the market-place. Nevertheless, now as never before there is an environment in which mututally advantageous relationships between higher education and the world of industry can be developed.     

Critical qualitative research as a means to advocate for Latinas in STEM

Abstract

The current administration of the United States has brought to the forefront the hostile sociopolitical climate found within this diverse country as Americans continue to grapple with the intentional, residual effects of the systemic maintenance of oppression. The purpose of this study is to understand the perceptions of climate in the persistence of Latinas pursuing an undergraduate engineering degree. More specifically, this empirical study utilized critical consciousness to frame the counternarratives of how 11 Latinas experience their double bind status in engineering. The subsequent three themes emerged from data analysis: (1) desiring to relate to minoritized populations/women; (2) experiencing sexism on a pervasive level; and (3) discrediting their engineering competency. The authors then offer policy recommendations based on the findings.     

Sociology of science as a means to a more authentic,inclusive science education

In this article, we argue that insights from scholarship in the sociology of science can provide a powerful basis for making science education more authentic and inclusive. Drawing on recent work in the sociology of science, we describe how adopting sociological ideas as integral components of science curricula and instruction can provide opportunities for students that a traditional approach cannot. We focus on three insights from sociology—social networking, peer review, and skepticism—to demonstrate how sociological understandings can inform and improve the content, structure, and pedagogy of science classrooms. We argue that shifts in the balance of power and authority that result from explicit attention to these aspects of the nature of science offer a more authentic science education for all. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 483–499, 1998.     

Integrating games as a means to develop e-learning: Insights from a psychological perspective

Although the Education sector has pioneered the use of technology, the pace of technological change has outstripped the slower processes of theoretical development and critical reflection, so the field is highly fragmented and lacks a comprehensive evidence base to support future development. In this paper, we consider how the insights offered by games and a psychological perspective can address the current challenges. Both games and e-learning specialists are facing similar challenges and would therefore benefit from adopting a more integrated approach in the future. We demonstrate how this integration can best be achieved by viewing the challenges through a psychological lens which informs theory, research and practice in user-centred design, supports the development of more widely applicable theories of learning and pedagogy, recognises of the complexity of the contexts in which learning occurs and offers an established evidence-based framework to aid integration at the theoretical level. This emphasises the continued importance of classic concepts such as transfer, cognitive load and the increasing blurred boundaries between formal and informal learning, but also in terms of methodology and as a catalyst for future debate and discussion.