Tinkering Towards Socially Just Teaching: Moving from Critical Theory to Practice

This article narrates the experience of one middle‐school English teacher as she comes to learn about and practise critical literacy. This research documents some of the challenges associated with integrating this innovative practice in today's US classrooms. Furthermore, the author raises questions about how teacher educators can provide realistic portraits of critical literacy for their students to encourage future teachers to embrace rather than abandon this socially just practice.     

Towards educational inclusion in a contested society: from critical analysis to creative action

This paper is written by democratic educators who stand for the idea that is it worth developing, through classrooms and schools, a socially just (egalitarian), anti‐discriminatory society where interdependent relationships are valued. This paper significantly develops some of the ideas explored in the authors’ earlier contribution concerned with progress in Northern Ireland towards educational inclusion, and how this might more effectively advance in a post‐conflict transforming society. In particular, the paper poses the ‘so what’ question, and it responds by exploring the practical implications of six key ideas thought essential for transforming learning environments supportive of cultural diversity, equity and excellence for all. In addition, it includes examples of how school staff, along with collaborating partners, might utilize these key principles in order to facilitate school improvement.     

走向新课程:给教师的18条建议

2001年6月8日教育部正式颁发了《基础教育课程改革纲要(试行)》。7月,全日制义务教育各科课程标准正式出版。9月,义务教育课程标准实验教科书开始在全国38个实验区展开试验。至此,新一轮基础教育课程改革正式在实践层面拉开序幕。面对新课程、新教材,教师应该采用新教法,以促使学生开展新学法。     

医用光学成像方法研究综述

从医学成像的角度,以实践为基础,总结并给出了一些直接或间接的医学光成像实际方法,讨论了不同方法的优缺点及其关联性,指出了医学中光成像的发展方向.     

An imaging roadmap for biology education: from nanoparticles to whole organisms

Imaging techniques provide ways of knowing structure and function in biology at different scales. The multidisciplinary nature and rapid advancement of imaging sciences requires imaging education to begin early in the biology curriculum. Guided by the National Institutes of Health (NIH) Roadmap initiatives, we incorporated a nanoimaging, molecular imaging, and medical imaging teaching unit into three 1-h class periods of an introductory course on ways of knowing biology. Activities were derived from NIH Roadmap initiatives in nanomedicine, regenerative medicine, and nuclear medicine. The course materials we describe contributed positively to student learning gains in quantifying and interpreting images, in characterizing imaging methods that provide ways of knowing biological structure and function, and in understanding scale in biology and imaging. The NIH Roadmap provides a useful context to educate students about the multidisciplinary imaging continuum.     

汉文化与英译:从归化趋向异化

在全球化的趋势下 ,汉文化与西方文化的差异将缩小 ,隔阂将减少。随之 ,归化 (意译 )译法将逐渐趋向异化 (直译 )译法 ,以更利于向西方推介中国灿烂的文化。     

Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on

Various commentators have argued for years that the study of teachers' self-efficacy (TSE) beliefs, largely dominated by quantitative research methodologies, has been confused. Contentious issues include the very conceptualization of these beliefs, how they are defined and accessed through research and how the research is used. One of the biggest anomalies is that, despite claiming that these beliefs are task-specific, many quantitative researchers have both assessed them globally and portrayed them as hard to impact. In contrast, some qualitative researchers have emphasized the task-specific nature of these beliefs and their potential for transformation through self-doubt, reflection and learning. This literature review examines these and other contentious issues, focusing on studies published in international peer-reviewed journals in the last few years, looking, through the use of search terms and the surveying of abstracts followed by detailed reading, for evidence of developing understandings and changing research practices. This review highlights continuing misalignment between theory and method in much of the literature, but also identifies promising research directions. Mixed methods and qualitative research designs seem to have the potential to produce insightful findings that can make the study of TSE beliefs of greater use to teacher educators than has previously been the case.     

Reactions to Bennett: Towards a more rational debate

This paper expresses a concern about the extent to which the manipulation of the language in which we are now expected to talk about education is being used to manipulate the ways in which we think about education, and the degree to which, as a result, a number of important developments in our approach to educational practice are being lost. It focuses on the features of the new discourse which has been established as part of the process of implementing new policies for education in England and Wales and argues the need for the teaching profession to reestablish its own discourse in order to resurrect a genuine debate about educational policies and practices.     

Using chaos to improve measurement precision

If the measuring signals were input to the chaotic dynamic system as initial parameters, the system outputs might be in steady state, periodic state or chaos state. If the chaotic dynamic system outputs controlled in the periodic states, the periodic numbers would be changed most with the signals. Our novel method is to add chaotic dynamic vibration to the measurement or sensor system. The sensor sensitivity and precision of a measurement system would be improved with this method. Chaotic dynamics measurement algorithms are given and their sensitivity to parameters are analyzed in this paper. The effects of noises on the system are discussed. Project support by the National Natural Science Foundation of China (No. 59805017) and the 863 High-Technology Project of China (No. 863-512-9805-08).     

Whatever happpened to precision teaching?

Sophie Kessissoglou, Research Associate, and Peter Farrell, Senior Lecturer in Education, at the University of Manchester, remind practitioners of the effectiveness of precision teaching and report on a small scale study which offers a level of evaluation not previously recorded in Britain.     

走向文化研究的文学选择－论文学从作品到文本的历程

在20世纪西方学理论和化语境中，尤其是在后现代主义理论中，“本”这一词成了一个非常玄奥的概念，本，作为学之具体表现的实体，成为批评家和学理论家批评活动和心智活动的场所，对它的理解和阐释方法，构成了西方学理论嬗变和转型的晴雨表，本以历史线性的方式，参照当代学批评理论，围绕“所指”，“能指”，“化本”等概念，演绎了学客体在批评主体那里的增生和变化，即学由作品到本到学化的转变和意义。     

Helping students learn ‘how to learn’ from texts: Towards an ITS for developing metacognition

Intelligent tutoring systems have most frequently concentrated on imparting domain knowledge. However, there is another important aspect to learning. This is the meta level knowledge abouthow to learn a domain. Metacognition is a very important feature of learning. It consists of being aware of and regulating one's own cognitions.Good students have full control over their learning and see it as a planful and purposive activity. They reflect on their learning activities, are aware of a variety of strategies, and they oversee and monitor the application of these strategies, i.e. they are proficient in metacognitive activities. This paper describes a computer based system that helps students to learn these important self regulation skills. Students work with the system in pairs, and they can use it with any text from which they wish to learn. Apart from being used as a study aid, the system is being used as a tool to gather data about students learning processes.     

Towards a philosophy of equity in educational effectiveness research: moving from utilitarianism to a Rawlsian paradigm

ABSTRACT

The uses to which educational effectiveness research (EER) is put by policymakers cannot be blamed on the field, but it is apparent that it has become aligned with the utilitarianism of Western government policy and transnational bodies like the Organisation for Economic Co-operation and Development (OECD). This alignment was not consciously adopted – it is more the case that in the absence of its own asserted philosophy, EER simply defaulted to that world view – but as the field shifts to a “dynamic” model and meta-syntheses, the need to reconsider the current paradigm becomes urgent. This paper attempts to reclaim the field philosophically for the academics who work in it and for the policymakers who rely on its science. It is beyond the scope of the paper to present a full comprehensive philosophy, but it describes, as a first step towards one, a new manifesto based on John Rawls’s work on justice as fairness.     

Towards Teaching in Partnership: lessons still to be learned

This article seeks to analyse current dilemmas in responding to calls to narrow “the gap’ between academic and school culture in the area of preservice teacher preparation. It critiques traditional practices and current policies which focus on the narrowly vocational at the expense of the contextual. Further, it acknowledges the problems in the teaching of theory as it has been traditionally undertood. Finally, it assesses the benefits for teachers and academics of forms of pedagogical partnership and the likelihood of progress in this area, and suggests that a number of fundamental changes need to be made in academic culture for genuine partnerships to become a reality.     

人造卫星自西向东发射的定量分析

物理老师都知道，人造卫星自西向东发射比自东向西发射节约能量．但是，如果以地轴为参照系，在这两种发射方式下，人造卫星的初动能和末动能都一样，动能的改变量也一样．那么自西向东的能量到底节约在哪里呢？[第一段]     

Solving quantitative problems: guidelines for teaching derived from research

Four guidelines for teaching quantitative problem‐solving are presented, based on research results. These guidelines are interrelated: for instruction with proper orientation, exercise and feedback (guideline 4) students need both clear and accessible overviews of Key Relations (guideline 3) and an appropriate system of heuristics (guideline 2). The analysis of students' difficulties (guideline 1) is a good starting point for the development of a system of heuristics, Key Relation charts and for the design of instructional procedures aimed at improving the way students solve quantitative problems.