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1.
Over the past two years the authors have provided experiential learning in the form of a simulation exercise to help 240 college students relate personally to the foundations of education. Introductory courses, with a preponderance of facts and breadth of content, can easily overwhelm students. The simulation not only energized the students but also personalized an in-depth understanding of educational issues. This theoretical knowledge was applied practically, a link which may often be missing in many introductory courses.Kathleen K. Montgomery holds a D. Ed. from The Pennsylvania State University. She is Assistant Professor of Education at Elmira College, where she teaches Introduction to Education, Instructional Strategies, and Curriculum and Instruction for Elementary Education. Professor Montgomery's research interests include the design of experiential learning and assessment methods used to evaluate such learning. She is currently working on a book about authentic assessment methods useful for elementary teachers. Susan C. Brown holds an Ed.D. from the University of Central Florida. She is the Assistant Director/Assistant Professor of Education at Elmira College, where she teaches Introduction to Education, Instructional Strategies, and Multicultural Education. Professor Brown has recently published articles on multicultural education for perservice teachers in theJournal of Curriculum and Supervision andCurriculum, a British Journal of educators. She is on the Editorial Board of the Educational Forum. Cathleen M. Deery holds the M.S. degree for Syracuse University. She is lecturer at Elmira College, where she teaches Introduction to Education, Educational Psychology, and Inclusionary Education. Professor Deery has designed numerous experiential learning components for her classes, and she is currently working on a book with Kathleen Montgomery about authentic assessment methods. 相似文献
2.
The Residential School: a valid choice 总被引:1,自引:0,他引:1
《British Journal of Special Education》1994,21(2):64-66
Suzzane Saunders is Head of Education at Penhurst School for children with physical disabilites and severe or profound learning difficulties, run by NCH Action for Children. Although she believes that inclusive education is a goal which should be aimed for, she argues that, currently for some children in some circumstances, a residential school represents a positive option. 相似文献
3.
4.
The intention of this article is to present the way in which a proposal was put forward for a national basic curriculum for
the lower level of secondary education in Guatemala, within a general curricular reform of the education system. In this process,
the International Bureau of Education and UNESCO’s national office in the country provided technical advice. The article examines
the socio-cultural and educational context, some conceptual foundations for the curricular reform, the construction of the
curriculum for lower secondary education, some features of the proposed curriculum and the outlook for the future. The process
of curriculum construction included a diagnosis, drawing up a strategy for reforming the first cycle of secondary education
and preparation of the proposed curriculum. Likewise, the authors present the steps that must be taken in order for the national
basic curriculum to be adopted, subject, amongst other factors, to the availability of funding.
Original language: Spanish
Linda Asturias de Barrios (Guatemala)
Doctorate in Anthropology from the University at Albany, State University of New York. Postgraduate studies in Public Policies
and Intercultural Affairs at the Universidad del Valle, Guatemala. She has taught at secondary school and university level.
As a researcher, she has published books and articles on ethnology, development and education in Guatemala and Central America.
At the Ministry of Education she has worked as Co-ordinator of the National and International Co-operation Unit (1997–1999),
Co-ordinator of the Reform of Secondary Education (2004–2006) and Co-ordinator of the Reform of Lower Secondary Education
(2007). E-mail: lindaasturias@yahoo.com
Verónica Mérida Arellano (Guatemala)
Teacher of secondary school language and literature and graduate in Literature and Philosophy at Rafael Landívar University.
She completed a master’s degree in education and curriculum at the University del Valle, Guatemala. She has been a university
lecturer. She has published books and articles on the teaching of Maya as a mother tongue and Spanish as a second language.
She has worked as curriculum specialist at the Ministry of Education (1985–1991) and as Co-ordinator of Teacher-Training Programmes
at Rafael Landívar University. From 2005 to 2007 she acted as Curriculum Consultant for Lower Secondary Education at the Ministry
of Education. E-mail: vmeridaguate@yahoo.com.mx 相似文献
5.
In 1983, Mozambique started reviewing the education system that it had inherited from the Portuguese colonial administration.
One of the innovations introduced into basic education is the time allocated to the local curriculum (LC) within the national
curriculum (NC). The LC enables the communities, including the poorest and those furthest removed from the school environment,
to identify themselves with the importance of schooling and allow children to find meaning in what they learn with respect
to their life in their community. The good practice described below has been introduced in a community school, where it has
successfully brought together the LC and NC to become an individual and collective asset for the community in which it has
been implemented. It is a successful example worth studying in detail.
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
Albertina Moreno ChachuaioEmail: |
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
6.
Rae Wahl Rohfeld Ph.D. 《Innovative Higher Education》1991,16(1):49-58
The increase of part-time adult students in Ed.D. programs calls into question the effectiveness and feasibility of the traditional, full-time residency. Adult education concepts provide a basis for designing an alternative residency which offers a quality academic and socialization experience. The Syracuse University alternative residency for the Ed.D. in Adult Education provides a model which can be adapted to other institutions and programs.Prior to joining the SU faculty, she had extensive experience as a postsecondary continuing education administrator. For almost three years she has been the Alternative Residency advisor for the Program's Ed.D. students. 相似文献
7.
Sheila Aikman 《Prospects》1995,25(4):593-608
Has carried out field work at different periods over the last fifteen years with the Harakmbut of South-eastern Peru. Since
1984 she has worked with the International Work Group for Indigenous Affairs in Copenhagen and Oxford, in particular with
indigenous self-development projects in Latin America. In 1994 she completed a Ph.D. at the University of London on intercultural
and bilingual education, and since then has been working with the Reading (UK)-based non-governmental organization, Education
for Development. 相似文献
8.
Productive pedagogies and the challenge of inclusion 总被引:1,自引:0,他引:1
Julie Allan 《British Journal of Special Education》2003,30(4):175-179
Julie Allan is Professor of Education at the Institute of Education, University of Stirling, where she also directs the Participation, Inclusion and Equity Research Network. In this article, she explores the challenges involved in achieving an inclusive education system. Her argument draws on recommendations from two separate studies, undertaken in Queensland, Australia and Scotland, which are attempting to shape inclusion policy and practice. The Queensland School Reform Longitudinal Study identified a set of productive pedagogies in which issues of social justice, equity and inclusion are foregrounded. The Scottish Parliamentary Inquiry into special needs, to which Professor Allan was adviser, recommended a number of changes aimed at establishing an inclusive education system for all pupils. Comparisons of the two sets of recommendations, which formed the basis of a series of workshops with teachers, school leaders and administrators within Education Queensland, have prompted two major questions which are addressed in this paper: what gets in the way of inclusive practice and what will it take to be inclusive? Julie Allan's responses to these questions take account of the ways in which we think about ‘special education’ teacher training and professional development; and educational policies and practices. She represents a fascinating set of ‘double‐edged responsibilities’ that will challenge practitioners, policy makers and teacher educators to refocus and reframe their thinking about special educational needs and inclusion. 相似文献
9.
Prior to 1949 the Chinese Communist Party orchestrated innovative and participatory forms of adult education. This article concerns Madame Li Li, a leading Chinese Communist woman adult educator. Western delegates at the International Council for Adult Education 1984 Shanghai symposium on adult education were fascinated by Madame Li Li because, amongst other things, she had begun her career in adult education as a 14-year-old propagandist in the Communist New 4th Army. Today, China is trying to become the biggest learning society in the world. With this as a backdrop, the purpose of this study was to chronicle the life of Li Li and reflect on what it means for twenty-first century Chinese adult education and learning. After being forced from her Huai'an (Jiangsu) home at age 14, she worked underground for the Communist Party. After 1949 she turned early experience in surveillance and propaganda into a career as an adult educator. She has misgivings about her work in the Party Discipline department and, being from a privileged family and a high official, suffered harsh treatment during the Cultural Revolution. After the Cultural Revolution she presided over a massive adult education enterprise in Shanghai and was an organiser of the 1984 Shanghai symposium on adult education. Today she worries about corruption, instability and lack of a moral compass in China. The authors reflect on what her life means for adult education and lifelong learning in twenty-first century China. 相似文献
10.
Jill Hayes 《International Journal of Inclusive Education》2013,17(3):257-265
In this article the author describes and evaluates the development of a learning support service for dyslexic students at the Chichester Institute of Higher Education. She refers to both student and staff experience of the service in order to appraise its success and in so doing she raises significant issues relating to the creation of an inclusive educational experience for all students in higher education. 相似文献
11.
《British Journal of Special Education》1989,16(4):136-138
Mavis Willey is head of an outer London primary school which includes a number of pupils with learning difficultles and she is committed to a whole school approach to their education. She views with mounting dismay the threats to the whole school policy and the viability of schools like hers which local management of schools and other provisions of the Education Reform Act present. 相似文献
12.
Suzanne W. Morse 《Innovative Higher Education》1992,17(1):71-77
Suzanne W. Morse is currently director of programs at the Kettering Foundation. Prior to this position, she spent 10 years as an administrator in higher education. Her most recent book is RenewingCivic Capacity. She is a member of the Leadership Council of the Jepson School of Leadership at The University of Richmond, the editor of Public Leadership Education series and active in a number of other civic leadership ventures. 相似文献
13.
张永胜 《广东广播电视大学学报》2002,11(1):51-54,86
开放教育试点计算机本科专业使用的新英语教材,在编写原则、内容编排、练习形式及课文选材等方面体现出来了外语教学中素质教育的特色,但教材在起点水平、词汇、体裁方面存在着不足,建议作进一步改进。 相似文献
14.
Eman El. Naggar Gaad 《British Journal of Special Education》2001,28(4):195-203
It is always instructive to hear about the experiences of those seeking to promote inclusion in a range of cultures and countries around the world. In this article Dr Gaad, Assistant Professor in the Department of Special Education at the University of the United Arab Emirates, reports on her Government-funded research into the education of children with Down's syndrome in her country. As an Arabic speaker, Dr Gaad was able to gather the views of parents, professionals and policy makers in some depth. As an educator, she brought a critical level of analysis to the lessons she observed.
In the following pages, Dr Gaad reflects on the attitudes, values and beliefs that impact upon the education of children with Down's syndrome in the United Arab Emirates (UAE). She discusses the educational services that are currently provided for these children and gives focused consideration to the issue of inclusion. The article closes with Dr Gaad's recommendations for future practice. 相似文献
In the following pages, Dr Gaad reflects on the attitudes, values and beliefs that impact upon the education of children with Down's syndrome in the United Arab Emirates (UAE). She discusses the educational services that are currently provided for these children and gives focused consideration to the issue of inclusion. The article closes with Dr Gaad's recommendations for future practice. 相似文献
15.
Clementina Acedo 《Prospects》2008,38(1):5-13
This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research
dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes.
These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout
the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems
that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of
the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
Clementina AcedoEmail: |
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
16.
17.
In response to increased student assessment and accountability concerns, colleges and universities have been called on to increase their efforts to improve the retention rates of an increasingly diverse student body. This article outlines a synergistic strategy for promoting minority student persistence through faculty renewal efforts that encourage faculty to question their cultural beliefs and academic values concerning the teaching and learning enterprise.Dr. Kay F. Norman is currently with Delaware State University where she is Director of the Center for Excellence in Teaching. She also teaches graduate courses in Educational Assessment and Special Education Administration and Supervision. She holds an Ed.D. in Higher Education Administration with emphasis in Student Services from Texas Southern University. Her research interests are in student retention, assessment, and effective teaching. James Norman, Ph.D., is an Associate Professor of Education at Delaware State University's School of Education. He is a graduate of Ohio State University. Dr. Norman's research interest include special education monitoring and compliance issues, and behavioral management systems. 相似文献
18.
This text gives a structured overview of some of the courses for action that the participants in the UNESCO IBE project worked
out together as a group over several months. We went beyond identifying the barriers and difficulties together with the good
practices being developed in the several countries and tried to define a broad outline for the type of school we wanted to
build. We thus needed to sketch out a roadmap for action that would guide us in our work and overcome the feeling of helplessness
that many of us shared. It is quite normal when writing about education to begin by saying “we must” or “we ought to”, without
making it clear on whom those positive changes in education, or rather, in schools in different countries and contexts, depended
in order for us to work towards accomplishing the goals of Education for All (EFA). Yet together we can, at different levels
of power and responsibility, build a school for all that brings together quality and equity. This roadmap is a tool to guide
our action, which in turn is itself enriched by our action, that of systematizing and analysing the progress made and the
difficulties encountered.
Ana Benevente (Portugal) Holder of a Ph.D. in sociology of education from the University of Geneva, she is a chief researcher at the Institute of Social Sciences at the University of Lisbon, Portugal. From 1978 to 1993, she was a professor at the Faculty of Sciences, University of Lisbon, and subsequently, from 1995 to 2004, a Member of the Parliament and Secretary of State for Education in Portugal. A member of the Centre for Research and Innovation in Education/Organisation for Economic Co-operation and Development (CRIE/OECD), she is also a coordinator for the ad hoc ADEA/IBE group on “Policy dialogue in education” and a consultant for UNESCO and the Organisation for the Iberian American States (OEI). She is the author of numerous studies on school dropouts and school failure. Christine Panchaud (Switzerland) Holder of a degree in political science from the University of Geneva, Switzerland. From 2003 to 2007, she was programme officer at the UNESCO IBE in Geneva, where she coordinated the transversal HIV/AIDS programme, as well as the programme on curriculum innovation and the poverty alleviation in sub-Saharan Africa. Before then, she was a senior research associate at the Guttmacher Institute, New York, United States, and at the University of Geneva. Her research focuses particularly on the processes and dynamics of educational innovation and on the effects of social and political change on education, public health and social welfare policies. 相似文献
Christine PanchaudEmail: |
Ana Benevente (Portugal) Holder of a Ph.D. in sociology of education from the University of Geneva, she is a chief researcher at the Institute of Social Sciences at the University of Lisbon, Portugal. From 1978 to 1993, she was a professor at the Faculty of Sciences, University of Lisbon, and subsequently, from 1995 to 2004, a Member of the Parliament and Secretary of State for Education in Portugal. A member of the Centre for Research and Innovation in Education/Organisation for Economic Co-operation and Development (CRIE/OECD), she is also a coordinator for the ad hoc ADEA/IBE group on “Policy dialogue in education” and a consultant for UNESCO and the Organisation for the Iberian American States (OEI). She is the author of numerous studies on school dropouts and school failure. Christine Panchaud (Switzerland) Holder of a degree in political science from the University of Geneva, Switzerland. From 2003 to 2007, she was programme officer at the UNESCO IBE in Geneva, where she coordinated the transversal HIV/AIDS programme, as well as the programme on curriculum innovation and the poverty alleviation in sub-Saharan Africa. Before then, she was a senior research associate at the Guttmacher Institute, New York, United States, and at the University of Geneva. Her research focuses particularly on the processes and dynamics of educational innovation and on the effects of social and political change on education, public health and social welfare policies. 相似文献
19.
Gerda Hanko 《British Journal of Special Education》2003,30(3):125-131
The inclusion debate is no longer concerned merely with the extent to which mainstream schools are able to accommodate all children regardless of need but increasingly focuses on institutional improvement in understanding the range of their needs. In spite of our better understanding of how children learn and of how their emotional and social realities can be used as a source of learning that is relevant to the needs of all, 'difficult' children continue to be seen by many as impeding their teachers' pedagogical effectiveness and as damaging the educational chances of others. In this article, Gerda Hanko, an education consultant and staff development tutor who has substantial experience in teaching and teacher training, offers an overview of the development of practical approaches to professional development which, by deepening teachers' insight into emotional and social factors in children's learning, have been shown to supersede the need to exclude the disaffected — as already suggested in the Elton Report. Gerda Hanko's own publications, initially developed under the auspices of a London Institute of Education associateship when she was Head of Education at a teacher training institution, promote collaborative problem-solving approaches among staff — ideas that she takes forward in this paper. 相似文献
20.
In response to Stetsenko’s [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural
perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present.
Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas
while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace
change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been
useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there
needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others
in the field.
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
Geraldine McDonaldEmail: |
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献