裴斯泰洛齐运动在美国

裴斯泰洛齐的教育思想首先由威廉.麦克卢尔传入美国,在约瑟夫.尼夫的学校、罗伯特.欧文的"新和谐"公社中得到了实践,但影响有限;接下来,新英格兰地区的一批教育家致力于传播裴斯泰洛齐思想,逐渐注重教师培训,建立了一批师范学校;裴斯泰洛齐运动在奥斯威哥运动中达到高潮,对美国的公共教育产生深远的影响。     

美国中学生物学教育一瞥

美国中学生物学教育是其基础理科教育的重要组成部分,其中中学生物学的课程日趋灵活化、综合化;小组合作-探究学习的教学策略有助于提高学生的科学素养;多样化的教材体系与丰富的公共教学资源体现了国家的教育责任意识。     

Pulling Up Grassroots: A study of the right-wing "popular" adult environmental education movement in the United States

In the United States many non-government organisations (NGOs) champion progressive political agendas, yet some popular movements are highly conservative. The political right has mobilised effectively in the past two decades on a variety of domestic issues, including the construction of an environmental discourse in reaction to modest environmental gains. Such endeavours, branded as "anti-environmental", have been neglected in serious discussions on popular social movement learning. Few studies explore the educational and activist moments in this "Other environmentalism". This paper, using historical/textual analysis and drawing on experiences of the author, enquires into rightwing natural resource initiatives. It describes and analyses the methods they employ to alter gains made in the progressive environmental movement. Conservatives were found to have both grassroots as well as elite sponsorship and are effective sites of adult learning, resistance, and meaning making. Many elements of this Other environmental discourse seek to change understandings, dispositions, behaviours, attitudes, and knowledge--the adult educational politics and policies--of society.     

An analysis of conditions and trends in student teaching in the United States

Arguably, the student teaching experience is the single most powerful learning experience in preservice teacher education in the United States. Although influenced by the current and past policy context, it is perhaps the oldest as well as the most common partnership between K-12 schools and teacher preparation programs. Despite the centrality of this experience to learning to teach, limited research has been conducted on the nature or characteristics of student teaching in our institutions of higher education or how it has changed over the years. This analysis examines two national samples assessing the status of student teaching experiences in the United States, taken 40 years apart. Its purpose was to analyze conditions and trends in student teaching partnerships. Results indicate that although the experience is now more uniform and intense, fewer supervisor visits are required. Based on the comparison of themes, additional recommendations for narrowing the research-to-practice gap in student teaching practices are proposed.     

A comparison of elementary teacher attitudes and skills in teaching science in Australia and the United States

A study, originally don in Australia in 1983, was replicated in an urban-suburb in the Unitd States. The Australian project vivolved matched pairs of year-fiv teachers in one of two workshops. One workshop taught the skills of teaching electricity, while the other one discussed issues in gender equity in science education (active participation of both girls and boys, comparble student-teacher interactions, and research findings concerning equity). The U.S. study provided three types of workshops (skills, equity and skills, and equity) for comparable groups of fourth and fifth grade teachers. All teachers and their students were subsequently obseved during lessons involving an electricity unit, queried both students and teachers concerning the appropriateness of different fields of science for boys and girls and their interest and aptitudes in doing various types of science. Results from both studies suggest that gender differences in student attitudes toward science may be amellorated by specific types of teacher workshop. Specializations: Gender research, science teacher education, science education national policy. Specializations: Elementary and middle school science education, classroom research. Specializations: Secondary science education, data analysis.     

Faculty development in the United States: A brief history

Abstract

Faculty (academic staff) development in the United States has grown from periodic sabbaticals, given to facilitate faculty members’ ability to keep up‐to‐date in their content areas, to full‐blown programmes designed to provide support to faculty members in all areas of their lives as academics. This paper will describe the evolution of faculty development programmes in the USA.     

Civics and Values Education Curriculum Policies in the United States: A Survey of the States

This article reports the results of a survey conducted in the fall of 1997. The purpose of this study was to survey the extant policies in civics and values education across the 50 United States. The survey addressed three areas concerning civics and values education: curriculum, textbook selection, and teacher licensure. The findings were: One, most states mandate or suggest civics education curriculum and policies while many fewer states have curriculum and policies addressing values education. Two, many states have teacher licensure requirements for civics instruction at the secondary level; however, no teacher licensure policies exist with respect to the instruction of values. Three, states are almost equally divided between the state‐adoption and local‐control methods of textbook adoption. The authors discuss six important trends and issues that emerge from this survey.     

越南战争时期美国国内青年学生反战运动概况

越南战争是美国历史上特续时间最长、物资消耗最大的一场战争.在这场持续近二十年的战争中,美国国内反战浪潮此起彼伏,而其中又以青年学生的反战运动最为引人注目,也最为激进.本文就将以青年学生为研究对象,简要谈谈在越南战争时期,美国国内反战运动的发展情况.     

Gender-fair psychotherapy in the United States: A possible dream?

Since Freud's era, women have been counseling and psychotherapy's largest consumers. White Freud talked and wrote almost exclusively about men, his patients were primarily women. This practice of treating women as patients, while perceiving men as the prevailing standard for percept and practice has resulted in the largely androcentric or mate-determined psychology of human behavior which we have today (Denmark, 1980; Hare-Mustin, 1983).A number of studies commencing with the Broverman's work in the 1970(s) has demonstrated that psychotherapists, for the most part, share the same sex role biases toward women as the rest of society (Broverman et al., 1970; Fabrikant, 1973, 1974; Nickerson, 1978; Orlinsky & Howard, 1980). Most disconcerting, however, is a recent extensive replication of the Brovermans' study (O'Malley & Richardson, 1985), using 249 counselors, which found that they still described males and females in stereotypic ways, though they did attribute some female designated traits to healthy adults.The evidence regarding the measured effects of therapists' attitudes, whether reportedly biased or gender-fair, however, is mixed in nature and replete with methodological problems (Maffeo, 1979; Marachek & Johnson, 1980; Orlinsky & Howard, 1980; Smith, 1980; Whiteley, 1979); as is the evidence for effectiveness of therapy generally (Garfield, 1981). Some have argued that a counselor's values and expectations do not matter, as long as she or he is aware and does not impose them (Smith, 1980; Whiteley, 1979). It would seem equally probable, based on other evidence that choice of therapeutic goals and processes can be influenced by the therapist's expectations (Brovermans et al., 1970; Nickerson, 1978; O'Malley & Richardson, 1985).The crucial point is that in a sexist society (Such as the United States), it is improbable that anyone without special non-sexist, gender-fair training can adequately aid women in exercising their independence and selecting their goals. Hence, a format is presented for insuring the dream of gender-fair counseling through the inclusion of appropriate training experiences and materials.     

Childhood Ideology in the United States: A Comparative Cultural View

Childhood ideology functions in each nation as a complex of ideas about what children are like and how best to teach and socialise them. One important domain of childhood ideology concerns ideas and practices related to children's development and behaviour management. Drawing from an analysis of popular childrearing magazines and early childhood education materials in the United States, this cultural study describes contemporary American mainstream beliefs concerning children's early emotional and behavioural development. In particular, the paper explores themes of emotional expression, autonomy, individuality, power, and consumerism. Some comparisons with Japanese views on child development and emotional/behavioural socialisation are also made. The paper suggests that popular ideas and techniques of emotional and behavioural management in the United States in both families and early childcare environments reflect a dominant ideology of children that has potentially negative consequences for children's welfare. Furthermore, childhood ideologies, while retaining culturally specific values and ideas neither remain static nor exist in isolation from one another. The paper questions the global diffusion of a Western-style professionalised discourse of child psychology that may not be applicable to all nations and their children.     

Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States

This article presents findings from a qualitative study of two kindergarten teachers’ responses to the professional demands posed by recent shifts in national and state education policies in the United States. Although the literature has framed the practical challenges resulting from these changing expectations in terms of curricular/instructional tensions between developmentally appropriate practices (DAP) and academic standards, study participants indicated adapting to the changing climate of kindergarten, managing the expectations of their students’ parents, and responding to the demands of the first grade teachers at their school site were their most significant challenges. These findings suggest looking beyond our current framing of the situation to examine the full range of complexities and opportunities facing kindergarten teachers will lead to deeper understandings of the ways in which practitioners experience and respond to the new demands and changing expectations shaping their work.     

The teaching portfolio: A professional development tool

Abstract

There seems to be some confusion in the literature regarding what a collection of evidence about teaching should be called. In some instances it is referred to as a ‘profile’ (see for example, Gibbs, 1989), in others a ‘dossier’ (see for example Shore et al, 1986) or portfolio. For simplicity I use the term ‘portfolio’ to describe a collection of data on teaching. A summary of this information can then be used in conjunction with a curriculum vitae and is termed a ‘teaching profile’. This paper will examine some of the current writing on teaching portfolios, and the use of teaching portfolios at the Queensland University of Technology (QUT), Australia. While they are recognized as invaluable dossiers of professional information per se, the author promotes their use, more particularly, as powerful tools for personal, professional development.     

A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States

This project consisted of a meta‐analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect sizes for statistical analysis, and conducting the analyses. Studies were required to have been carried out in the United States, been experimental or quasi‐experimental, and must have included effect size or the statistics necessary to calculate effect size. Sixty‐one studies met the criteria for inclusion in the meta‐analysis. The following eight categories of teaching strategies were revealed during analysis of the studies (effect sizes in parentheses): Questioning Strategies (0.74); Manipulation Strategies (0.57); Enhanced Material Strategies (0.29); Assessment Strategies (0.51); Inquiry Strategies (0.65); Enhanced Context Strategies (1.48); Instructional Technology (IT) Strategies (0.48); and Collaborative Learning Strategies (0.95). All these effect sizes were judged to be significant. Regression analysis revealed that internal validity was influenced by Publication Type, Type of Study, and Test Type. External validity was not influenced by Publication Year, Grade Level, Test Content, or Treatment Categories. The major implication of this research is that we have generated empirical evidence supporting the effectiveness of alternative teaching strategies in science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1436–1460, 2007