The one‐act play in high school dramatics

An exploration of Burke's use of the term “substance” leads to an illumination of his critical theory and practice. Substance as consciousness achieved through verbalization is manifest in three behaviors: naming, forming, and structuring.     

Education for responsibility: Fifty teacher staff‐colleges

ABSTRACT

This paper traces the way discourses within early years policy and practice impose meanings onto the signifier ‘play’. Drawing on Bernstein's conceptualisation of recontextualising strategies, we explore how these meanings regulate troubling excesses in children's ‘play’. The analysis foregrounds an underlying question about the hold the signifier ‘play’ maintains within discourses that appear antithetical to traditional understandings of ‘play’.     

Student‐reported differences in technology use and skills after the implementation of one‐to‐one computing

This two‐year, mixed methods study with surveys, observations, and interviews, documented student technology use and skill before and after the implementation of a new one‐to‐one tablet computing program at a private middle school in the United States. After one year with tablets, several differences in students' technology use and skill were documented, including: higher satisfaction with school technology, greater frequency of technology use in specific subjects such as math and science, greater frequency of certain classroom activities such as two‐way communicating, and greater technology skills on competencies such as editing collaborative wikis. New modes of student collaboration were evident after implementing the tablet program, including sharing notes and co‐editing wikis. Differences were inconsistent across grade levels and subjects, suggesting teachers are adopting the tablet innovation differentially. In general, technology use increased most in math, science, and social studies classrooms, with smaller increases in language arts and foreign language classrooms.

Différences d'usages et de compétences technologiques rapportées par les élèves après la mise en place de programmes informatiques individualisés

La présente étude fondée sur un mélange de méthodes a duré deux années avec des enquêtes, des observations et des entretiens; elle a relevé les usages et les compétences des élèves avant et après la mise en place d'un nouveau programme d'informatique individualisée avec des ordinateurs “tablet” dans une école secondaire privée, aux Etats Unis. Après une année d'usage des “tablets”, on a noté chez les élèves plusieurs différences d'utilisation et de savoir‐faire comme par exemple: un niveau de satisfaction plus élevé par rapport à la technologie de l'établissement, une plus grande fréquence dans l'usage de la technologie pour des matières spécifiques telles que les maths et les sciences, une plus grande fréquence dans certaines activités de classe telles que la communication à double sens, et un plus grand savoir‐faire technologique pour des compétences telles que la mise en forme de wikis collaboratifs. De nouveaux modes de collaboration entre élèves sont apparus clairement après la mise en place du programme “tablet” y compris le partage de notes et la co‐édition de wikis. Il n'y avait pas de cohérence dans les différences d'une classe et d'une matière à l'autre ce qui permet de penser que les enseignants adoptent l'innovation des “tablets” de façon différenciée. En général, l'usage de la technologie a le plus augmenté dans les classes de maths, de sciences et de sciences sociales, l'augmentation étant moins forte dans les classes de lettres et de langues étrangères.

Von Schülern berichtete Unterschiede in ihrer Technikanwendung nach Einführung von ?One‐to‐One Computing“

Diese zwei‐jährige, mit verschiedenen Methoden arbeitende Untersuchung, mit Umfragen, Beobachtungen und Interviews, dokumentiert den Technologieeinsatz und die Kompetenz von Studenten vor und nach dem Einsatz eines neuen One‐to‐One Tablett‐Computer Programms an einer privaten Mittelschule der Vereinigten Staaten. Nach einem Jahr Nutzung der Tablettrechner wurden einige Unterschiede beim Technologiegebrauch und den Fertigkeiten bei den Studenten festgestellt, einschließlich einem höheren Zufriedenheitsgrad mit der Schultechnologie, öfterer Technologieverwendung in besonderen Fächern wie Mathematik und Naturwissenschaften, höherer Nutzung von Unterrichtsaktivitäten wie wechselseitiger Kommunikation und verbesserten Fertigkeiten und Kompetenzen in der Technologienutzung, z.B. bei der gemeinsamen Bearbeitung von Wikies. Neue Formen der studentischen Zusammenarbeit wurden erkennbar, nachdem das Tablett‐Programm eingerichtet worden war. Einige Differenzen blieben – abhängig von der Anspruchshöhe und den Testpersonen – widersprüchlich, was auch auf die unterschiedliche Nutzung der Programme durch die Lehrer zurückzuführen sein kann. Im Allgemeinen wuchs die Technikverwendung am meisten in Mathematik, den Naturwissenschaften und den soziologisch orientierten Fächern, weniger den Sprach‐ und Fremdsprachenbereichen.

Diferencias de uso y competencias en tecnologías relatas por los alumnos después de la introducción de la informática individualizada.

Este estudio de dos años y de métodos mixtos con encuestas, observaciones y entrevistas ha apuntado el uso y las destrezas de los alumnos en relación con la tecnología antes y después de la introducción de un nuevo programa “Tablet” de informática individualizada en un colegio secundario privado de los Estados Unidos. Después de un año con los “Tablets”, se notó varias diferencias en los usos y destrezas de los alumnos en relación con la tecnología, incluyendo: más sarisfacción con la tecnología de la escuela, un uso más frecuente de la tecnología en asignaturas como matemáticas y ciencias, una frecuencia más alta de ciertas actividades de aula como la comunicación bilateral y más destrezas tecnológicas en competencias como la edición de wikis colaborativos. Nuevas formas de colaboración estudiantil aparecierón claramente después de la introducción, del programa “Tablet”, entre ellas el reparto de apuntes y la co‐edición de wikis. Las diferencias entre niveles y asignaturas resultaron inconsistentes lo que conduce a pensar que los profesores están adoptando la inovación del “Tablet” de varias maneras. En general el incremento del uso de la tecnología fue más fuerte en las aulas de matemáticas, ciencias y ciencias sociales con incrementos más bajos en aulas de Humanidades y lenguas extranjeras.     

Illness as a rhetorical act: A cross‐cultural perspective

The central contention of this essay is that physical illness and its resolution have increasingly become a function of the symbolic reality which humans select, respond to, and employ. The essay is divided into two parts. In part one, it is argued that physical illnesses and morbidity have increasingly been linked to societal variables, not infectious diseases or tissue trauma. Particularly, it is maintained that psychophysiologic, psychogenic, psychosocial, and psychosomatic factors such as stress are central contributive variables in the development of disorders which strain the physiological and psychological integrative capacities of the modern human being. In the second part of this essay, emergency room disabilities in Puerto Rico and on the mainland of the United States are compared. These two geographic regions constitute distinct symbolic systems. The different sex role patterns, childrearing practices, and family structures of these two cultures affect the nature, duration, and severity of illnesses in these two sociocultural systems. The analysis concludes by offering twelve summative propositions.     

经典“one one one”

一篇经典、一段赏析:绿朱自清我第二次到仙岩的时候,惊诧于梅雨潭的.绿了。梅雨潭是一个瀑布潭。仙岩有三个瀑布,梅雨瀑最低。走到山边,便听见哗哗的声音;抬起头,镶在两条湿湿的黑边里的,一带白而发亮的水便呈现于眼前了。我们先到梅雨亭。梅雨亭正对着那条瀑布,坐在亭边,不必仰头,便可见它的全体了。亭下深深的便是梅雨潭。这个亭踞在突出的一角的岩石上,上下都空空的,仿佛一只苍鹰展着翼翅浮在天宇中一般。三面都是山,     

经典“one one one”

一段经典一部作品一个故事大家好,经典ONE ONE ONE又跟大家见面了。这次,我们给大家呈现的第一部分还是一段经典美文,第二部分是和这段经典有关的整部作品的介绍,第三部分则是和这部作品有关的小故事。希望大家都能将阅读经典当成自己生活中必不可少的重要组成部分。让我们与经典同行吧!     

经典“one one one”

一篇经典、一段赏析:秋日行吟到旷野来,我是来探访秋天的。秋,在旷野里,一天有一天的消息。凝望着天空吧,那一片蓝啊!多么澄清,多么幽邃。郭枫秋已深了。秋天,在南国的海岛上,虽然像一只穿花飞舞的蝴蝶,令人扑朔迷离;而我是一个耽美于秋天的人,从叶子的窸窣和小草的     

经典“one one one”

一篇经典、一段赏析:迟到林海音我的父亲很疼我,但是他管教我很严,很严很严。有一件事我永远忘不了……当我上一年级的时候,就有早晨赖在床上不起来的毛病。每天早晨醒来,看到阳光照到玻璃窗上了,我的心里就是一阵愁。心想,已经这么晚了,等起来,洗脸,扎辫子,换制服,再走到学校去,准又是一进     

经典“one one one”

一篇经典一段赏析一位名家一篇经典、一段赏析过年梁实秋我小时候并不特别喜欢过年,除夕要守岁,不过零点不能睡觉,这对于一个习于早睡的孩子是一种煎熬。前庭后院挂满了灯笼,又是宫灯,又是纱灯,烛光辉煌,地上铺了芝麻秸儿,踩上去咯咯吱吱。这一切当然有趣,可是寒风凛冽,吹得小脸儿通红,也很不舒服。炕桌上呼卢喝雉,没有孩子的份。压     

经典“one one one”

一篇经典、一段赏析:荔枝开篇第一句话就点明题目"荔枝",随即提到家中"孤零零的老母",而这两点也成为了本文的两条主线:明线是"荔枝",暗线是"老母"。文章表面看是写"荔枝",实则是写"母亲"。"荔枝"是描写"母亲"的一种衬托。看到"荔枝"就会想到"母亲",这是作者一种自然而然的情感抒发。我们通常把这叫"睹物思人"。     

经典“one one one”

一段经典一部作品一个故事ONE:一段经典稻草人(节选)叶圣陶一个满天星斗的夜里,他看守着田地,手里的扇子轻轻摇动。新出的稻穗一个挨一个,星光射在上面,有些发亮,像顶着一层水珠,有一点儿风,就沙拉沙拉地响。稻草人看着,心里很高兴。他想,今年的收成一定可以使他的主人——一位可怜的老太太笑一笑了。     

Peer mentoring: engaging pre‐service teachers in mentoring one another

This article discusses a peer mentoring teacher education initiative that aims at developing pre‐service teachers’ capacities to participate successfully in learning communities, both during their initial teacher education and throughout their teaching careers. Peer mentoring utilizes the latest conceptualization of mentoring, that of co‐mentoring by Bona et al. or that proposed by Hargreaves and Fullan, where all teachers give and receive support. Such a conceptualization challenges the traditional assumption that the mentor knows best and is consistent with the latest approaches to teacher professional development, where teachers are encouraged to participate in learning communities. A peer mentoring teacher education initiative is described and three essential elements are highlighted.     

Fifty Good Friends的教学设计

教学内容等略(编者注)教学过程( Teaching procedures)Step O ne(第一步)1. Greetings(.师生问候)2. Show the students a video about Snow W hite andtheseven dwarfs.Then ask the students:W ho are they?Are they friends? Are they happy? And say:W hen wehave friends,we are always happy. Then get students tothink:But if your friend is in trouble,will you be happy?W hat will you do?(给学生观看一段关于七个小矮人与白雪公主开心开对派的 VCD ,引起学生对“朋友”这一话题的关注。开心时朋友们能一起欢度,在朋友…     

Constructing a professional development school: A model of one school‐university partnership

Abstract

A partnership between an elementary school and a university in the Midwest evolved into a professional development school. The authors describe this process, making analogies to the process of constructing a house. The steps are also related to Kagan's (1991) stages of organizational development. From laying the foundation of the partnership through adding the sill (the vision), constructing the frame (the goals and objectives), adding the sheathing (the formal structure), installing siding (the implementation), to maintaining through assessment, the parallels are explored and analyzed. Because the process relates to individuals as well as an institution, the authors also discuss ways in which the processes diverge.

The process is presented as a model that might be useful to others engaged in creating a professional development school or improving teacher education. A visual of the model is included.