THE INTERACTIONAL ACCOMPLISHMENT OF NOT KNOWING IN ELEMENTARY SCHOOL SCIENCE AND MATHEMATICS: IMPLICATIONS FOR CLASSROOM PERFORMANCE ASSESSMENT PRACTICES

The day-to-day business of being a science or mathematics teacher involves the continuous assessment of students. This, in turn, is an inherently discursive process. The aim of the present study is to examine some of the specific discursive practices through which science and mathematics knowing is jointly produced through classroom interaction. In particular, we examine the coproduced nature of two students’ not knowing—one in an outdoor elementary school science lesson and the other in an elementary school mathematics lesson. Our analysis is based on ideas in discursive psychology and challenges conventional interpretations of students’ academic performance in school science and mathematics.     

TEACHING FOR BELIEF: POWER AND PEDAGOGICAL PRACTICE

The politics of pedology when teaching for belief in culturally diverse settings inevitably draws attention to the power dynamics in the encounters of teachers and students. The quest for a pedagogy that is not oppressive or coercive provides the impetus to a liberative proposal for teaching practice.     

CLASSROOM RESEARCH IN CHURCH AND SYNAGOGUE: HOW LAY VOLUNTEERS CAN PRACTICE THE SCHOLARSHIP OF TEACHING

The scholarship of teaching involves an understanding and application of the latest discoveries in the field of instructional excellence.     

GOING BACK TO SCHOOL: PARTICIPATION MOTIVES AND EXPERIENCES OF OLDER ADULTS IN AN UNDERGRADUATE CLASSROOM

The purpose of this article is to expand knowledge concerning participation motives and difficulties faced by older adults returning to intergenerational college classrooms. This study examined reasons elders returned to college, reasons they stopped attending, difficulties they faced, positive aspects of returning to school, campus integration, and variations in these experiences by gender, employment status, educational attainment, and degree‐seeking behavior. The source of the data was a survey of students over the age of 60 from a small state college. Gender and employment status proved to be important sources of difference in respondents’ participation motives as well as their experiences in the classroom. Suggestions for administrators of these programs and for future research are explored.     

信息与计算科学专业《数学分析》课程的教学改革与实践

在分析<数学分析>课程特点和信息与计算科学专业需要的基础上,围绕素质教育的要求,给出了对信息与计算科学专业<数学分析>课程教学改革的一些体会,提出了一些建议.     

TRANSLATION: AN ALTERNATIVE FRAMEWORK FOR CONCEPTUALIZING AND SUPPORTING SCHOOL REFORM EFFORTS

A bstract .  Alison Cook-Sather begins this review essay with a discussion of David Tyack and Larry Cuban's generative phrase "the grammar of schooling" to provide context for her examination of three texts that address the challenges of school reform: John Sylvester Lofty's Quiet Wisdom: Teachers in the United States and England Talk About Standards, Practice, and Professionalism ; Karen Hammerness's Seeing Through Teachers' Eyes: Professional Ideals and Classroom Practices ; and Mary Kennedy's Inside Teaching: How Classroom Life Undermines Reform . The "grammar of schooling" metaphor, according to Cook-Sather, captures what seems most fundamental and intractable about schools. Drawing on the texts under review as well as her own previous work on student voice and translation, Cook-Sather explores how bringing students into dialogue with teachers and other stakeholders might support us in translating — in the more nuanced senses of the term — the established grammar of schooling into a more flexible, responsive, and variously informed set of structures and practices that would constitute a humane educational system.