Immigrant teachers: stories of self and place

Teachers’ lives have been the focus of much recent research on teaching, and we now have rich, detailed understandings of how teachers develop a ‘teaching self,’ in the context of concrete details of biography, school settings, relationships and educational systems within which teachers work. What we lack is a sense of the teacher in a place—a specific location that holds meaning, that matters to those who inhabit it. The concept of ‘place’ has been neglected in contemporary education, yet it seems to be an important one for postmodern times. This article will examine the stories of immigrant teachers in Israel, people who have undertaken to teach in a culture different from the one in which they themselves were educated. Teachers who have made a transition from one cultural setting to another are likely to have developed an awareness of teaching and schooling in the new culture that other teachers may not have. Their stories reveal what it means in the chosen culture to tell one’s story and give an account of one’s career and work as a teacher. The stories of seven immigrant teachers, in dialogue with the researcher’s story, highlight losses and gains in the journey toward a new teaching self, and reveal something of what the process of finding or making a place for oneself—both in the new culture and as a teacher—is like.     

Of dogs and martyrs. Sherrington,Richards, Pavlov and Vygotsky

I. A. Richards' psychological account of the poet's experience was central to his The principles of literary criticism. He aimed to ‘rehabilitate’ English criticism through perspectives gained from scientific discoveries in psychology after the Great War. A chief source for this was the work of the neurophysiologist, C. S. Sherrington. The title of this piece refers to a remark made by Sherrington to the Russian physiologist, Ivan Pavlov: ‘the animal [a dog] seemed to me in a state of persecution best comparable with that of a Christian martyr’. Paradoxically, Vygotsky retold the story within a critique of Pavlov's limiting accounts of human behaviour. Richards' picture of the complexity of the poet's experience—the balancing of conflicting impulses—also relied on an essentially reductive account of behaviour, in which the ‘extraordinary’ quality of the poet's experience is traceable to the workings of the brain and the nervous system. In contrast, Vygotsky offered a powerful picture of semiotically mediated consciousness, dependent on human agency and purpose. The story restores neglected European historical perspectives to a key development in English studies.     

Be Ready To Change——A New Interpretation of “Who Moved My Cheese”

to state the theme that"sometimes,things change and they are never the same again,this looks like one of those times.That's life,Life move on,and so should we"Dr Spencer Johnson depict a story about change in a maze where four amusing characters look for"cheese"—cheese being a metaphor for what we want to have in life,whether it is a job,a relationship,money,a big house,freedom,health,recognition spiritual peace,or even an activity like jogging or golf.Each of us has our own idea of what cheese is,and we pursue it because we believe it makes us happy.If we get it,we often become attached to it.And if we lose it,or it’s taken away,it can be traumatic The maze in the story represents where you spend time looking for what you want.It can be the organization you work in,the community you live in,or the relationship you have in your life.     

观察椅子的四种方式

激动人心的座驾 水上飞机充满乐趣,又不需要通过屈膝来掌舵。早在20世纪80年代,爱冒险的玩家们就乘坐这种用来滑水的坐入式水上飞机了。今天,这种座椅、帆板和舵的组合产品又复苏了,它将水上飞机作为后面拖板的加速器。     

The ‘Hidden Pedagogy’ and its Implications for Teacher Training

Despite the diversity of training they receive and the diversity of subjects and schools in which they work, teachers tend to share a vision of their work in which ‘classroom control’ and ‘classroom privacy’ figure prominently. This common element in their understanding of the work can be explained by the fact that they share one overriding influence on their attitudes and approaches to the job — assroom experience. Because this experience itself is shaped by some characteristic features of the material and social organisation of classrooms, teachers tend to share certain problems, dilemmas, frustrations and opportunities that come as normal parts of classroom experience and which present the teachers with some practical imperatives they cannot afford to ignore. Classroom experience, for this reason, fosters a set of pragmatic beliefs about the job which, by way of contrast with formal educational theory, can be regarded as a ‘hidden pedagogy’. This generally involves a belief in the need to establish classroom control and to maintain the privacy of the situation as absoute prerequisites for successful teaching — a belief that gets carried through from generation to generation of teachers and which remains remarkably unchanged despite superficial alterations to pedagogy, curriculum and school organisation because the basic structural features of classroom experience have remained unaltered. Any attempt to innovate and alter the work of teachers needs to take into account this hidden dimension of the job and consider carefully the repercussions of pedagogic proposals for the deep‐rooted vision of competent teaching it contains.     

Contradiction and conflict between ‘leading identities’: becoming an engineer versus becoming a ‘good muslim’ woman

This paper builds on previous work (Black et al., Educational Studies in Mathematics 73(1):55-72, 2010) which developed the notion of a leading identity (derived from Leont’ev’s concept of ‘leading activity’) which, we argued, defined students’ motive for studying during late adolescence. We presented two case studies of students in post-compulsory education (Mary and Lee) and highlighted how the concept of a leading identity might be relevant to understanding motivation in mathematics education and particularly the ‘exchange value’ or ‘use value’ of mathematics for these students. (Lee’s identity was mediated by mathematics’ potential exchange value in becoming a university student, and Mary’s more by its perceived use value to her leading identity as an engineer.) In this paper, we follow up Mary’s story as she progresses to university, and we see how she is now ‘led’ by contradictory motives and identities: Mary’s aspirations and decisions seem to be now as much related to her identity as a Muslim woman as to her identity as an engineer. Therefore, we argue that more than one identity/activity may be considered as ‘leading’ at this point in time—e.g. work versus motherhood/parenting, for instance—and this raises conflicts and tensions. We conclude with a more reflexive account of leading identity which recognises the adolescent’s developing awareness of self—an ongoing process of organisation as they experience contradictions in managing their education, work, domestic, community and other lives.     

那首童年的歌谣——长篇小说《那年夏天》漫评

《那年夏天》是作者的长篇小说处女作。小说以石家庄西郊的省农研所大院为背景,描写了1966年＂文革＂刚开始的那年夏天,发生在农研所一群中小学生身上的故事。作者以自己少年时代的亲身经历为创作素材,采用现实主义创作手法,把那个时代青少年的成长历程浓缩在一个特殊夏天里集中展现,注重＂塑造典型环境中的典型人物＂,唱响了一曲那个特殊年代的＂童年歌谣＂。     

评福克纳小说创作主题

福克纳是一位极为重视小说艺术手法实验的现代派作家,然而在他不断变化的小说创作技巧之下,掩盖的是他一直关注的重大社会变革主题。本文通过对福克纳主要作品主题思想的分析,揭示了他文学创作追求的目标,剖析了其文学作品反映出的深刻内涵和他本人的内心痛苦和矛盾,从而进一步展示了他企图在幻想与现实之间建立一种沟通的愿望,却始终未能逾越这条鸿沟。     

Reconsidering Teamwork

Teamwork is often seen as an inseparable part of sport. Other than work done by sport psychologists, however, the topic has received scant attention. The broad aim of this article is to stimulate discussion on the topic. Specifically, I examine how we can think about and “do” teamwork in an alternative way to that presented in current psychological literature. I illustrate how a psychologistic model of teamwork—teamwork as cohesion—is based on a positivist metaphor and argue that this is simply one possible interpretation. I then propose a different metaphor that has its roots in constructionist thought. I suggest that this constructionist metaphor leads to alternative research questions and methodologies and helps us to understand teamwork more wholly.     

Can cooperating teachers help student teachers develop a vision of education?

Abstract

Research in teacher education is increasingly concerned with teachers' visions of education and their sense of calling, mission, and professional identity. Interviews with outstanding cooperating teachers focused on exploring their beliefs on teacher vision, and what makes a good teacher. The teachers were also asked to discuss their beliefs on whether vision—and the independence of spirit that a strong vision is thought to foster—is relevant in their work with student teachers. The teachers revealed a strong sense of why they teach and shared goals around several themes. They also maintained that reflection is key to developing a vision of education. Teacher education programs can support these teachers' views of quality education by developing conceptual frameworks that foster reflection and the development of a vision for education, particularly in the student teaching experience.     

《返老还童》中“美国梦”的破灭

＂美国梦＂的破灭是菲茨杰拉德创作的一贯主题。奇幻之作《返老还童》以一个传奇性的故事处理了一个关于生命的严肃思考：人生正如＂美国梦＂的幻灭,从憧憬,到获得,到最后失去。作者通过本杰明＂返老还童＂的一生告诉人们：一切表面的虚华都会消失,所有美好的事物终将走向灭亡,人们用尽平生追求的梦想只是幻影,返老还童也不能带来永恒的美好。     

高校如何进行户外体育课程教学

户外运动已经慢慢融入我们的生活,越来越多的人加入其中,一种时尚的运动方式在慢慢成型。户外运动带来了新的运动理念,是热爱运动之人的新宠儿。高校体育课程一般是在学校内的室内体育馆或是在体育场进行。可是常常出现同时上体育课的学生过多,而运动场所有限,运动项目受限制等诸多问题。户外体育课程可以有效的解决一部分问题,同时也给高校体育课带来新的活力。     

Reducing Children's Littering on a Nature Trail

Abstract

The personal experience of place is a fundamental step toward understanding our environment. Environmental education should foster an exploration of the place within which we each live. A sense of place, though, is not sufficient. We must cherish our place in our environment as home, and we should act to protect and improve it as we would our home—for indeed it is. Stories provide a psychologically powerful tool for understanding our environment and our relationships with it. Environmental educators should make good use of place, home, and story in their teaching.     

Cultivating Good Studying Habits of Students In English Teaching

<正>I’m very glad and excited that I have a chance like this to share my own experience of teaching with you.The topic is Better to Teach a Man Fishing Than to Give Him a Fish——Cultivating Good Studying Habits of Students In English Teaching.School education is very important and useful.The students     

The Educational Importance of Deep Wonder

That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to (novel) experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement and bracket existing—potentially limiting—ways of thinking, seeing, and categorising. Yet wonder is not a single thing, and it is important to distinguish at least two kinds of wonder: active wonder(ing), which entails a drive to explore, to find out, to explain; and deep or contemplative wonder, which is not inherently inquisitive like active wonder and, as a response to mystery, may leave us lost for words. Claims for wonder's importance to education and science often do not distinguish between the two, but whereas for active wonder that importance seems obvious, this is much less so for deep wonder, which by its very nature rather seems to be anti‐educational. Yet in this paper I explore exactly the educational importance of deep wonder. This importance is found to lie, not just in its motivational effects—real though they are—but in making us attend to the world for its own sake, and making us aware of the limits of our understanding.     

评《大二心河》译本“美”的传达

海明威是我国读者十分熟悉的美国作家,其作品文风简约清新,含蓄,意味深长。《大二心河》是他的著名的短篇小说之一,讲述了尼克钓鱼以寻回逝去感情的故事,意味深长。不同的译者对这篇的小说进行了翻译,译作各有特色。笔者试图运用翻译美学对吴劳与张祥麟两个版本的译作进行对比研究。     

Frontotemporal Dementia and a Solid Gold Bracelet

Editor's Note: This piece represents the first installment of a new section of Educational Gerontology called Professional Thoughts and Experiences. The effective practice for professionals engaged with the aging population is an optimal balance of best available clinical evidence, personal expertise, and common intuition. At Educational Gerontology we have made it our primary goal to provide our readers with the highest quality of evidence-based aging studies. However, care providers' clinical expertise, i.e, the proficiency and judgment acquired through clinical experience and practice, which varies among care providers and the individual needs of the patients (clients), does not always receive published recognition. As such, we will, from time to time, publish the narratives, poetry, and anecdotes of our professional care providers so that we can all respect—and even aspire to—their dedicated service to this population.

This article presents the story of a wife whose husband has frontotemporal dementia. Her story of love and loss is illustrated from the perspective of her clinical psychologist. The narration reveals how one client–therapist interaction can provide a lesson in love and life to the clinician and countless others.     

Physical Activity in Former Competitive Athletes: The Physical and Psychological Impact of Musculoskeletal Injury

Although competitive athletes exceed recommendations for physical activity while they are competing in sport, this does not necessarily translate into regular physical activity after retirement from sport. Research suggested the nature of competitive sport participation may not be conducive to lifelong physical activity. We propose one element of competitive sport participation that may impede physical activity post-retirement is injury. We propose that Vela and Denegar’s model of transient disablement in the physically active with musculoskeletal injuries (DPA) may be appropriate to examine the long-term consequences of sport-related injury—particularly with respect to physical activity disablement. Based on our review of literature, we propose the physical and psychological effects of injuries in sports present unique long-term barriers to physical activity in former competitive athletes. Future research could use the DPA as a foundation for assessing the long-term implications of sport-related injuries—particularly with respect to physical activity.     

Sport and International Relations

This article explicates the inconvenient truth that is at the core of the crisis currently facing the field of kinesiology. Namely, the instantiation of an epistemological hierarchy that privileges positivist over postpositivist, quantitative over qualitative, and predictive over interpretive ways of knowing. The discussion outlines the political, economic, and cultural forces responsible for kinesiology's putative scientific hegemony and speaks to its corollary: the very demise of the field caused by intensified subdisciplinary specialization and fragmentation and fundamental lack of comprehensiveness. The article outlines a potential corrective to kinesiology's blinkered epistemological and empirical vision, currently being developed at the University of Maryland. Physical Cultural Studies (PCS) is introduced as a synthesis of empirical, theoretical, and methodological influences (drawn from, among other sources, the sociology and history of sport and physical activity, the sociology of the body, and cultural studies) that are focused on the critical analysis of active bodies and specifically the manner in which they become organized, represented, and experienced in relation to the operations of social power. Thus, PCS is offered as an important contribution toward realizing the truly integrative and comprehensive kinesiology to which we as kinesiologists—and regardless of our empirical, theoretical, or epistemological proclivities—should aspire.