BASIC,Logo, and Pilot:

No abstract available for this article.     

Introduction: knowledge,ignorance, and relations of dominance

What we have come to understand as education has a temporal dimension: the school year, progression based on time, timetables, and so on. Similarly, our understanding of teaching is framed by temporality, primarily through salary structures and an implicit coupling of performance with time in the field. We argue that this underlying generative temporality is under revision. This revision is taking place through policy moves such as the professional standards agenda, which unlike salary structures (at least current ones) privilege demonstrable performance over tenure. Such a revision places time not as an external measure in which events and practices take place, but as the very core of such practices and events. Taking stimulus from the role of work-integrated learning within initial teacher education, we engage with this revision of temporality in education. With increasing attention being paid to temporality in scholarship across a number of disciplines, there has arguably never been a more appropriate opportunity to engage with the temporality of teaching.     

科学教育：过去,现在和未来

一百年来,现实的吁求,政治经济问题的直接充当了我们科学教育的思维起点,以至从过去到现在一直都没有形成健全的民族科学教育理念,使科学意识并没有深入民族文化心理之中,未来的科学教育必须在充分反思教育与科学自身处境的基础上,协调科学教育与社会发展的关系,处理好科学与人文、科学文化与民族心理、心智训练与知识掌握、普及与提高、尊重科学与唯科学主义之间的紧张与冲突,以谋求自身乃至民族的健康发展。     

Abstraction: Nature,costs, and benefits

It is argued that abstract cognitive processes entail the processing of relations, which differ from more primitive cognitive processes in being more accessible, more flexible, and less content-specific. A relation is a binding between a relation-symbol or predicate, and one or more arguments. Each argument corresponds to a slot which can be filled in a number of ways, so the relation is independent of specific arguments. The binding of arguments to a relation-symbol means that the relation can be an argument to other relations, and is therefore accessible to other cognitive processes based on relations. It can be shown that the building blocks of cognitive processes, such as propositions, and trees can be expressed as relations. Each argument constitutes a dimension in the space represented by the relation, and the number of arguments provides a metric for conceptual complexity. Neural net modelling shows why relational representations impose a processing load which is a function of the number of dimensions.     

Universities: in,of, and beyond their cities

ABSTRACT

Universities are necessarily implicated in processes of globalisation and neoliberalisation. But this also finds an expression in the ways that they operate in the cities in which they are located. They are always located in place, but the question remains whether they can be understood to be of the places in which they find themselves, capable of contributing to their development as learning cities. That is the question explored in this paper, with the help of evidence drawn from a research project in the United Kingdom which examined the regional role of four contrasting universities in four different urban locations. The paper highlights the importance of understanding the complexity of the relationships between universities and their cities—universities negotiate their roles within particular urban settings, and they do so in instrumental ways, reflecting their own distinctive institutional priorities.     

Writing: importance, development, and instruction

In this article, we examine why writing is important, how it develops, and effective writing practices. We situate the 5 articles in this special issue of Reading and Writing in this literature, providing a context for the contribution of each paper.     

Biography,Identity, and Inquiry: The making of teacher,teacher educator,and researcher

This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns.     

Integrating instruction of science,reading, and writing: Goals,teacher development,and assessment

This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice.     

《教育论:智育、德育和体育》

<正>《教育论:智育、德育和体育》是英国教育家、哲学家和社会学家赫伯特·斯宾塞(Herbert Spencer,1820—1903)的代表作。斯宾塞的一生地位显赫,他先后获得了英、法、美等11个国家,32个学术机构的院士、博士等荣誉称号,被提名为诺贝尔文学奖的候选人,被科学界和教育界誉为"人类历史上的第二个牛顿"。他在本书中提出的经