Heritage,Identity and Belonging: African Caribbean Students and Art Education

This article addresses the issue of Caribbean cultural under‐representation in school art departments. It argues that diasporic subjects are not seen and their cultures not recognised precisely because their contributions to the way we live are indivisible from the mainstream. This in contradistinction to some groups whose cultures and heritages are relatively distinct and separate from Western mores. Our ways of understanding culture do not take this into account. Yet diasporic contributions to the way we live have buttressed Western lifestyles since the beginning of the slave trade. The article argues that this relationship, characterised by multiple entanglements, must be recognised if Caribbean cultural identities are to be seen and valued. In doing so it challenges the way we construct notions of cultural heritage and belonging, and promotes the adoption of more risk‐taking pedagogies possibly based on contemporary practices.     

Perceptions of Pubertal Timing and Discrimination Among African American and Caribbean Black Girls

This study used a nationally representative sample of African American and Caribbean Black adolescent females to examine the relation between perceived pubertal timing relative to peers and discriminatory experiences. Participants included the 607 girls who participated in the National Survey of American Life-Adolescent (NSAL-A), and ranged in age from 13 to 17. Most African American girls perceived their development as on-time relative to their same-aged peers; whereas the majority of Caribbean Black girls perceived their development as earlier than their same-aged peers. The results indicated that girls who perceived that their pubertal development was earlier than their same-aged peers reported more general and racial discrimination experiences.     

透视高校美术史教学中的探究性学习

美术史是高等院校美术专业的一门必修理论课程,其宗旨是指导学生艺术创作实践、提高美术审美、培养创新意识和能力。文章从激发学生的探究兴趣和培养学生问题意识两方面讨论如何在美术史教学过程中,训练学生进行探究性学习。     

Learning to be an Art Educator: Student Teachers’ Attitudes to Art and Art Education

Visual Art educators are keenly aware of the significant contribution art can make to the growth and development of young children as it provides unique opportunities for personal expression and creativity. However, while it is acknowledged that art contributes to the development of the whole child, the link between thought and practice is often tenuous. Hence the question needs to be asked, what do student teachers really think about art and art education. This longitudinal study aimed at an exploration of student teachers prior experiences, existing knowledge, beliefs, attitudes, perceptions and interest in the visual arts. One hundred and ten B.Ed. (Primary) students enrolled in two compulsory Visual Arts Education units of study were surveyed in March 1999 and then in October 2001 to ascertain how they interpreted the term visual arts; how this related to visual arts education (if, in fact it did); where they would position visual arts amongst the other five key learning areas of the primary curriculum; and ultimately how they felt about the prospect of teaching visual arts in a primary school context. The findings of the research revealed a number of significant differences between the initial data (March 1999) and the final data (October 2001).     

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section, new evidence on internal and external relationships of learning patterns is reviewed. Four themes are covered here: the dimensionality and the internal relationships of learning patterns and relationships of learning patterns with personal, contextual, and outcome variables. In the second section, new directions in learning patterns research are examined. These include studies on learning patterns in new international contexts and populations, longitudinal development of learning patterns over time, methodological advances in learning patterns research, and studies on fostering the quality of students’ learning patterns. Next, relationships with adjacent theories on student learning are discussed, the learning patterns perspective is critically examined, and pathways are derived to move the model forward. Finally, future conceptual and methodological directions for learning patterns research are derived.     

在美术史教学中培养学生自主学习的能力

在师范美术专业的美术史教学中,教师要注重培养学生探究性学习的自主性,要注重培养学生发现问题、思考问题、解决问题的能力和多渠道获取知识的能力。     

浅谈师范生学习美术史的重要性

结合多年教学实践论述了美术史在美术教学中的重要作用。文章对学生全面发展提高学生综合素质以及能力的培养进行了论述。     

历史上的科学与艺术

从历史的角度看,科学与艺术有着复杂的关系。对科学史与艺术史进行的横向和纵向比较表明：一方面,科学和艺术的发展在整体上呈现出明显的差异;另一方面,在不同的历史时期,二者又存在着时好时坏的关系。     

Accountability and Student Learning

Holding teachers accountable for other people's (students) behavior is inappropriate policy that results in ineffective teaching, diminished enthusiasm for learning, and lower levels of achievement. There are both legal and psychological reasons for this. Making teachers responsible for students' behavior absolves students of responsibility for their own actions and develops an externalized locus of control in students that leads to teacher control and student dependence. Because every person is accountable for his or her own behavior but not for what other people do, teachers must be held accountable for what they do as teachers but not for what their students do as learners. Students are responsible for their own learning.     

Making moral migrants? Exploring the educational aspirations of Black African and Caribbean boys in a New York City public school

ABSTRACT

Drawing on 48 in-depth interviews with Black immigrant and second-generation boys at Bridgewood secondary school in New York City, this article points out how the high educational aspirations expressed by Black African and Caribbean boys are strategically deployed as features of an ethnic project to counter anti-immigrant sentiments and anti-Black racism in US society. The findings indicate that in a context of rising xenophobia along with the historical and continual stereotypes of Black people in the US, participants’ aspirations for elite higher education function as strategies to enhance their individual and ethnic reputations. High educational aspirations were also used to justify emigration to and worth within the US. At its core, this article illustrates how participants mobilized aspirations to represent themselves as moral migrants and ‘worthy’ ethnic minorities. Moral claims and ethnicity-based campaigns associated with aspirations are problematized because they reinforce the hierarchical racial order that informs US society.     

History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science

This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in genetics instruction; and (3) suggests a modified concept mapping assessment tool for both NOS and GCK. A quasi-experimental control group research design was utilized with pretests, posttests, and delayed posttests, combining qualitative data and quantitative data. The experimental group was taught with historical curricular lessons, while the control group was taught with non-historical curricular lessons. The results indicated that students in the experimental group developed better understanding in targeted aspects of NOS immediately after the intervention and retained their learning 2 months after the intervention. Both groups developed similar genetics knowledge in the posttest, and revealed a slight decay in their understanding in the delayed posttest.     

印象派艺术在欧洲艺术史上的过渡性

产生于19世纪60—70年代的法国印象派艺术，处于传统的现实主义向现代派过渡的重要转折点上。印象派在艺术观点上与传统艺术一脉相承，强调艺术的真实性原则，在技法、色彩等方面则与传统艺术背道而驰，给现代艺术以直接启示，使后来的绘画艺术在视觉与审美领域产生了重大的变化。     

艺术史的权力与艺术的经典化

艺术的经典化离不开作品遴选这一重要环节,从文化参与的角度看,这一环节主要是由知识精英通过艺术史书写体现出来的。对于知识精英而言,作品遴选又是彰显其文化权力的重要手段之一。在这个意义上,所谓艺术史其实是一个不断被改写和重构的的文化史,艺术的经典化也不仅仅是一个艺术界内部去粗取精的过程,它还是一个存在于复杂文化语境中的权力博弈过程。正因为如此,必须区分艺术经典与艺术史经典,充分认识每一部艺术品在其经典化过程中所隐匿的文化复杂性。     

Art and Lifelong Learning

It is argued, through the example of art education seen from a broad cultural perspective, that the concept of lifelong learning implies common terms of reference for learning in all contexts in which learning takes place, especially in schools, colleges and universities. This implies a common approach to standards at all levels of formal educational provision. The disparity of school art and art in other learning contexts is discussed, and concepts of standards currently in use are examined and found to be highly problematic. The idea of practitioner referenced standards is introduced in relation to standards derived from educational theory and practice. In the case of art these are considered in terms of ‘what it is that artists do; what it means to engage with a work of art at first hand; what people have to say about artists and works of art; and what it means to engage in learning’. Ways of relating these standards to each other and to lifelong learning in the context of a research rationale for an art curriculum are put forward. In conclusion, it is suggested that co-ordination of the current review of the National Curriculum and the developmental work on standards currently being undertaken by the QAA would represent a basis for the establishment of appropriate standards for lifelong learning, although this would require a new level of co-operation between the relevant educational sectors. Such standards would assist in reducing the possibility that lifelong learning could develop as a further isolated and self-justifying educational sector in a divided national educational system. They would also provide an opportunity for post-modern thinking to make a worthwhile contribution to educational debate.     

Student Learning in Higher Education

There has been relatively little systematic experimental investigation of individual differences in student learning. The findings of mainstream laboratory‐based research are of limited value, though they are generally consistent with the results of surveys of student performance. Nevertheless, it has been possible to demonstrate qualitative and commensurable variation among individual students in both the outcome of learning and the process of learning, and in both formal experimental tasks and in normal academic studies. There has been limited success in attempts to manipulate cognitive processing by varying the anticipated form of assessment or by inducing variations in motivational factors. However, there are radical effects of matching the instructional procedures to the subjects’ cognitive approaches. More recent research has demonstrated considerable variation within individual subjects across different learning situations. Current discussion concerns the consistency, variability, and flexibility of individual learners, the identification of causal relationships, the validity of introspective reports and the adequacy of traditional research methodology.     

Parent-Teacher Contacts and Student Learning

Abstract

The purpose of this study was to examine the effects of teacher-parent contacts on the reading achievement of 398 underachievers in an ESEA program in a desegregated elementary school district. Most of the students were black. The central hypothesis was that the home environment influences classroom learning. The results, as measured by normed CAT achievement tests, indicate that the number of contacts was found to have a differential effect on achievement gains. With increasing numbers of contacts, younger students made significant gains in reading; however, increasing numbers of contacts were associated with decreased achievement in older students.