教材编者是未来人才的设计者和铸造者

人民教育出版社一路走来,历经风风雨雨,在一条曲折的道路上不断前进.在纪念人民教育出版社成立60周年的时候,社领导提出编撰出版<新中国中小学教材建设史(1949-2000)研究丛书>方案,这是一项对今后教材建设健康发展有重要意义的大事.我有幸参加中学化学教材建设史的研究工作,并担任<化学卷>的主编,深感回顾过去,展望未来,有很多经验、教训值得总结,有些问题需要进一步研讨,以促进教材改革科学、持续的发展.     

Mathematics for the future: developing a Head Start curriculum to support mathematics learning

While mathematics instruction for very young children needs to be age-appropriate in format and content, it also needs to prepare children conceptually for the kinds of mathematics learning that will be expected of them in future years. This perspective, informed by the work of Russian psychologists and educators on a measurement-based approach to early mathematics instruction [e.g., V.V. Davydov, Children’s Capacity for Learning Mathematics, National Council of Teachers of Mathematics, Reston, VA, pp. 109–205], was the basis for an experimental mathematics curriculum which focused on the concept of unit as it applies to enumeration, measurement, and the identification of relations among geometric shapes. The curriculum particularly emphasized two ideas about units that derive from a measurement perspective: first, that the numerical result we obtain from counting or other measurement operations will depend on our choice of a unit; and second, that units of one kind can be combined to form higher-order units or taken apart to form lower-order ones. The curriculum included a weekly project activity conducted by the Head Start teachers, suggestions for supplementary activities, and a weekly home activity for a parent or other family member to carry out with the child. It was implemented with children in three Head Start centers (N=46; age range 2 years, 9 months–4 years, 7 months at the beginning of the program). To evaluate the curriculum, two assessment instruments (the mathematics subscale of the DSC and a supplementary instrument constructed especially for this study) were administered, at the beginning and again at the end of the school year, to these children and to two comparison groups. One comparison group (N=48; age range 2 years, 6 months–4 years, 7 months) received a literacy intervention rather than a mathematics one; the other (N=29; age range 2 years, 8 months–4 years, 7 months) did not receive any experimental intervention. Results showed significant, albeit modest, positive effects of the intervention. The importance of reexamining current beliefs about what is possible—and desirable—within a preschool mathematics curriculum is emphasized.     

Responding to diversity: the challenge of expanding basic education for young people in the south

This article explores the extent to which and how non-formal education (NFE) contributes to the development of a more diversified basic education system and thus to the achievement of EFA. It outlines the current nature of NFE, the frameworks provided by the EFA movement, and the evolution of reflection, policies and practices in NFE in relation to basic education as a whole. Based on significant developments in various countries across the South, the article also discusses some key challenges that ministries of education and their partners need to face in moving towards relevant and equitable diversity in education. The article posits that, despite the many problems faced by NFE, there is justification for building on its experiences and integrating these within a larger policy and systems framework that responds more effectively to needs and circumstances of children and young people.

The road to nowhere begins with where we are: Rethinking the future of American education

The purpose of this essay is two-fold: to explain briefly the central features and functions of the present system and to suggest why it has become so resistant to meaningful systemic reform; and to articulate several general principles of transformation that must undergird a new vision of education in the 21st century. Our programmatic hope is that others will engage in the kind of serious, ongoing dialogue necessary to open our minds and hearts to both the possibilities and difficulties accompanying any serious effort at systemic reform in American education.     

Head start teaching center: Evaluation of a new approach to head start staff development

Head Start Teaching Centers are a national demonstration project designed to provide participatory training in all Head Start component areas within the context of an exemplary Head Start program. Each Teaching Center employs an independent evaluation to study this alternative approach to Head Start staff development. This paper presents the results of the outcome evaluation for the first year of the New England Head Start Teaching Center. The New England Head Start Teaching Center was designed to provide intensive training during a 3 or 5 day period of residence at the Teaching Center. This paper briefly describes the national Head Start Teaching Center model, the implementation of this model in the New England region, the outcome evaluation plan, and the results from the first year of training. The analyses of year one data indicated that training provided by the New England Head Start Teaching Center produced significant gains. As compared to similar Head Start employees who did not participate in training, both trainees and their supervisors reported significant gains in trainees' knowledge, skills, and expertise after participating in the New England Head Start Teaching Center training.     

Exploring the present and projecting the future: people with severe mental illness speaking for themselves

The participation of people with mental illness in research is key to their empowerment and provides them with a highly meaningful experience. The aim of this article was to explore the perspectives, views and experiences of people with severe mental illness (SMI) regarding their present life and projection of the future (desires, expectations related to the illness, their personal, working, relational life, etc.). We present the results of a qualitative study in which two personal interviews were conducted with seven people with SMI, incorporating visual elements produced by the participants themselves (photographs and drawings). The results obtained allow us to take a more in-depth look at these people’s reflections with regard to the present and future, while also opening a working path for professionals in the social education services.     

Young children and e-reading: research to date and questions for the future

The practice of reading is rapidly moving from print to screen. Young children are not immune from this trend; indeed, many children's principal literacy experiences occur using iPads and other handheld digital devices. This transition raises important questions about how the emergence and development of literacy might change in these new environments. This paper reviews research to date on e-reading, both in the pre-tablet and tablet era, within the context of what we know more generally about literacy development. We then propose topics for future research and discuss methodological issues related to the investigation of these topics. Our goal is to spark further discussion about how to study young children's literacy development in the emerging e-reading era.     

Responding to the challenge of providing stronger research base for teacher education: research discourses in the Norwegian national research school for teacher education

Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school.     

Prospects for the future: the use of participatory action research to study educational disadvantage

Of all the varieties of educational disadvantage, issues involving students who are homeless, or who move frequently because of poverty, are perhaps some of the most difficult for public school educators in the US to address. Using a pragmatic mixed methods design, this study evaluates the efficacy of participatory action research (PAR): (1) as a mechanism to engage educators in issues of disadvantage, (2) as professional development, (3) as a means of encouraging the increase in three domains of educational practice. Resulting from an extensive review of the literature concerned with the complex nature of homeless education, the three domains measured were: access to services, welcoming school culture, and flexible instructional strategy. Qualitative information was collected throughout the study from interviews, focus groups, and reflective practises. Data were open and selectively coded using Atlas/ti software and results were triangulated, when possible, with survey data. Findings confirm that this use of PAR methodology is outstanding in advancing the engagement of educators in issues of disadvantage. Further, as professional development, it is successful in increasing their professionalism, involvement, and knowledge about the complex issues related to homeless and highly mobile students. A range of outcomes and new localized educational practises will be discussed in relation to the size of the locality from which they developed. Implications for new attributes in international educational leadership result from this study. The paper concludes with a discussion as to the potential use of PAR to study educational disadvantage in Ireland.     

中国英语的标准问题及其他——对《中国英语研究存在的问题》一文质疑

针对《中国英语研究存在的问题》一文提出的中国英语必须满足的两条标准,认为英语本族语者的认同标准不具有现实意义;对文中的中国英语"基本上不存在"的句法和篇章层面进行了相关研究的回顾和总结,证实中国英语在句法和篇章层面具有显著特征;同时,指出了《中国英语研究存在的问题》一文对中国英语研究有关问题的误解。     

Presidential Address: Culture and the future of education research

Recent changes in higher education have confronted education research with a conundrum: how our traditionally multidisciplinary field can refine itself as a unified discipline. In this address I sketch out what this conundrum may mean for education research, both substantively and methodologically, in the future. I propose that one starting point is for education researchers to consider what unites rather than divides us. One common, unifying conceptual concern is with the operation of culture/s in educational settings. I use the narratives of two teachers from different places and times to illustrate how culture analysis can be a fruitful tool for understanding the experience and practice of Education. In my conclusion, I extend the theme of culture to education research itself. I suggest that the challenge of disciplinary identity confronting education research requires a culture change in the modus operandi of our practice, and that this will involve an articulated focus on methodological pluralism, interdisciplinarity, and the use of new modes of communication as key unifying elements of the discipline of education research.     

The current educational research and policy hiatus: Where is the expertise to meet the challenge?

Persistent calls for closer relations between research and policy from the educational research community in Australia and elsewhere, reflect growing concerns about a perceived lack of impact which educational research has on educational policy formulation and implementation. Rarely, however, is there any systematic attempt on the part of those expressing such concerns to explicate source reasons for the obvious hiatus existing between research and policy. Though not possibly accepted by the prevailing wisdom, several reasons particularly germane to the Australian context are proposed and discussed. The central theme underlying the paper is that there is an acute shortage of researchers (both staff and postgraduate students) in Australian tertiary schools and faculties of education with the training, skills and experience to meet either the current or emerging educational policy agendas of State and Federal governments. The paper argues that this state of affairs, seriously militates against the academic research community’s present and future capacity to make relevant contributions towards government policy requirements for research, unless radical steps are taken to redress these shortages.     

Head in the clouds: a review of current and future potential for cloud-enabled pedagogies

This paper reviews the research on the disruptive and transformative potential of newly-emerging cloud-based pedagogies. It takes into consideration the extent to which Cloud Computing can be leveraged to disseminate and scale web-based applications within and across learning contexts. It examines ideas from current literature in Web 2.0- and cloud-based education that might serve as useful when deploying cloud-based services and infrastructure. The paper draws on several key ideas to clarify how cloud- and Web 2.0-based pedagogies are informed by the shifting knowledge landscape, including a review of the concepts of disruptive pedagogies and transformative technologies. With recourse to emerging research on participatory cultures, the importance of coming to terms with newly emerging literacies, modalities, types of citizenship and ways of interacting and collaborating is addressed. Referring to notions of dialogic literacy, constructionist and co-constructivist learning, as well as possible models for online collaborative writing, the paper reviews current research on the capacity of web-based applications in enabling transformed learning and explores how this might enable broader, web-enabled participatory cultures within and beyond the institution, in light of the economies of scale made possible by cloud-based infrastructure.     

Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior?

Numerous theoretical frameworks have been developed to explain the gap between the possession of environmental knowledge and environmental awareness, and displaying pro-environmental behavior. Although many hundreds of studies have been undertaken, no definitive explanation has yet been found. Our article describes a few of the most influential and commonly used analytical frameworks: early US linear progression models; altruism, empathy and prosocial behavior models; and finally, sociological models. All of the models we discuss (and many of the ones we do not such as economic models, psychological models that look at behavior in general, social marketing models and that have become known as deliberative and inclusionary processes or procedures (DIPS)) have some validity in certain circumstances. This indicates that the question of what shapes pro-environmental behavior is such a complex one that it cannot be visualized through one single framework or diagram. We then analyze the factors that have been found to have some influence, positive or negative, on pro-environmental behavior such as demographic factors, external factors (e.g. institutional, economic, social and cultural) and internal factors (e.g. motivation, pro-environmental knowledge, awareness, values, attitudes, emotion, locus of control, responsibilities and priorities). Although we point out that developing a model that tries to incorporate all factors might neither be feasible nor useful, we feel that it can help illuminate this complex field. Accordingly, we propose our own model based on the work of Fliegenschnee and Schelakovsky (1998) who were influenced by Fietkau and Kessel (1981).