Oral History,American Teachers and a Social History of Schooling: an emerging agenda

This study provides an overview of how oral history has enriched twentieth century American educational history. Hopefully it will provide a framework to analyse the historical and social context of schooling in other settings. First, it focuses on teachers’ lives, stressing the primary role of gender in ‘selecting’ teaching as an occupation, and briefly examines the impact of teacher training. Second, it relates classroom experiences, such as daily routines, ideological conformity, racial segregation and scientific management, through instructors’ eyes in an effort to reconstruct teacher and classroom culture. Third, it touches on how teachers’ lives and work intersected, revealing the complex experiences and conflicts of female instructors. This study relies on a synthetic approach and taps urban, small town and rural experiences through a comprehensive oral history review—by no means exhaustive but certainly illustrative. It couples this with some original research. Finally, in an attempt to convey a social history of American schooling, this analysis, as much as possible, allows teachers to speak for themselves.     

Reforming American Schooling

Within the educational field, measurements such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and the Progress in International Reading Literacy Study (PIRLS) suggest we are living in a time of competition. This article takes a critical view of the modern drive to measure, evaluate, and rank programs within the educational field. Using Ken Wilber's epistemological quadrant-model, I analyze the question, “What is a good school?”     

British and American History in English Extensive Reading

<正>In this part,we mainly talk about British and American history in English Extensive Reading.There are some information related to the textA Useful Stick.London ranks as one of the world’s oldest and most historic cities.It is the capital of the United Kingdom of Great Britain and Northern Ireland.The city was founded about 43A.D.,when the armies of the Roman Empire conquered Britain.     

美国英语的历史及其特点

美国英语与英国英语无论在书写上还是发音上都存在一定的差别，作为后起之秀的美国英语已越越被现代人们所接受。本文试图从美国英语发展演变的历史来研究其发展过程中所形成的特点，以进一步了解美国英语。     

Artist-Educators In Context: A Brief History of Artists in K-12 American Public Schooling

The role that Teaching Artists fulfill has emerged from a confluence of trends, needs and opportunities in the last few decades; this chronology is the first gathering of those pieces to create a historical mosaic.     

A Schooling in English

John Dixon's Growth Through English was a seminal text in the development of NATE and a major influence on a whole generation of teachers. In his new book A Schooling in English² , to be published later this year, he traces some of the historical developments which led up to that point, a series of ideological and institutional struggles that are still continuing. We are pleased to publish here a brief synopsis, written for the UEA Language and Literacy Convention in April, together with a review of the book itself.     

师专英语专业开设英美文学课的探讨

对师专英语专业开设英美文学课的重要性和该课程教学方法改革的必要性,以及它们与素质教育的关系进行探讨.     

Processes of problem solving: Comparison of an American and a European view

Analysis of the ability to solve problems occupies an important place in recent research within instructional psychology. In the U.S.A. processes of problem solving are now mostly studied within the framework of the information-processing approach. A European trend in research on thinking and problem solving, that parallels this American work, is based on the action-oriented approach. Until now both approaches have developed independently. A consequence of this situation could be that differences between both conceptions will be accentuated, while points of convergence remain hidden. Therefore it seems desirable to start an exchange of ideas between the two approaches. The present article provides an example in this direction. The example relates to the work of Resnick and Glaser on problem solving in instructional settings on the one hand, and a view developed in the Netherlands during the 70s on the other.Paper presented at a seminar at the University of Pittsburgh, Learning Research and Development Center, March 1979.     

美国学校教育反思:世界主义和社会排斥的视角

长期以来,在美国学校教育中高扬的世界主义(cosmopolitanism)原则,即超越传统民族国家忠诚归属界限,带有普世价值的全球公民意识,被认为是推动社会和个人进步的重要思想,进入学校课程系统,贯穿于教学实践的各个环节.理性与合理性精神、时间概念的转变和进步主义思想的推动,使得世界主义在美国公立学校教育中长久不衰.它以改造儿童的方式推动社会变革,对人文学科,特别是教育学、心理学产生了深刻影响;同时,世界主义又是一个主张包容、却推行社会排斥的系统,主要体现在:它通过问题解决、赋权原则、自由解放、言论开放和选择权利等手段,引导儿童的成长;但又对学校教育中的学生进行分类,以换喻、分类等方式,塑造不同类型的学生.终身学习概念的提倡和为了一切儿童的口号,都反映了其中蕴含的比较思维方式在追求平等同时,又在制造新的不平等,造成抑斥的状态.体现了世界主义原则通过创塑儿童来改造社会的双重特征.     

挑战公立教育的美国“家庭学校”

近十多年来,美国家庭学校迅速增加,甚至在一些州家庭学校学生已经超过公立学校学生。这不容忽视的现象无疑对公立教育是一种挑战。文章对美国家庭学校的特点、兴起原因、优势及其对公立学校的威胁进行了述评。     

当前美国中小学教师评价的主要方法

教师评价,特别是中小学教师评价一直是教育评价中最令人困扰的问题之一,它是一项极为复杂的工作,既与教师的切身利益,如教师专业发展、职务职称的升迁、教师工资的涨跌等密切相关,又对提高学校教育质量有重要的作用。因此,世界各国教育界、学术界都非常重视教师评价,美国也是如此。本文就当前美国中小学教师评价主要采用的典型方法加以研究并作了简单介绍。     

Faith-Based Schooling and the Invisible Effects of 11 September 2001: The view from England

The specific problematic of this paper is the effects of the events of 11 September on English education policy, particularly policy surrounding faith schooling. One story to be told is one of an absence of effect, of policy discussions and directions continuing on the same trajectory before and after that date, a story of 'no U-turn'. However, this article presents an alternative account that recognizes important effects, but effects that have largely remained below the surface. The central focus of the paper is the symbolic power of 11 September operating around an axis of destabilization. It is argued that the event symbolizes a disruption of myths of urban order and of the 'safe' accommodations between modernity and postmodernity; and that there has been an analogous impact on the myth of liberalism as the all-encompassing voice of reason and civilization. '11 September', it is suggested, serves as a potent reminder of the fundamental tensions in models of liberal education, evident, in particular, in the paradox of 'liberal imperialism'. It can thus be effectively mobilized in policy discussions by either regressive or progressive thinkers. The paper draws attention to the way in which these tensions and mobilization practices can be seen behind current English policy debates on faith schooling. It concludes that intensified public anxieties about 'Osama Bin Laden academies' fundamentally undermining 'our way of life' have not coalesced into anything 'measurable'; but that the lack of a U-turn by New Labour on the faith schooling issue could be understood as an important 'intervention' designed to act as one stabilizing message in destabilized times.