An alternative model for textbook formation

My Masters research project is a discourse analysis of physics textbooks. I am using the term ‘discourse’ in its sociological sense rather than its linguistic sense. I have interpreted my endeavours to date as showing that there is a basic confusion underlying the writing of textbooks. Whilst authors believe that they are revealing the universe to the student/reader, they understand tacitly that more is required than just revelation. I wish to argue that the ‘more that is required’ would be more readily constructed by authors if they understood that what they are doing is arguing a case: a case that scientific knowledge is an effective and appropriate way of interpreting the world. Specializations: physics education, physics textbooks, physics teacher education.     

试析苏霍姆林斯基的德育工作模式

苏霍姆林斯基是前苏联杰出的教育实践家和教育理论家,他所构建的德育工作模式在世界教育史上是独树一帜的,对我国目前的德育工作有较强的借鉴意义,其德育工作的成功经验值得我们学习。     

中小学教师继续教育模式分析

社会发展进程中,教育扮演着重要的角色,主要为社会各个行业输送人才资源,从而推动社会经济的进一步发展。为了优化与完善我国的教育体系,培养更多的人才资源,我国推出了继续教育,此教育主要以成人教育为主,是参与学校教育之后,对全部社会成员所提供的一系列教育活动。文章以中小学教育继续教育模式为研究内容,对中学小学教师继续教育模式展开分析,及时发现其中的弊端,并提出相关建议,旨在促进中小学教师继续教育的进一步发展。     

A capstone mathematics course for prospective secondary mathematics teachers

This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered pedagogical and assessment strategies. Examples show how students teach the class, complemented by excerpts from student journals containing students?? perceptions of their learning. Preliminary research indicates the effectiveness of this course for preparing future mathematics teachers.     

An analytical model for university identity and reputation strategy work

Universities face increasing global competition, pressuring them to restructure and find new identities. A multidimensional model: identity, image and reputation of strategic university identity and reputation work is developed. The model includes: organizational identity; employee and student attitudes; symbolic identity; influence from buildings, artefacts and reputation; and external stakeholders’ valuations. Image perceptions among employees, students and external stakeholders are proposed to have a transition-mediating function with respect to university identity. The model serves as an analytical tool for both academic scholars and university administrators in the strategic work with university identity, image and reputation, and aim to clarify the complex relations between these concepts.     

创业课教师素质谈

创业教育在我国开展的时间较短,正处在起步阶段,可以说创业课教师的素质决定着创业教育能否成功。当前我国中等职业学校开展创业教育的形式主要有开设创业课、学科渗透、以及开展创业教育综合实践活动三种形式,其中开设创业课,通过一门课程培养学生的创业基本素质,使学生掌握开办企业的基本常识和企业管理的基本技能,是进行创业教育的主渠道。本文试就中等职业学校担任创业课教学任务的教师应具备哪些方面的素质谈一点自己的认识。     

中小学教师参与教育科研的方式初探

教师参加教育科研的基本方式是学，思，议，行，炼。即通过学提高理论水平，借鉴成功经验，再辅以车，议，进一步升华和深化，用以指导自己的教育科研实践。行即具体参加教育科研实践，在实践中总结，提高。     

Mathematical belief change in prospective primary teachers

The development and influence of beliefs in teacher education has been a topic of increasing interest for researchers in recent years. This study explores the responses of a group of prospective primary teachers to attempts to facilitate belief change as part of their initial teacher education programme in mathematics. The students’ responses seemed to fall into three categories: non-engagement; building a new set of beliefs and; reforming existing beliefs. In this article the participants’ responses are outlined and illustrated with stories from three individuals. This study suggests that belief reform is complex and fraught with ethical dilemmas. Certainly there is a need for further research in this area, particularly given the pervasive influence of beliefs on teaching practice.

An alternative model of special education teacher education socialization

The process of organizational socialization sheds light on the difficulty of a university program to effectively socialize its special education teacher candidates into believing and acting on theories of inclusion for students with disabilities in public schools. In general, people are socialized by prior experiences, then the university, then the workplace. In this case, the workplace socialization exists prior to participation in the university setting and in conjunction with it potentially complicating traditional university socialization. This study explores how prospective special education teachers in a moderate/severe special education teacher credential program adopt, adapt, and redefine the concept of inclusion. An analysis of their use of the term “inclusion” in semi-structured interviews draws attention to the degree to which they have or have not been socialized into believing and acting on inclusion at their schools.     

Exploring inclusive education: early steps for prospective secondary school teachers

Recent changes in the structure of initial teacher education have resulted in teacher training institutions having to think again about how they address the issue of inclusion within their provision. In this article, Sue Pearson, who co-ordinates the MA (SEN) programme in the School of Education at the University of Leeds, and who contributes to Post Graduate Certificate in Education training, reports on developments in the training of secondary phase geography teachers. The article examines the planning, development and evaluation of a session which was designed to complement students' school-based experiences and other university-based sessions. The activity was co-taught by the geography and inclusive education tutors. The tutors used activity theory to analyse the elements of inclusive education and drew upon the literature related to the training of health professionals to design the session. This led to the adoption of a problem-based learning approach involving simulation activity. Sue Pearson provides details of the planned session together with evaluations from the tutors and students. She argues that this type of session, early in the university-based part of the course, provides a productive environment in which prospective teachers can be alerted to some of the complexities and uncertainties of inclusive education. While the initiative described here was matched to circumstances at the University of Leeds, the collaboration between tutors, the planning process and the style of activity have wider implications.