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1.
Cecil Robinson 《The Urban Review》2007,39(2):191-216
This paper considers how one teacher educator, Dr. Gomez, took up revisionist history and inquiry in her social studies methods
classroom. The concepts of figured worlds (Holland et al., 1998) [Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press], and artifacts and mediation (Holland & Cole, 1995; Vygotsky 1978, 1986) [Holland, D., & Cole, M. (1995). Anthropology & Education Quarterly, 26(4), 465–490; Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; Vygotsky, L. S. (1986). Thought and language. Boston: The MIT Press] are used to present a case study. The study focuses on the artifacts that made up the figured world
of history learning in Dr. Gomez’s social studies methods class and the learner identities afforded by this context. The purpose
of this study is two-fold: (a) explore how teacher education classes can recruit primarily white, middle class students into
a figured world of history learning that is culturally congruent with urban settings, and (b) demonstrate the application
of the figured worlds framework to the study of learning in a teacher preparation program.
Cecil Robinson is an assistant professor of educational psychology at The University of Alabama. His research focuses on social
studies teaching and learning, technology, democracy, and hope. Address correspondence to Cecil Robinson, Campus Box 870231,
Department of Educational Studies in Psychology, Research and Counseling, College of Education, The University of Alabama,
Tuscaloosa, AL 35487-0231, USA; e-mail: crobinso@bamaed.ua.edu 相似文献
2.
This Participatory Action Research (PAR) project worked with four active street life oriented U. S. Born African men, to document
how a community sample of street life oriented U. S. Born African men between the ages of 16–65, frame and use “street life”
as a Site of Resiliency (Payne, Dissertation, 2005; Journal of Black Psychology 34(1):3–31, 2008). Qualitative data was collected in the form of 20 individual and two group interviews. These data reveal an inter-generational,
conceptualization and use, of the term “street love” in street life oriented U. S. born African men. Also, these data reveal
that notions of “street love” extend out a critique of community professionals (e.g., community researchers/interventionists,
social workers, etc.) as being unable and unwilling to produce “real help” in the local community. Examples of street love,
revealed in the study, include the men offering advice/counsel, money or “free turkeys” during Thanksgiving to one another
as well as other members of the local community. Results support Payne’s (2005) three-dimension conceptualization of “street love”: (1) individual, (2) group and (3) communal level expressions of “street
love”.
相似文献
Yasser Arafat PayneEmail: |
3.
Shelly Sheats Harkness 《Educational Studies in Mathematics》2009,70(3):243-258
The study reported here is the third in a series of research articles (Harkness, S. S., D’Ambrosio, B., & Morrone, A. S.,in
Educational Studies in Mathematics 65:235–254, 2007; Morrone, A. S., Harkness, S. S., D’Ambrosio, B., & Caulfield, R. in Educational Studies in Mathematics 56:19–38, 2004) about the teaching practices of the same university professor and the mathematics course, Problem Solving, she taught for preservice elementary teachers. The preservice teachers in Problem Solving reported that they were motivated and that Sheila made learning goals salient. For the present study, additional data were
collected and analyzed within a qualitative methodology and emergent conceptual framework, not within a motivation goal theory
framework as in the two previous studies. This paper explores how Sheila’s “trying to believe,” rather than a focus on “doubting”
(Elbow, P., Embracing contraries, Oxford University Press, New York, 1986), played out in her practice and the implications it had for both classroom conversations about mathematics and her own mathematical
thinking. 相似文献
4.
Irving Louis Horowitz 《Academic Questions》1992,5(2):32-40
This essay was originally presented as part of the panel “The Social Sciences, An Intellectual Balance Sheet,” at “On the
State of Academic Discourse,” the third national conference of the National Association of Scholars, held in Minneapolis,
October 18 to 20, 1991. It is part of the opening chapter of a book scheduled for publication in 1993 by Oxford University
Press tentatively entitledThe Decomposition of Sociology. 相似文献
5.
On pigs and packers: Radically contextualizing a practice of science with Mexican immigrant students
This paper reports on instructional practices observed in a high school English Learner (EL) Science course serving newcomer
Mexican immigrant youth. The school is located in a rural Midwestern meatpacking community in which labor at the hog plant
is economically- and racially-segmented; it is the town’s Mexican residents, many of them undocumented, who comprise most
of the unskilled labor force. The general purpose of the paper is to document how the economic and racial context of this
community influences science instruction in the EL Science course and to describe how this presents particular challenges
in achieving equitable science instruction for Mexican immigrant youth in these rural, globalizing places. Entering the data
via critical discourse analysis (Fairclough, 1995) and then utilizing Barton’s (2003) “practice of science” perspective, with an eye toward achieving “radical contextuality” (Grossberg, 1997), we describe the
science events, identities, and structures of the pig dissection lesson and detail how what these students could do with science,
as rendered by that lesson, was limited by the roles the teacher attributed to the students, her inability to draw on their
funds of knowledge as resources for learning, and the voice and position she allowed them to take up. The data reinforce conventional
understandings of schools as sites of cultural reproduction (Bowels & Gintis, 1976), as well as of resistance (Giroux, 1983), but afford us a glimpse of the particularity of those mechanisms within the demographically-transitioning American Heartland,
iconic of the era of global capitalism.
相似文献
Katherine Richardson BrunaEmail: |
6.
Sylvia Pantaleo 《Children‘s Literature in Education》2007,38(4):277-295
The Stinky Cheese Man and Other Fairly Stupid Tales (1992) by Jon Scieszka and Lane Smith was awarded a Randolph Caldecott Honor Medal in 1993. Scieszka and Smith subvert textual
authority through playing “with literary and cultural codes and conventions” (McCallum 1996, p. 400) in their metafictive text. In this article, I discuss the intertextual and parodic nature of The Stinky Cheese Man and explore Grade 5 students’ responses to this postmodern picturebook. Excerpts from students’ written responses and small
group peer-led discussions illustrate some of their responses to and interpretations of the re-versions of the tales, the
interactive nature of the characters and the obtrusive narrator, and the design of the book.
Sylvia Pantaleo is an Associate Professor in the Department of Curriculum and Instruction in the Faculty of Education at the
University of Victoria, British Columbia, Canada. She teaches undergraduate and graduate courses in children’s literature
and all areas of the language arts. 相似文献
7.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献
8.
Hongqi Chu 《Frontiers of Education in China》2007,2(1):1-12
The marketization of education cannot serve as the guiding principle in constructing the modern school system, nor can it
be directly transplanted from modern enterprise system. Because the modern school system is a kind of “educational institution”
rather than an “economical institution”, what it should focus on is not the ownership of property or the distinction of property,
but on the core educational issue, that is, the students’ development. Such a kind of modern school system requires that the
government delegates power to schools to realize academic autonomy in schools (selfgovernance).
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2004, (12): 32–38 相似文献
9.
Scientific Habits of Mind in Virtual Worlds 总被引:8,自引:6,他引:2
In today’s increasingly “flat” world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job
at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke
may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science
labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular,
we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer
online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in “social knowledge construction” rather than social banter.
Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an
evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument. 相似文献
10.
Amy Liu 《Higher Education》2011,62(4):383-397
Framed by historical and contemporary discussions, this article reviews the principal foundations of meritocracy and uses
the public University of California system as a point of departure for examining the connection between meritocracy and higher
education within the context of the United States. Through consideration of four dimensions that inform the concept of meritocracy—merit,
distributive justice, equality of opportunity, and social mobility—this review examines the underlying tenets of meritocracy
to better understand how higher education functions within it. In The Coming of Post-Industrial Society, Daniel Bell (1973) suggested that higher education would become a “defensive necessity.” However, if colleges and universities are to serve
as instruments for creating and expanding opportunity, then higher education must be more profound than simply being reduced
to “defensive necessity,” and it is important for researchers to examine more closely the theoretical concerns of meritocracy
and the higher education implications. 相似文献
11.
Recently there have been many viewpoints as to which private university was founded firstly in modern China. The schools,
such as Fudan University (or the former Aurora Academy), Nankai University, China College, Wuchang Zhonghua University, Nanyang
College and Zhengmeng Academy are all considered to be the first private university. From two keywords: “private” and “university”
and based on many historical materials, this paper draws the conclusion that Nanyang College is the first private university
founded by the Chinese people in modern China.
__________
Translated from Xiandai Daxue Jiaoyu 现代大学教育(Modern University Education), 2007, (4): 10–15 相似文献
12.
Mathematics teaching in Burkina Faso is faced with major challenges (high illiteracy rates, students’ difficulties, and high
failure rates in mathematics, which is a central topic in the curriculum). As evidenced in many of these studies, mathematics
is reputed to be tough, inaccessible, and far from what students live daily. Students here look as though they are living
in two seemingly distant worlds, school and everyday life. In order to better understand these difficulties and to contribute
in the long run to a more adapted teaching of mathematics, we tried to document and elicit the “mathematical resources” mobilized
in various daily life social practices. In this paper, we focus on one of them, the counting and selling of mangoes by unschooled
peasants. An ethnographic approach draws on the observation of the situated activity of counting and selling mangoes (during
harvesting) and on “eliciting interviews” of the involved actors. The analysis of results highlights a richness of structuring
resources mobilized and distributed through this practice, related to what Lave (1988) call “the experienced lived-in-world” and “constitutive order.” The mathematical resources take the form of “knowledge in
action” and “theorems in action” (Vergnaud, Rech Didact Math 10(23):133–170, 1990), embedded in the social, economic, and even cultural structures of actors. 相似文献
13.
Identity Production in Figured Worlds: How some Mexican Americans become Chicana/o Activist Educators 总被引:1,自引:0,他引:1
Luis UrrietaJr. 《The Urban Review》2007,39(2):117-144
Using Holland, Lachicotte, Skinner, and Cain’s (1998) theory of identity and their concept of figured worlds, this article
provides an overview of how twenty-four Mexican Americans came to produce Chicana/o Activist Educator identities. The desire
to raise consciousness (teach for social justice pero con ganas) and “give back to the [their] community” became a very important part of this identity. Using an ethnographic interview
as well as a life history interview methodology, this article specifically focuses on the participants’ conceptual and procedural
identity production in local Chicana/o activist figured worlds (usually in colleges and universities). In these local figured
worlds, the participants produced a more complex process of identity production that was both conceptual and procedural. The
article concludes with broad implications for urban teacher education.
Luis Urrieta, Jr. is assistant professor of cultural studies and education and Fellow in the Lee Hage Jamail Regents Chair
in Education at the University of Texas at Austin. His research interests are in identity, agency, and social movements in
education with a focus on Chicana/o and Indígena (P’urhépecha) education, citizenship and social studies education. 1 University Station D5700, Austin, TX 78712, USA. 相似文献
14.
Our society increasingly uses educational institutions to punish our people. We see this in zero tolerance policies, school-based
arrests, and alternative schooling for “troublesome youth.” This means that schools are actively engaged in criminalizing
our youth than ever before. The introduction offers insight into the broader context of the punitive society where schools
and prisons collide. 相似文献
15.
Evaluating a web based intelligent tutoring system for mathematics at German lower secondary schools
The present study researches the implementation of a web based intelligent tutoring system for mathematics at lower secondary
schools. In recent years, there is growing concern about the worrying situation at German lower secondary schools. Data from
large scale educational assessments in the county of North Rhine-Westphalia (NRW) show that children at lower secondary schools
have an embarrassing paucity of basic mathematical skills (Leutner et al., Lernstandserhebungen 9. Klasse 2004 in NRW: Erster Kurzbericht zur wissenschaftlichen Begleitung, 2004). In order to improve these basic mathematical skills in lower secondary school children, several schools implemented the
web based intelligent tutoring system eFit. The aim of the present research was to investigate whether eFit constitutes an
effective intervention of this target group. The results show that compared to a non-treatment control group, children in
the eFit group significantly improved their arithmetic performance over a period of 9 months. As will be discussed, the findings
have to be treated with cautions because eFit was specifically designed to alleviate mathematical difficulties and therefore
“trained for the test” whereas traditional mathematics instruction followed the regular curriculum. The implications of this
will be considered in the light of existing theory and research. 相似文献
16.
Stuart Fleischer 《Cultural Studies of Science Education》2011,6(1):235-241
In their treatise, Mitchell and Mueller extend David Orr’s notions of ecological literacy (2005) to include biophilia (Wilson
1984) and ecojustice (Mueller 2009). In his writings, David Orr claims that the US is in an “ecological crisis” and that this stems from a crisis of education.
The authors outline Orr’s theory of ecological literacy as a lens to understand Earth’s ecology in view of long-term survival.
In their philosophical analysis of Orr’s theory, Mitchell and Mueller argue that we move beyond the “shock doctrine” perspective
of environmental crisis. By extending Orr’s concept of ecological literacy to include biophilia and ecojustice, and by recognizing
the importance of experience-in-learning, the authors envision science education as a means to incorporate values and morals
within a sustainable ideology of educational reform. Through this forum, I reflect on the doxastic logic and certain moral
and social epistemological concepts that may subsequently impact student understanding of ecojustice, biophilia, and moral
education. In addition, I assert the need to examine myriad complexities of assisting learners to become ecologically literate
at the conceptual and procedural level (Bybee in Achieving scientific literacy: from purposes to practices, Heinemann Educational
Books, Portsmouth, 1997), including what Kegan (In over our heads: the mental demands of modern life, Harvard University Press, Cambridge, 1994) refers to as “Third Order” and “Fourth Order” thinking: notions of meaning-construction or meaning-organizational capacity
to understand good stewardship of the Earth’s environment. Learners who are still in the process of developing reflective
and metacognitive skills “cannot have internal conversation about what is actual versus what is possible, because no ‘self’
is yet organized that can put these two categories together” (p. 34). Mitchell and Mueller indicate that middle school learners
should undergo a transformation in order to reflect critically about the environment with a view toward determining critical
truths about the world. However, if this audience lacks “selective, interpretive, executive, construing capacities” (Kegan
in In over our heads: The mental demands of modern life, 1994, p. 29), assimilating the notions of ecojustice and biophia may be problematic. 相似文献
17.
The Touchstones series of poetry anthologies was first published in the UK between 1968 and 1972 in five volumes. Over a million copies and
three revisions later, Touchstones Now 11–14 appeared in the summer of 2008. Few, if any, books for the classroom can claim such longevity. In this article, the compilers
of the anthologies, Michael and Peter Benton, look back over the 40 years of the series’ life. They reflect upon the principles
which have guided their choices; and the social and political pressures, often exerted by governments, which they have confronted
in their attempt to help school students become enthusiastic, committed and discriminating readers of poetry.
Bionote: Michael and Peter Benton taught in various secondary schools in the UK for 10 years before becoming University Lecturers
in Education. Separately, they have published many articles and academic books on the teaching of English and, together, they
have collaborated on a variety of anthologies for the classroom in addition to the “Touchstones” series, notably their books
on poetry and painting, “Double Vision”, “Painting with Words” and “Picture Poems”. Michael Benton is Emeritus Professor of
Education, University of Southampton; Peter Benton is Emeritus Fellow, St Cross College, & formerly Lecturer in Education,
Department of Educational Studies, University of Oxford. 相似文献
18.
Wolff-Michael Roth 《Educational Studies in Mathematics》2012,80(3):451-473
This text, occasioned by a critical reading of Mathematics Education and Subjectivity (Brown, 2011) and constituting a response to the book, aims at contributing to the building of (post-structuralist) theory in mathematics education. Its purpose was to re/write two major positions that Mathematics Education and Subjectivity articulates: that which it takes with respect to (a) L. S. Vygotsky and the activity theory he gave rise to, which are subject and subjected to critique, and (b) Lacan and his theory of the subject, which radically change signification in and through their adoption in the book. Moving between languages becomes a major issue of theory building captured in the diction “traduttore, traditore” (translating is committing treason). The present text should be read as a contribution to an ongoing dialogue on theory, incomplete and partial, as (perfectly) imperfect as Mathematics Education and Subjectivity itself. 相似文献
19.
Like many readers of this journal, I have long been an advocate of having science students introduced to philosophy of science.
In particular, influenced by the Philosophy for Children movement founded by Matthew Lipman, I have advocated such an introduction
as early as possible and have championed early secondary school as an appropriate place. Further, mainstream science curricula
in a number of countries have, for some time now, supported such introductions (albeit of a more limited sort) under the banner
of introducing students to the “Nature of Science”. In this paper, I explore a case against such introductions, partly in
role as “Devil’s Advocate” and partly exploring genuine qualms that have come to disturb me. Generally speaking, my judgement
is that no justification is available in terms of benefit to the individual or to society of sufficient weight to outweigh
the loss of freedom of choice involved in such forced learning. One possible exception is a minimalist and intellectually
passive “Nature of Science” introduction to some uncontroversial philosophical views about science.
An earlier version of this paper was presented to the Seventh International Conference on the History and Philosophy of Science and Science Teaching, University of Winnipeg, Winnipeg and subsequently published in its proceedings (see my 2003). I am grateful to those who engaged in discussion of the paper upon its presentation. I am also grateful to the advice of
this journal’s anonymous referees. 相似文献
20.
This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We
discuss the importance of transforming university structures that envision service as less important than “scholarship” and
“teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an
ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical
lens that seeks multiple perspectives as we engage in a dialogue about these issues. 相似文献