This article explores Vanessa Anthony-Stevens and Sammy Matsaw’s paper “The productive uncertainty of Indigenous and decolonizing methodologies in the preparation of interdisciplinary STEM researchers”. That paper reports on a small qualitative study on how STEM students in the field of natural resources management react to the inclusion of Indigenous ways of knowing in their interdisciplinary research methodologies course. The authors are engaging contested intersections of knowledge that are notoriously difficult to negotiate. I argue that the inclusion of Indigenous ‘ways of knowing’ into the water resource management curriculum is based on Morgan’s (in: McKinley, Smith (eds) Handbook of indigenous education, Springer, Singapore, pp 111–128, 2019. https://doi.org/10.1007/978-981-10-3899-0) idea of the ‘guest paradigm’. At the same time, and in contrast, I also argue that the inclusion of Indigenous knowledge in the curriculum cannot just occur in the classroom but needs to be considered at an institutional and individual level as well. The project should be seen as a small step within a wider Indigenous agenda of decolonizing the Eurocentric curriculum.
The Management of Change: universities, state and economy in Australia, Canada and the United Kingdom, HENRY D.R. MILLER, 1995, Buckingham: Society for Research into Higher Education/Open University Press. viii + 183pp, ISBN 0-3355-19089-8 (hardback) The Postmodern University? Contested Visions of Higher Education in Society, ANTHONY SMITH & FRANK WEBSTER (Eds), 1997, Buckingham: Society for Research into Higher Education/Open University, Press. xi + 125pp. ISBN 0-335-19958-5 (paperback), ISBN 0-335-19959-3 (hardback) 相似文献
Merrill’s (Education Tech Research Dev 50(3):43–59, 2002, First principles of instruction. In: Reigeluth CM, Carr-Chellman A (eds) Instructional-design theories and models: building a common knowledge base, vol III. Lawrence Erlbaum Associates, Hillsdale, NJ, pp 41–56, 2009) first principles have become ubiquitous in the instructional design literature and in the syllabi of instructional design graduate programs. Some consider first principles to be universal, that they are applicable to all instructional situations. To examine this closer, this research examines the galaxy question posed by Reigeluth and Carr-Chellman (Situational principles of instruction. In: Reigeluth CM, Carr-Chellman A (eds) Instructional-design theories and models: building a common knowledge base, vol III. Lawrence Erlbaum Associates, Hillsdale, NJ, pp 57–68, 2009a), which hypothesizes that universal principles and/or methods of instruction are unlikely. To examine the galaxy question, and to replicate and generalize instructional theory findings from previous research, this research asked two groups of instructional designers (one group from an Introductory instructional design course, and another group in a Capstone course) to rate the usefulness of 26 instructional methods for No Conditions (values), Situation (first principles), and Scenarios (rich conditions). The results show no significant difference in values about methods between the two groups, suggesting that the source of designer values comes from individual learning experiences, and not dominant group socialization as predicted. Furthermore, the results replicate and generalize findings from prior research. Overall, the results suggest that first principles are not universal, and the researcher suggests that another first principle be added to Merrill’s first principles model to better represent the interests of the affective domain.
The measurement of online self-regulation processes is a very important issue and in this rejoinder to Ainley and Patrick (this issue) I am arguing that including measures of metacognitive experiences, in conjunction with measures of other affective experiences, in various phases of task processing can increase the reliability and validity of online measures and our understanding of the self-regulation process. Furthermore, behavioral and performance measures as well as thinking aloud protocols can enrich not only the reliability and validity of our measures but also our awareness of the factors involved in the formation of the various facets of subjective experiences, be it affective or metacognitive.
Children struggle to stop inappropriate behaviors. What interventions improve inhibitory control, for whom, and why? Prior work suggested that practice proactively monitoring for relevant signals improved children’s inhibitory control more than practice with motoric stopping. However, these processes were not clearly dissociated. This study tested 162 seven- to nine-year-old children (89 female, 72 male, 1 unreported; 82% White) on the stop-signal task, following monitoring or stopping-focused practice. Both methods improved inhibitory control, supported generalization, and interacted ( = .20–.73). Practice approaches differentially impacted variability ( = .01–.09). Only monitoring benefits showed signs of depending upon proactive control ( = .02). These findings highlight unique contributions of attentional and stopping processes to inhibitory control, suggesting possibilities for tailored interventions. 相似文献
This meta-analysis examined concurrent associations between aggression, withdrawal, assertion, and prosocial behavior and each of positive and negative friendship quality across studies with 22,657 children and adolescents (Mage = 11.71 years; 51.7% girls; 67.7% White). Studies were published between 1995 to 2021 and 32.4% were conducted outside of North America. Aggression was linked to more negative, = .19, 95% CI [.14, .24], and less positive, = −.05 [−.08, −.01], friendships. Withdrawal was associated with less positive friendships, = −.13 [−.18, −.08], whereas prosocial behavior was related to more positive, = .29 [.22, .37], as well as less negative, = −.16 [−.20, −.12], friendships. Assertion was related to more positive friendships, = .15 [.01, .28]. 相似文献
AbstractEpicurean Simplicity, by Stephanie Mills. Washington, DC: Island Press/Shearwater Books. 2002. Hardcover. 218 pages. $22.00. ISBN 1-55963-689-0. Democracy in Practice: Public Participation in Environmental Decisions, by Thomas C. Beierle and Jerry Cayford. Washington, DC: Resources for the Future. 2002. Paperback. 149 pages. $18.95. ISBN 1-891853-54-6. Human Ecology: Basic Concepts for Sustainable Development, by Gerald G. Marten. Sterling, VA: Earthscan Publications Ltd. 2001. Paperback. 238 pages. $24.95. ISBN 1-85383-714-8. Aldo Leopold and the Ecological Conscience, edited by Richard L. Knight and Suzanne Riedel. New York: Oxford University Press. 2002. Paperback. 190 pages. $19.95. ISBN 0-19-514944-0. Guide To Sustainable Development and Environmental Policy, edited by Natalia Mirovitskaya and William Ascher. Durham: Duke University Press. 2001. Paperback. 592 pages. $34.95. ISBN 0-8223-2745-7. Teaching About Climate Change, edited by Tim Grant and Gail Little-john. 2001. Lewiston, NY: New Society Publishers/Green Teacher. 58 pages. Paperback. ISBN 0-86571-437-1. $12.95. Interpretation for the 21st Century: Fifteen Guiding Principles for Interpreting Nature and Culture (2nd ed.), by Larry Beck and Ted Cable. Champaign, IL: Sagamore. 2002. Paperback. 204 pages. $24.95. ISBN 1-57167-522-1. 相似文献
Personality has been given several definitions. Nevertheless these may be classified into two categories, namely: (1) as an inner essential nature of man, and (2) as some outward appearance of man. The concept of personality held by the Yoruba people of Nigeria conforms to this dual pattern. The inner essence of personality is known as ori (inner head) while the external manifestation is iwa (character, behaviour). Two other components of the person are gbn (wisdom) and i (work or skill). Ori is independent and the prime motivator of human action. It is conceived of as both the carrier of destiny and as a kind of guardian angel. It is not subject to education. gbn and i on the other hand are the main objects of education. Much of iwa is determined by ori, but education for gbn may modify iwa.Yoruba ontology of motivation stipulates that three factors are responsible for motivating human action: (1) Ori; (2) Aiye — the psychosocial environment; (3) Orisa — the pantheon of deities. Traditional education is mostly informal but some West African tribes operate formal schools known as poro or sande. Curricula in these schools conform to the Yoruba aims of education, thus confirming that there are probably strong communalities in aims of traditional education among several West African tribes.Western education has often led to conflicts in the educated individuals. Such conflicts often can be traced to failure to take account of the traditional perception of personality. A closer study of such perceptions of personality in each community may prove fruitful for diagnostic and remedial purposes in educational reform. 相似文献
Recent research has established that 5- to 6-year-old typically developing children in a left–right writing culture spontaneously reverse left-oriented characters (e.g., they write Open image in new window instead of J) when they write single characters. Thus, children seem to implicitly apply a right-writing rule (RWR: see Fischer & Koch, 2016a). In Study 1, the reversal of all asymmetrical digits and capital letters by 356 children was modeled with a simple Rasch model, which describes reversal as the outcome of two competing responses, correct writing and writing in the cultural direction of writing. It accounts for the high frequency of reversals of the left-oriented characters (3, Z, J, 1, 2, 7, 9), as predicted by the RWR. Study 2 investigated letter reversals when children spontaneously write their name from right to left. Most of the 204 children in the study radically changed the direction of the RWR by reversing mainly the right-oriented letters (B, C, D, E, F, G, K, L, N, P, R, S). Hence, a more universal formulation of the RWR would be as an implicit rule orienting characters in the writing direction. This reformulated rule is consistent with the “spatial agency bias” model (Suitner & Maas, 2016), according to which writing direction affects thoughts and actions. Visual and motoric statistical learning may favor bootstrapping of the rule. Taken together, these data demonstrate the prominent role of culture in a phenomenon—character reversal or mirror writing—which has often been presented uniquely as biologically determined. 相似文献
Purpose: Through an analysis of a social farming (SF) case study, this article investigates how collaboration and knowledge co-creation between different actors can support the process of rural transition in order to stimulate innovation in the welfare system using agricultural resources.
Methodology: We used the ‘Antecedent-Process-Outcome Framework’ developed by Wood and Gray [1991. “Toward a Comprehensive Theory of Collaboration.” The Journal of Applied Behavioral Science 27 (2): 139-162] and adapted by Thomson and Perry [2006. “Collaboration Processes: Inside the Black Box.” Public Administration Review 66 (s1): 20-32], to analyse the collaborative process within the Board of Social Farming (BSF) in Valdera, Italy. The BSF in Valdera is particularly important as it was the first transition arena developed in Italy for SF development.
Findings: The article highlights the difficulties and opportunities encountered by the BSF in the knowledge co-creation and collaboration, and identifies key elements to facilitate innovation in SF and more generally in transition processes.
Practical implications: The article aims to generalize crucial practical elements in the relationship between collaborative approaches and innovation in the field of innovative welfare society, which is increasingly key to rural transition.
Theoretical implications: Innovation in SF is complex due to the need to identify new knowledge, diverse kinds of organizations and innovative interactions among many private and public stakeholders. The article explores the concept of collaboration in SF in order to re-define the production of public and private goods within local and rural communities.
Originality: The article aims to contribute to the ongoing discussion on the advantages and disadvantages of collaboration in order to reinforce rural transition pathways. 相似文献
Since early 1974, a pilot project for integrated teacher training has been in progress at Oldenburg University. This is currently the only extensive teacher training reform which exist in the German Federal Republic.
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
Despite persistent class and race inequalities in educational attainment and achievement in the U.S., hegemonic cultural ideologies and urban education politics and policies continue to proceed from an insistence that education is the great equalizer. These ideologies do not take into account the ways that normative school culture and pedagogical praxes take for granted middle-class, white-supremacist cultural assumptions that privilege student populations whose social locations already probabilize high rates of achievement and attainment. Vast research published in The Urban Review and elsewhere has demonstrated the importance and efficacy of culturally sustaining pedagogy for improving outcomes for economically marginalized students of color (Allen in Urban Rev 47(1):209–231, 2015; Delpit in Harv Educ Rev 56(4):379–386, 1995; Farinde-Wu et al. in Urban Rev 49(2):279–299, 2017; Gay in culturally responsive teaching: theory, research, and practice, Teachers College Press, New York, 2010; Graves in Berkeley Rev Educ 5(1):5–32, 2014; Jemal in Urban Rev 49(4):602–626, 2017; Ladson-Billings in Crossing over to Canaan: the journey of new teachers in classrooms, Jossey-Bass, San Francisco, 2001, The dreamkeepers: successful teachers of African American children, Jossey-Bass Publishers, San Francisco, 2009; Lee in Culture, literacy and learning: taking bloom in the midst of the whirlwind, Teachers College Press, New York, 2006; Marciano in Urban Rev 49(1):169–187, 2016; Nieto in Language, culture, and teaching: critical perspectives, Routledge, New York, 2010; Paris in Educ Res 41(3):93–97, 2012; Paris and Alim in Culturally sustaining pedagogies: teaching and learning for justice in a changing world, Teachers College Press, New York, 2017; Wiggan and Watson in Urban Rev 48(5):766–798, 2016; Yosso in Race Ethn Edu, 8(1):69–91, 2005). This article uses rich ethnographic data from a transfer school in Brooklyn, New York that serves financially insecure youth of color who are “over-age and under-credited.” These data and my analysis showcase the expertise and indigenous knowledges of teachers who practice cultural relevance and critical racial awareness in order to engage, retain, graduate and prepare students who are historically and presently marked for failure by an education system that has always been more adept at reproducing social inequality than disrupting it (Borck in Qual Inq 20(10):1–8, 2016).
This article is a reflection focused on Licona and Kelly’s (Cult Stud Sci Educ. https://doi.org/10.1007/s11422-019-09946-7, 2019) paper dealing with translanguaging in science classrooms within a SSI context. I use a number of points that the authors of the original paper make to prompt my thinking about teaching in multilingual contexts, the most common type of classroom in the world. The original paper is a case study that has the advantage of dealing in depth with the specific details of the situation that unfolded. In this paper I try to place some of those issues in a much wider general context, something that is not available to the original authors since their methodology does not allow that to be done. I use my own work as a researcher of mathematics education (the crucial tale or tail-end of STEM/STEAM or maybe the foundation of the other branches?) both in Australia and Papua New Guinea and elsewhere to give a different context for this reflection, and occasionally experiences within my own family. I also write as a monolingual peering into the worlds of multilinguals, with all its inherent limitations and yet the position of many teachers and researchers. Taken together one hopes that these issues, first seen in the in-depth microstudy, then set against a much broader context, will help our peer community grasp again something of the importance of studying the language context of teaching/learning science.
Agnotology is a term that has been used to describe the study of ignorance and its cultural production (Proctor in Agnotology: the making and unmaking of ignorance. Stanford University Press, Stanford, 2008). For issues that are contentious in the societal realm, though largely not in the scientific realm, such as human evolution or the broad basics of human-induced climate change, it has been suggested that explicit study of relevant misinformation might be a useful teaching approach (Bedford in J Geogr 109(4):159–165, 2010). Recently, Legates et al. (Sci Educ. doi:10.1007/s11191-013-9588-3, 2013) published an aggressive critique of Bedford’s (J Geogr 109(4):159–165, 2010) proposals. However, the critique is based on a comprehensive misinterpretation of Bedford’s (J Geogr 109(4):159–165, 2010) paper. Consequently, Legates et al. (Sci Educ. doi:10.1007/s11191-013-9588-3, 2013) address arguments not actually made by Bedford (J Geogr 109(4):159–165, 2010). This article is a response to Legates et al. (Sci Educ. doi:10.1007/s11191-013-9588-3, 2013), and demonstrates their errors of interpretation of Bedford (J Geogr 109(4):159–165, 2010) in several key areas: the scientific consensus on climate change; misinformation and the public perception of the scientific consensus on climate change; and agnotology as a teaching tool. We conclude by arguing that, although no single peer-reviewed publication on climate change, or any other scientific issue, should be accepted without due scrutiny, the existence of a scientific consensus—especially one as overwhelming as exists for human-induced climate change—raises the level of confidence that the overall findings of that consensus are correct. 相似文献
