Index To Chinese Education,Vol. VI (Spring 1973-Winter 1973-74)

I'm a graduate from a professional high school and started to work just last year. Introspective by nature, I like to spend my time listening to music and reading books, and have had little contact with boys. I hadn't met any I liked even after I reached twenty-two. I didn't feel there was anything wrong in that, but my parents got worried and found a boyfriend for me. He's a college graduate, works as a dispatcher, and is of medium stature. At first I was happy to go to the movies with him and walk in the streets. But after a month or so, I felt as though I were with a colleague. He is quite knowledgeable in his own profession, but he doesn't know much about life. I often found his company uninteresting and unexciting. So I wanted to part with him. When I talked to my parents, they strongly disagreed and kept saying how much better his conditions were as compared to mine. I realized how much concern they felt for me, so I didn't insist. But all my subsequent efforts only brought me pain, and I simply couldn't feel the least bit of love for him. During this impasse, his father fell ill and had to have an operation. Before the operation, he had a discussion with my father and requested that our relationship be confirmed. I had a quarrel with my father, but finally gave in and, with a heavy heart, accepted money and a pair of earrings.     

忆童年

再回到小时候常常玩耍的地方，我们会发现，曾经胆怯着不敢跳的台阶现在只需要轻轻一跃；蹒跚学步时，努力要完成的那段距离，现在不过只是简单的一两步；往日需要抬头费力仰视的邻居家大哥哥，现在好像也只高出自己一点点。我们在长大，世界在变小。可童年时代经历的那些喜怒哀乐，不但再也忘不掉，反而像首历久弥新的歌谣越唱越有味道，越唱越有不同的体会……     

‘I really want to make a difference for these kids but it’s just too hard’: one Aboriginal teacher’s experiences of moving away,moving on and moving up

This paper draws on longitudinal data to examine the changing professional identity of one beginning teacher over a three-year period. Using a post-structuralist framework and theories of social class and capital, I highlight the complexities, contradictions and impossibilities of new graduate, Luke, sustaining an identity as ‘Aboriginal teacher’ in Australian schools. I trace the shift in his commitment to working with underachieving Aboriginal boys in challenging school contexts at the beginning of his career, to his move into a middle-class white girls’ school towards the end of his third year of teaching. I suggest this was a result of the ongoing stress associated with the expectation that he take sole responsibility for the education of the school’s Aboriginal students, as well as his own upward social class mobility. The paper concludes by raising a number of concerns for education systems, including the retention of Aboriginal teachers in Australian schools.     

Whose are the Es in EBDs?

Two related incidents prompted me write this paper. First, I was looking through my files of quotes and came across one from a brief conversation some seven years ago with a 14 year old boy – I will call him John. John was responding to a question about an incident in class in his last year at primary school. He said he believed it was “the thing” that resulted in his exclusion from mainstream school. The second incident, or series of incidents, happened over a period of about three weeks in October 1995 when I had a number of telephone calls – including several from teachers – about EBDs. I recognised a common thread running through these that reflected numerous other conversations over the past few years. They also reminded me that, just as Peter Kingston drew attention in an article in the Guardian to the rising tide of emotion in the debate on ADD and ADHD (Kingston, 1995), emotion is evident in very many discussions of EBDs generally. Two quotes sum up this point. The first, the one I just referred to, from John:     

Constructing and experiencing boyhoods in research in London

When Rob was about 14‐years‐old, at an all male boarding school, he was so glad that he did not have a tiny penis like another boy who was called girl. He was popular because he was good at sport, missed his mum and dog terribly but never showed it (except a little to his mum and dog) and talked a lot about girls he fancied. These memories were triggered by an interview based study on the identities of 11‐ to 14‐year‐old boys in London which we conducted from 1997–2000. Rob was the interviewer, and he interviewed boys in groups (45: 36 single sex and nine mixed) and individually (79) in 12 London schools.     

An Australian s Perspective of an American University

Since high school I have always wanted to study in a country other than my own. However my parents always informed me that it was too expensive. This was until luck turned my way one day while I was at university. My advisor called me and asked me to go and see him as soon as possible. I just knew it had to be good news. I could barely stand the suspense and went to his office with a nervous happiness in my tummy My advisor told me that I had been offered a scholarship to study at Central Washington Univers...     

My Friend

<正>Tom King is my good friend. He works hard at his lessons. He is one of the best students in our class. He likes basketball and football. We often play together.There are four people in his family. His father worked on a farm three years ago, but now he is a manager of a company in Beijing. His mother is an English teacher of a college and his brother is a worker. The Kings have been in Beijing for three years since they came to work in China.One day, Tom and I went fishing by the river near our school. Half an hour later, Tom caught four fish and I caught five. Tom said to me,"You are good at fishing.""Thank you. You     

ללמוד וללמד את העתיד

I came into Jewish Education through the back door. I had never attended Hebrew Teachers' College nor a Hebrew High School, having received private instruction in Bible and Talmud from two teachers. The first was an unsuccessful real-estate salesman and the second a teacher at a Brooklyn yeshivah. Contrary to all the professional theories, the real-estate man turned Hebrew teacher was more successful with me. He taught me a love of the Bible, especially the major Prophets, which has endured until today and has informed my philosophy of life. I was not as zealous a student as he was a teacher. Quite often he had to go a block or two from our house to “snatch” me away by a crook of the finger from a ball-game. Once seated with him, his love of the Bible transmitted itself to me and he would make me learn chapters by heart and as though I were Isaiah addressing the people of Jerusalem.     

Value-Added Assessment from Student Achievement Data: Opportunities and Hurdles CREATE NATIONAL EVALUATION INSTITUTE July 21, 2000

Let me share with you how honored I am to receive an award named after the late Dr. Jay Millman. In 1983, after completing the first of our research studies that began our continuing work in value-added, our report was sent by officials in the Tennessee Department of Education for review by Dr. Millman. It is no secret that many in the Department at the time were assuming that his anticipated critical review would put an end to such a preposterous idea—that student achievement data could be used as part of teacher evaluation. Days turned into weeks; each time that I would inquire of the Department as to when we would hear from the review, I was always told that they had not received it. One day I called Dr. Millman and explained my frustration of not hearing from the review and inquired as to when it might be available. He immediately interrupted and explained that he had sent the review several weeks previous to that day and that he would be glad to send me a copy of his remarks, obviously very angry that they had not been passed on to me. Upon receiving and reading his review, it became obvious why I had not received a copy from the Department. Even though he raised many important questions, his review was most objective and generally very positive. Later, he asked us to submit chapters to the book on student outcomes assessment models that he edited. In all of my interactions with Jay, I developed the utmost respect for this distinguished scholar, and I am glad that fate let our paths cross.     

Living with a disability that others do not understand

Last year, Martyn Rouse organised a project focused on inclusive education for the British Council. As part of the link between the University of Cambridge, the Ministry of Education in Kenya and Kenyatta University, your editor was lucky enough to be invited to visit Kenya. Martyn and I spent much of our time running workshops and attending meetings, but we were also able to visit some schools in far-flung rural areas. I recall walking into one village where a group of school children were walking down the street in an orderly line. When they saw us, their curiosity and excitement overtook them and they started to call out: 'mzungu! mzungu!', which means 'white man'. They laughed and waved and it was an unusual, and rather pleasant, feeling for me to be regarded as something so exotic and rare. But when I met Alex Munyere, at a workshop on inclusive education in Nakuru, I came to see another side to the experience of being perceived as different. Alex has albinism, which means that he has blond hair and white skin and experiences some difficulties with his sight. He is also a member of the Maasai community, who traditionally live under the broad, tropical skies of the heartlands of Kenya. In this article, Alex Munyere recalls his childhood and his life at school. He provides a fascinating first-hand account of the experience of living with a disability. Alex is now a respected professional who works with children with special educational needs in the assessment centre in Kajiado district in Kenya. He is a quiet and dignified man but he is passionately committed to the development of inclusion in his country. These qualities are evident in the thoughtful reflections he provides here on the relationships between specialist provision and the development of an inclusive society. I suggest that Alex's story can be instructive for us all.     

哈佛大学敞开更多的大门

When I arrived as a freshman at Harvard 25 years ago, I was in alien territory. I had a check from my dad for $300, which was supposed to last until I found a job. One of my dorm mates, on the other hand, told me that he had $7,000 in his checking account.     

微笑

一想到自己明天就没命了,不禁陷入极端的惶恐。我翻遍了口袋,终于找到一支没被他们搜走的香烟,但我的手紧张得不停发抖,连将烟送进嘴里都成问题,而我的火柴也在搜身时被拿走了。我透过铁栏望着外面的警卫,他并没有注意到我在看他,我叫了他一声：“能跟你借个火吗？”他转头望着我,耸了耸肩,然后走了过来,点燃我的香烟。     

The Teaching of Mathematics‐‐IV TEACHING ARITHMETIC BY CONCRETE ANALOGY‐‐I. MIMING DEVICES (Continued)

The hypotheses that the mobile life of the service boy deprives him of opportunities to develop his self‐concept to the level of his geographically stable peers, and that the category system he uses to interpret and predict the behaviour of others will also be less developed, were examined. Two groups of 15‐year‐old boys, one group in an Army school in Germany, one group of geographically stable boys at school in Britain, were compared on a form of repertory grid test and some support for these hypotheses was found.

A possible explanation of this conceptual impairment is that the instability of his way of life leaves the child bewildered and unable to cope with the task of making judgements about himself or others. His sources of information and instruction are too many and too often changed, and because of this he may fail to develop skill in self‐assessment and the assessment of others. He may also retreat from too precise an assessment because of repeated failure in predicting the behaviour of others, and a need to defend himself against the anxiety engendered by the awareness of poor understanding and limited control.     

将烦恼挂起来

我雇了一个水暖工帮我整修旧农庄里的住宅。第一天的活刚干了个大概齐,他的车胎没气了,结果有一小时没法干活;他的电钻没法使了;他那老掉牙的卡车也发动不着了。我开车送他回家时,他坐在那儿纹丝不动,沉默不语。     

A case study of a career in education that began with “Teach for America”

In this article I share the results of a seven‐year case study of an educator who began his career without formal preservice teacher education, as a participant in Teach for America. Steven (a pseudonym) began teaching mathematics in an urban middle school, later teaching social studies to English language learners, and is currently a principal of an urban charter school. Using a narrative/biographical research method, I have documented how Steven combined his personal resources, the confidence he gained from participating in Teach for America, and, because he began taking professional coursework in his second year of teaching, his emerging understanding of the foundations of teaching and learning (i.e. what he learned at the university) to form the educator he has become. His growth in understanding the culture of his students is a particularly compelling part of his story. Implications for contemporary teacher education are discussed, including the role of multicultural education courses and why customized teacher education programs should become more commonplace.     

Self-confidence and Success

I have known my best friend Justin for several years. In my opinion, he is an open and clear boy. He is full of humor, and always makes fun of me. I used to think that he had no troubles until the day I found I was wrong. Behind his sunny smile, there is an inferior heart.     

Is Jimmy Really so Different? Learning and making-meaning in work and non-work contexts

In this paper I use a single case-study to map the transition of a young person as he moved from school into work. My purpose is to illuminate the shape and character of his learning in work and its relation to education. Not only do I authenticate the social and situated composition of his learning, but show that this was grounded as a continuing accomplishment in his unfolding experience. Out of school, Jimmy did not cease to be a learner. Indeed, the character and manner of his learning in work was not dissimilar to that which was experienced by other young people who chose to continue, directly and formally in school or college, with their training and education.     

Humour as a resource and strategy for boys to gain status in the field of informal school

Through a feminist approach this paper illustrates how humour is used as a resource and strategy for status among Finnish school boys and in constructing culturally accepted masculinity in the field of informal school. Based on interview and observation material collected in three schools, the results suggest that although humour is often affiliative and positive in nature, exclusive, violent humour is also used as a resource and strategy, which might have serious consequences on targeted students’ lives. The effect of humour as a symbolic resource of status depends not only on context and power relations between the agents, but also on a credible, strategic usage of the resources available to a boy. Humour has an important influence on constructing masculinities and the social status of boys. Furthermore, the status of a boy defines the value of his humour among his peer group.     

Some family matters that affect young children

I recall a teacher who helped an apprehensive boy become adjusted to his classroom without his mother. His teacher enumerated the various body parts that he had brought to school that day—“his arms, legs, eyes, ears” and so on. He watched with anticipation for a while, then looked up wearily at her and said, “I know I'm all here. Butwhy am I here?”     

A research base for new objectives of science teaching

A bright year 7 student was going through the usual steps that lead to the concept of density and its values for wood and brass and aluminium. After mensurating the volumes of cuboids of these materials he was observing the volume of liquid they displaced in a measuring cylinder. As he carefully pushed the wooden cuboid below the surface, I asked him, “Why do you have to push the wood down?” “Because it floats otherwise”, he replied. “Why didn't you have to push the aluminium down?” “Because there was not enough water to make it float”. “Tell me more”, I said. “Well, sir, you must have seen metal ships floating on the sea. If there's enough water, metal will float, but not in a little bit like this”. Just after describing for me how liquid acetone evaporated if it is placed on your skin, a first year university chemistry student with good test results was unable to give me any examples of a liquified gas. When pressed he muttered “Solids, liquids, gases” (A strangely immutable sequence that has neither evolutionary nor biblical support.) and said he thought the cO in a cylinder was probably liquid. Gases could be liquified by lowering the temperature, he said. On being asked to describe what would happen if he steadily cooled down the air in a space, he began by quoting, “Air molecules, being particles moving very rapidly with energy proportional to temperature”. As he cooled them down in thought, he held out his hands and slowed down the vibration of his fingers about a point in space. Finally, his fingers stopped and he said, “It's nothing”. “What do you mean, has it disappeared?” I said. “No”, he replied, but it's no longer a gas, and it's not a liquid or a solid. They are all just there suspended in space. It's no-thing”.