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1.
Janice E. Jackson 《Journal of Educational Change》2007,8(2):105-109
Today’s media is filled with stories of man’s inhumanity toward man. Education journals are replete with assessments of educators
as failing to meet the demands of the modern world. Jansen offers stories of hope to counterbalance the bombardment of negative
stories. His research “explores the character of leadership in transition societies”. He draws portraits of three educators,
in leadership roles, whose lives provide a moment for us to catch our breath and remember that leaders have choices about
how they will live out their roles in ways that are grounded in social justice
相似文献
Janice E. JacksonEmail: |
2.
Steve Kogan 《Academic Questions》2007,20(3):219-234
In our summer 2006 issue, we ran a comprehensive overview of how postmodernism has degraded composition on our campuses. Steve
Kogan enlarges that indictment and charges that the movement has deliberately corrupted every area of English instruction—from
the acquisition of skills and knowledge to the more fundamental mission of developing in students the habits of disciplined
learning.
Steve Kogan is a retired professor of English at the Borough of Manhattan Community College of the City University of New York. He continues to write and publish on literary and academic subjects. 相似文献
Steve KoganEmail: |
Steve Kogan is a retired professor of English at the Borough of Manhattan Community College of the City University of New York. He continues to write and publish on literary and academic subjects. 相似文献
3.
This article introduces a research study on student model formation and development in introductory mechanics. As a point
of entry, I present a detailed analysis of the Long Decay Model of one-dimensional projectile motion. This model has been
articulated by Galileo (in De Motu) and by contemporary students. Implications for instruction are discussed.
Mark Lattery is an Associate Professor of Physics at the University of Wisconsin Oshkosh. He holds a Ph.D. in experimental high-energy physics from the University of Minnesota. His current research interests include physics education and the history of physics. 相似文献
Mark Joseph LatteryEmail: |
Mark Lattery is an Associate Professor of Physics at the University of Wisconsin Oshkosh. He holds a Ph.D. in experimental high-energy physics from the University of Minnesota. His current research interests include physics education and the history of physics. 相似文献
4.
George R. La Noue 《Academic Questions》2007,20(4):295-306
When the Supreme Court pronounces on race and education it makes headlines. On 28 June 2007 the Supreme Court revealed its
long-anticipated decisions on Parents Involved in Community Schools v. Seattle School District No. 1 and Meredith v. Jefferson County, proving that maneuvering the minefield of America’s race relations is just as difficult and divisive as it has ever been.
In this carefully constructed essay, George R. La Noue examines the details of these cases and the implications of their decisions
on K–12 and higher education. The future role of race in admissions, scholarships, hiring, classes, housing, recruiting, and
contracting are all discussed. Facts may be stubborn things, but for some justices constitutional law seems to be infinitely
malleable. Divisions in the Supreme Court place increased importance on state constitutional initiatives. Professor La Noue
warns that from a political standpoint, Americans need to reaffirm our core value that individuals have the right not be discriminated
on the basis of race.
George R. La Noue is professor of political science at the University of Maryland, Baltimore County, Baltimore, MD 21250; glanoue@umbc.edu. He is co-author with Barbara Lee of Academics in Court: The Consequences of Academic Discrimination Litigation (University of Michigan Press, 1987). 相似文献
George R. La NoueEmail: |
George R. La Noue is professor of political science at the University of Maryland, Baltimore County, Baltimore, MD 21250; glanoue@umbc.edu. He is co-author with Barbara Lee of Academics in Court: The Consequences of Academic Discrimination Litigation (University of Michigan Press, 1987). 相似文献
5.
Thomas Uebel 《Science & Education》2009,18(2):161-168
This paper comments on Reisch’s book How the Cold War Transformed Philosophy of Science. Overall supportive of Reisch’s project and perspective, it raises certain points where the data appear inconclusive and
either provides additional support or briefly explores some interpretative alternatives.
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
Thomas UebelEmail: |
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
6.
7.
The Durkheimian concept of the density of social relationships may prove more fruitful than the historical materialist notion
of a social hierarchy for thinking about the social location of epistemic agents in science. To define a scientist’s social
location in terms of the density of her professional relationships with other scientists permits us to give a more precise
characterization of marginalization and thus to formulate more testable hypotheses about marginalized groups in science. The
notion of social density helps to explain not only how some individual scientists are more likely than others to get a hearing
for their ideas, but also how scientific inquiry flourishes more in some societies than in others.
Warren Schmaus is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh. 相似文献
Warren SchmausEmail: |
Warren Schmaus is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh. 相似文献
8.
Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
相似文献
Calvin KalmanEmail: |
9.
Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(3):595-599
Research on teacher identities is both important and increasing. In this forum contribution I re-interpret assertions about
an African American science teacher’s identities in terms of Jonathon Turner’s (2002) constructs of role identity and sub-identity. I contest the notion of renegotiation of identities, suggesting that particular
role identities can be brought to the foreground and then backgrounded depending on the situation and the need to confirm
a sub-identity. Finally, I recommend the inclusion of teachers’ voices in identity research through greater use of co-authoring
roles for teachers.
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
Stephen M. RitchieEmail: |
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
10.
Fengfeng Ke Christopher Hoadley 《Educational technology research and development : ETR & D》2009,57(4):487-510
This article reviews recent evaluation studies of online learning communities to provide a systematic understanding of how
such communities are evaluated. Forty-two representative studies were selected and categorized into a newly developed taxonomy
of online learning community evaluations. This taxonomy is divided into four components: evaluation purpose, evaluation approach,
measures for evaluation, and evaluation techniques. The findings suggest that it is inappropriate to conceptualize evaluation
of such communities as a one-size-fits-all, generalizable measure of “good” or “bad.” Instead, we recommend a comprehensive,
on-going, diagnostic approach to measuring clusters of indicators, or syndromes, of a particular OLC and examining the causal relation assumed by the evaluators between what is measured and the success
of OLC as an imputed outcome.
Fengfeng Ke is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning. 相似文献
Christopher HoadleyEmail: |
Fengfeng Ke is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning. 相似文献
11.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
12.
Nondeterminism is a fundamental concept in computer science that appears in various contexts such as automata theory, algorithms
and concurrent computation. We present a taxonomy of the different ways that nondeterminism can be defined and used; the categories
of the taxonomy are domain, nature, implementation, consistency, execution and semantics. An historical survey shows how the
concept was developed from its inception by Rabin & Scott, Floyd and Dijkstra, as well as the interplay between nondeterminism
and concurrency. Computer science textbooks and pedagogical software are surveyed to determine how they present the concept;
the results show that the treatment of nondeterminism is generally fragmentary and unsystematic. We conclude that the teaching
of nondeterminism must be integrated through the computer science curriculum so that students learn to see nondeterminism
both in terms of abstract mathematical entities and in terms of machines whose execution is unpredictable.
Michal Armoni is a postdoctoral fellow at the Department of Science Teaching of the Weizmann Institute of Science. She received her PhD in science teaching from the Tel Aviv University, and her BA and MSc in computer science from the Technion. Her research interests are in the teaching and learning processes in computer science, in particular of fundamental concepts such as reduction and nondeterminism. She is currently on leave from the computer science department of the Open University of Israel. She has extensive experience in developing learning materials in computer science and in teaching the subjects at all levels from high school through graduate students. Mordechai Ben-Ari is an associate professor in the Department of Science Teaching of the Weizmann Institute of Science. He holds a PhD in mathematics and computer science from the Tel Aviv University. In 2004, he received the ACM/SIGCSE Award for Outstanding Contributions to Computer Science Education. He is the author of numerous computer science textbooks and of Just a Theory: Exploring the Nature of Science (Prometheus 2005). His research interests include the use of visualization in teaching computer science, the pedagogy of concurrent and distributed computation, the application of theories of education to computer science education and the nature of science. 相似文献
Michal Armoni (Corresponding author)Email: |
Mordechai Ben-AriEmail: |
Michal Armoni is a postdoctoral fellow at the Department of Science Teaching of the Weizmann Institute of Science. She received her PhD in science teaching from the Tel Aviv University, and her BA and MSc in computer science from the Technion. Her research interests are in the teaching and learning processes in computer science, in particular of fundamental concepts such as reduction and nondeterminism. She is currently on leave from the computer science department of the Open University of Israel. She has extensive experience in developing learning materials in computer science and in teaching the subjects at all levels from high school through graduate students. Mordechai Ben-Ari is an associate professor in the Department of Science Teaching of the Weizmann Institute of Science. He holds a PhD in mathematics and computer science from the Tel Aviv University. In 2004, he received the ACM/SIGCSE Award for Outstanding Contributions to Computer Science Education. He is the author of numerous computer science textbooks and of Just a Theory: Exploring the Nature of Science (Prometheus 2005). His research interests include the use of visualization in teaching computer science, the pedagogy of concurrent and distributed computation, the application of theories of education to computer science education and the nature of science. 相似文献
13.
David J. Rothman 《Academic Questions》2007,20(2):94-111
A report from the National Endowment for the Arts, among much other such research, reveals that literacy is in serious decline
in America. Ramifications of this decline extend beyond English and language departments to affect all other disciplines,
ultimately raising the question of how a democracy can function when its citizens abandon the written word. There are ways,
David Rothman says, for academics to counteract this trend, venturing outside the walls to foster the literacy of younger
children. Those who take on such challenges may find that departmental politics recede somewhat, and they may rediscover faith
in the possibilities of education-and even in themselves.
David J. Rothman has taught for years in both higher education and K-12. He is currently at Western State College in Crested Butte, CO, where he conducts courses in Composition and Basic Writing. His second book of poems The Elephant’s Chiropractor, was runner-up for the 1999 Colorado Book Award. 相似文献
David J. RothmanEmail: |
David J. Rothman has taught for years in both higher education and K-12. He is currently at Western State College in Crested Butte, CO, where he conducts courses in Composition and Basic Writing. His second book of poems The Elephant’s Chiropractor, was runner-up for the 1999 Colorado Book Award. 相似文献
14.
Ricardo Lopes Coelho 《Science & Education》2009,18(8):961-983
Some physicists have pointed out that we do not know what energy is. Many studies have shown that the concept of energy is
a problem for teaching. A study of the history of the concept shows that the discoverers of energy did not find anything which
is indestructible and transformable but rather that the concept of energy underwent a change of meaning and energy was considered
a substance towards the end of the nineteenth century. In distinguishing between the treatment of phenomena and the theories
carried out by Mayer and Joule, it can be concluded that they established equivalences between different domains, such as
motion and heat, motion and electricity or position and motion. This complies with the interpretation presented in textbooks
published about a century ago and enables us to overcome some difficulties with the concept of energy.
Ricardo Lopes Coelho has been a “professor auxiliar” at the Faculty of Sciences of the University of Lisbon, since 1997, and a “Privatdozent” at the Technical University of Berlin, since 2001. He studied piano, philosophy and physics in Portugal, did his PhD at the TU-Berlin, with a dissertation on Hertz’s Principles of Mechanics, and the Habilitation in History and Philosophy of exact Sciences, with a dissertation on the concept of force, at the same University. Among others, he published some writings concerning his main research interest, the understanding of scientific concepts and principles through its past and philosophy. 相似文献
Ricardo Lopes CoelhoEmail: |
Ricardo Lopes Coelho has been a “professor auxiliar” at the Faculty of Sciences of the University of Lisbon, since 1997, and a “Privatdozent” at the Technical University of Berlin, since 2001. He studied piano, philosophy and physics in Portugal, did his PhD at the TU-Berlin, with a dissertation on Hertz’s Principles of Mechanics, and the Habilitation in History and Philosophy of exact Sciences, with a dissertation on the concept of force, at the same University. Among others, he published some writings concerning his main research interest, the understanding of scientific concepts and principles through its past and philosophy. 相似文献
15.
The intensifying globalization has made street survival more brutal and miserable for homeless children, especially in Third World countries. Sanmao, the Vagrant is a wordless picture book which tells of the adventures of a boy named Sanmao in streets of Shanghai during WWII. The essay analyzes how the artist’s ingenious visual narrative authentically anticipates the omnipresent impact of globalization on innocent children. Sanmao’s survival totally relies on his resilience and proactivity. He falls prey to unbridled exploitation and coercive and abusive treatment. Originally a comic intended for adults, the book is the artist’s furious protest against the indifferent attitude of the adult world.
相似文献
Wenju ShenEmail: |
16.
Yew-Jin Lee 《Cultural Studies of Science Education》2008,3(4):917-935
The radical philosophies of difference articulated by Deleuze and Guattari are just beginning to impinge the field of education
although less so within science education. One common thread among the numerous concepts and neologisms (especially the rhizome)
that have been coined is the necessity for thinking and acting in what they call ‘experimental’ modes, which shifts our focus
onto the eternal process of becoming rather than merely (re)producing states of being. I reflect upon these seemingly utopian
ideas in the light of recent educational changes in Singapore aimed at preparing competent citizen–workers for the knowledge
economy and globalization. In particular, this paper shows how one elementary science teacher adopted guerilla tactics while
negotiating these sometimes conflicting transitions in policies. I argue that neither mandated, top-down reforms nor drastic
experimentation by individuals alone are most productive but rather working in the ephemeral in-between spaces of the rhizome,
which Deleuze and Guattari had all long championed.
Yew-Jin Lee is a long-time teacher-educator in Singapore. He has interests in qualitative research and brings to science education concepts from discourse/conversation analysis, ethnomethodology, sociology, and philosophy. A recent book written together with Roth, Hwang and Goulart published by Lehmanns Media was entitled “Participation, learning, and identity: Dialectical perspectives” and he is currently editing a book on science education research in Asia to be released by Sense Publishers. 相似文献
Yew-Jin LeeEmail: |
Yew-Jin Lee is a long-time teacher-educator in Singapore. He has interests in qualitative research and brings to science education concepts from discourse/conversation analysis, ethnomethodology, sociology, and philosophy. A recent book written together with Roth, Hwang and Goulart published by Lehmanns Media was entitled “Participation, learning, and identity: Dialectical perspectives” and he is currently editing a book on science education research in Asia to be released by Sense Publishers. 相似文献
17.
Robert L. Jackson 《Academic Questions》2007,20(4):332-346
The motivation and methodology for measuring intelligence have changed repeatedly in the modern history of large-scale student
testing. Test makers have always sought to identify raw aptitude for cultivation, but they have never figured out how to promote
excellence while preserving equality. They’ve settled for egalitarianism, which gives rise to “culturally fair” tests that
substitute vagaries for knowledge, deprive students of any real appreciation for language, and trivialize education. Robert
Jackson yearns for traditional oratorical approaches to schooling that venerate and imitate essential, time-tested masters.
Unfortunately, he writes, such an education defies measurement with today’s multiple-choice instruments.
Robert L. Jackson is associate professor of English and education at The King’s College, New York, NY 10118; rjackson@tkc.edu. 相似文献
Robert L. JacksonEmail: |
Robert L. Jackson is associate professor of English and education at The King’s College, New York, NY 10118; rjackson@tkc.edu. 相似文献
18.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
相似文献
Zbigniew SemadeniEmail: |
19.
Christina Rose Dubb 《Children‘s Literature in Education》2007,38(3):219-232
This article compares the first-person narratives of two adolescent girls in the novels The Rain Catchers and The House on Mango Street. I propose that adolescent girls can use literacy to read the world around them as a text and therefore help them to form
their own identities enough to ultimately find authority in telling their own stories. I use Judith Langer’s theory of envisionment-building
as a primary lens through which to interpret the girls’ narrative work and further elucidate the feminist aspects involved
through Belenky et al.’s famous work, Women’s Ways of Knowing.
相似文献
Christina Rose DubbEmail: |
20.
Bryan McKinley Jones Brayboy Angelina E. Castagno 《Cultural Studies of Science Education》2008,3(3):731-750
This article examines the literature on Native science in order to address the presumed binaries between formal and informal
science learning and between Western and Native science. We situate this discussion within a larger discussion of culturally
responsive schooling for Indigenous youth and the importance of Indigenous epistemologies and contextualized knowledges within
Indigenous communities.
Bryan McKinley Jones Brayboy (Lumbee) is Borderland’s associate professor of educational leadership and policy studies at Arizona State University and President’s professor of education at the University of Alaska Fairbanks. His research focuses on Indigenous ways of knowing and being, Indigenous teacher education, and Indigenous students in higher education. He can be contacted at bryan.brayboy@asu.edu or ffbb@uaf.edu. Angelina E. Castagno is an assistant professor in educational leadership and foundations at Northern Arizona University. Her research centers on Indigenous education, multicultural education, and critical race and whiteness theories. She can be contacted at angelina.castagno@nau.edu. 相似文献
Bryan McKinley Jones BrayboyEmail: Email: |
Bryan McKinley Jones Brayboy (Lumbee) is Borderland’s associate professor of educational leadership and policy studies at Arizona State University and President’s professor of education at the University of Alaska Fairbanks. His research focuses on Indigenous ways of knowing and being, Indigenous teacher education, and Indigenous students in higher education. He can be contacted at bryan.brayboy@asu.edu or ffbb@uaf.edu. Angelina E. Castagno is an assistant professor in educational leadership and foundations at Northern Arizona University. Her research centers on Indigenous education, multicultural education, and critical race and whiteness theories. She can be contacted at angelina.castagno@nau.edu. 相似文献