The Problem with Constructivism

This paper argues that constructivism is a needed educational reform that will succeed only when three types of readiness are in place: teacher, curricular, and societal. The failure of constructivism and other reform movements can he attributed to the fact that these three forms of readiness were never in alignment. The author contends that technological innovation may have sufficient impetus to encourage the three types of readiness. Nonetheless, reform will be truly successful only if it incorporates a constructivist philosophy of education.     

LANGUAGE

The Schools That Fear Built by David Nevin and Robert E. Bills. Washington, D.C.: Acropolis Books Ltd., 1976. 186pp. $10.00.

Ideology and Education by Richard Pratte. New York: David McKay Company, Inc., 1977.305 pp.

Helping Students Help Themselves: How You Can Put Behavior Analysis Into Action in Your Classroom by Dwight L. Goodwin and Thomas J. Coates. Englewood Cliffs, N.J.: Prentice-Hall, 1976. 205 pp.

The Politics of Higher Education: Lawmakers and the Academy in Illinois by James Dunlap Nowian. Urbana: University of Illinois Press, 1977. 109 pp. $2.95.

Education for Human Development: Understanding Montessori by Mario M. Montessori, Jr. New York: Schocken Books, 1977. 119pp. $7.95.

Gaming: The Future's Language by Richard D. Duke. New York: John Wiley and Sons, Halsted Press Division, 1974. 223 pp. $11.50.

Teacher Expectations and Pupil Learning by Roy Nash. Boston: Routledge &; Kegan Paul, 1976. 89 pp. $7.75.     

George Eliot and Education

In a Recent periodical President Hutchins of Chicago University I defined a classic as “a book that is contemporary in every age.” This definition implies that the ideas contained in such a classic have value for every generation, and it is with this in mind that the works of George Eliot seem to be worth studying today in an attempt to ascertain the views on education of some of the women novelists of the nineteenth century.     

Santayana on Democracy

In his clever On Self-Government: First Dialogue, Santayanal has presented the keenest brief inquiry into the virtue of democracy that it is my fortune to know. Imputed to Socrates and Stranger, the dialogue proceeds after the Socratic manner into a detached, academic (and wholly interesting) discussion of the supposed oracular pronouncement: “Right government rests on the will of the governed.”     

Teacher development through coteaching outdoor science and environmental education across the elementary-middle school transition

Abstract

This study considers the benefits of coteaching in the context of the outdoors. It explores the use of coteaching in a professional development program and investigates all the cited outcome categories for teachers: cognitive, affective, coteaching, and professional development. Coteaching pairs coplanned, cotaught, and coevaluated “Shared Learning Days” in the outdoors. Eight teachers took part with 180 students in their last year of elementary school or their first year of (junior) high school. This article demonstrates how a model of professional development, with coteaching at its core, is beneficial for the development of teachers who are teaching “outside” their comfort zone (outdoors) and expected to focus on skills-based teaching and learning. In particular, the benefits of attitudinal change among the teachers involved is discussed.     

音乐新课程标准对农村中小学音乐教育带来的挑战

《义务教育音乐课程标准》(2011年版)的颁布,标志着我国义务教育音乐课程进入到新一轮改革时期。目前农村中小学音乐存在许多问题,本文针对这些问题进行分析,并根据音乐新课程标准的精神实质,提出相应的对策建议。     

Pursuit of Understanding by Esther Cloudman Dunn. The Macmillan Company. 229 pp. $2.50

When Parochial Schools Close by Martin A. Larson. Washington, D.C.: Robert B. Luce, Inc., 1972. 313 pp. $7.50.

Professional Education: Some New Directions by Edgar H. Schein. A Sponsored Research Study of the Carnegie Commision on Higher Education. New York: McGraw-Hill Book Company, 1972. 163 pp. $5.95.

The Political Economy of Education by John Vaizey, Keith Norris, John Sheehan, Patrick Lynch, and Manuela Ferreira Leite. New York: John Wiley &; Sons, 1972. 275 pp.

The Home of Science; The Role of the University by Dael Wolfe. New York: McGraw-Hill Book Company, 1972. 202 pp. $6.95.

Teaching and Training: A Handbook for Instructors, Second Edition, by H. R. Mills. New York: Halsted Press, 1972. Second Edition, N.D. 264 pp. $10.95.

American Education: The Colonial Experience 1607-1783 by Lawrence A. Cremin. New York: Harper and Row, 1970. 688 pp. $15.00.

Accountability: Systems Planning in Education edited by Creta D. Sabine. Homewood, Illinois: ETC Publications, 1973. 242 pp. $8.95.

The Colleges and the Courts by M. M. Chambers. Danville, Illinois: Interstate Company, Inc., 1972. 316 pp. $8.75.

Guidance and Counseling in the Elementary School by Richard C. Nelson. New York: Holt, Rinehart, &; Winston, Inc., 1972. 408 pp. $7.00.

Education: A Conceptual and Empirical Approach by Mary Alice White and Jan Duker. New York: Holt, Rinehart and Winston, 1973. 371 pp.

Introduction to Research in Education by Donald Ary, Lucy Chester Jacobs, and Asghar Razavieh. New York: Holt, Rinehart &; Winston, Inc., 1972. 378 pp. $9.50.     

Dismissed! Avoidance of Students’ Spiritual and LGBT Identities in Public Schools

Abstract

Negotiation of identity development in adolescence has implications that affect overall well-being. Spirituality and sexuality are two salient aspects of identity that are challenging for adolescents, especially those who identify as LGBT. -Analysis of intersecting themes across two research inquiries indicated that school counselors and students avoided talking with each other about these -aspects of identity. Results suggested that avoidance was related to fear of perceived -repercussions, public school settings, and concern about value conflicts.     

Johann Heinrich Pestalozzi in the 1990s: Implications for Today's Multicultural Classrooms

Abstract

If the definitions of global citizenship are varied and contestable, how do teachers conceptualize and make meaning of global citizenship when required to teach global citizenship in the classroom? For this study, twenty-nine grade six social studies teachers in British Columbia, Canada, were surveyed on their definitions of global citizenship with a focus on active participation. Their responses indicated a belief in active citizenship, civic global responsibility, community service, and making change in the world; however, the focus of their student work in global citizenship was often limited to treating the symptoms of global inequalities, thus ignoring our interdependencies. Consequently, this article suggests that a more critical approach to global citizenship needs to be articulated in curriculum documents and promoted in schools.     

中小学教育实践中信息技术与课程整合的研究

在中小学教育实践中,信息技术与课程整合的实施有十多年之久。在教学一线,教师们积极地采用各种信息技术手段来完善自己的课堂教学,但是总有不足之处。通过对当前信息技术与课程整合现状的调查,总结了中小学教育实践中信息技术与课程整合存在的问题,并提出了信息技术与课程整合的策略,以期能为信息技术与课程整合教学实践的顺利实施提供更多的帮助。     

Preparing Preservice Teachers to Become Teacher Leaders

Since PreK–12 student achievement is the primary focus of schools, all teachers are called to serve as teachers leaders and improve learning on their campuses. Rather than waiting until they have gained experience, teachers can begin acquiring the knowledge, skills, and dispositions of teacher leaders during their preservice programs. Drawing upon published literature, this synthesis paper recommends reflection, service learning, and involvement in university-level student professional organizations as ways to prepare preservice teachers to become teacher leaders.     

Editorial Statement

Over the past couple of decades, K–12 schools have courageously struggled with the concept of shared, or distributed, leadership; however, the basic landscape of K–12 school leadership remains heavily hierarchical. Nonetheless, teachers can share leadership. This article explores productive forms of teacher leadership that are models of collaboration, integration, encouragement, learning, modeling, challenging, building consensus, and displaying professionalism.     

1994-2004:中国农村初中课程改革研究十年

在我国基础教育新课程改革之际,回顾近十年来我国农村初中教育课程改革与发展的研究历程,总结已取得的经验,探求仍存在的问题,对于进一步深化农村初中的课程改革,有着十分重要的意义。     

浙江省综合科学课程改革30年

浙江省综合科学课程改革30年的实践探索,实现了我国科学课程的多样化,开创了推进科学课程的路径,拓展了科学课程学习的内容,形成了科学本质教学的新范式,培养了一支适应综合科学教学的教师队伍,提高了学生的科学素养。但在实践中也遇到了综合科学课程本土化理论研究的缺乏、人们认识观念转变难、综合科学教材编制难、科学教师开展合科教学难等现实问题,亟待人们进一步探索。展望未来,综合科学课程的深化发展,必须坚持改革方向,顺应课程发展;完善课程结构,开好两类课程;聚焦核心概念,优化教材结构;注重教师培养,适应综合教学;改进考试评价,保障课程实施。     

浅谈中学基础教育新课程改革

分析了传统教学存在的弊端 ,新课程改革的必要性 ,提出了对新课程改革的一些个人见解。     

中国数学教育史研究进展70年之回顾与反思

过去70多年中国数学教育史的研究主要表现在以下几个方面：（1）中国数学教育史研究的奠基——李俨的开创性工作;（2）对中国数学教育的理性认识——严敦杰的贡献;（3）外国数学教育史研究在中国——陈建功的开拓性研究;（4）中国近现代中学数学教育史研究之开辟——魏庚人的专门研究;（5）对中国数学教育史的再认识——马忠林等学者的通史性研究;（6）中国小学数学教育史研究的进展——俞子夷、王权的研究;（7）另辟中国数学教育史研究的途径——李兆华的近代数学教育史研究;（8）开拓中国数学教育史研究的新境界——张奠宙等学者的研究;（9）作为学术史的中国数学教育史研究——内蒙古师范大学研究者们的工作;（10）国外学者对中国数学教育史的研究.     

论新课程标准下的写字教育

文章针对当前在新课程标准下的写字教育的意义、现状和对策展开探讨,旨在引起教育界乃至全社会对写字教育的关注.     

The International Baccalaureate in the United States: From Relative Inactivity to Imbalance

The International Baccalaureate® (IB) examination system has grown exponentially in the United States from 268 schools involved in 1999 to 1,090 schools in 2009. The fact that 49,100 students of a total of 87,800 students in 122 countries were from U.S. schools in 2009 has posed problems in strategic planning, assessment and training, the ability of the program to remain politically neutral, and the ability of the program to remain international and not take on an American persona.     

关于教育技术与音乐课程整合的认识与实践——例谈初中音乐课堂教学有效性

要改变初中音乐课堂教学的效率,最好的办法是改变教师的教学手段,即应用现代教育技术手段,整合教学资源,优化教学过程。其策略包括:通过教育手段的现代化,营造情景氛围,激发愤悱情绪;整合优化资源,突破难点;发挥转换优势,变节奏为图形,以突出重点;再现生活场景,驰骋想象空间,以创编词谱;等等。以此激发学生学习音乐的兴趣,促使学生加深对音乐的感受和理解,在潜移默化中培育他们丰富的感情、美好的情操、健全的人格。     

初中英语教师培训需求调查与分析

教师培训关系到教师专业化发展和教学改革的成败,作者做了一项大型调查,考察广西玉林市939名初中英语教师培训需求情况,旨在了解初中英语教师对以往培训的满意度怎样?参与培训的目的是什么?需要怎样的培训模式?希望获得怎样的培训内容?等问题,并试图寻找具有针对性、实效性和有利于全面提高初中英语教师专业化水平的培训模式。