Turning Academics into Teachers: A discourse on love

As a contribution to the debate, this article analyses the different meanings of the word 'love' and uses this analysis to demonstrate that good teachers love both their subject and the teaching of it, and that this involves them in respecting researchers in both their subject and in pedagogy.     

教师成为研究者:涵义与必然

教师成为研究者有其特定的内涵界定及研究模式。教师研究的实践性特征要求以教师研 究进行合理的定位,实现研究的目的同归,从而更有效地作成教师专业潜能的最大化发展。教师成为研 究者是教师专业化发展的必然。     

省级学位与研究生教育信息化平台建设的构想 ——以上海市为例

分析了当前全国省级学位与研究生教育信息化建设的基本现状及其存在的问题,结合上海市的特点提出了构建上海市学位与研究生教育信息化平台的基本构想,期望对其他省级学位与研究生教育的信息化建设能提供可借鉴的模式。     

“专业学术人”抑或“教学学术人”——大学青年教师职业角色的选择取向及重构

学术性是大学教师角色的内在品性,但不同教师对角色的认同和选择存在不同价值取向,并直接影响着教师的职业行为。"专业学术人"取向关注青年教师学科专业知识发现和创新,"教学学术人"关注青年教师教育知识和技能的创新与传播。两种取向无论从理论还是实践上都具有各自的"合理性"和现实问题。现代新型"学术观"成为两种价值取向整合的基点,也成为平衡"专业学术人"和"教学学术人"张力的逻辑归旨。因此,把握大学青年教师角色的多样性和统一性,构建公平的青年教师学术职业评价制度,强化青年教师职业发展阶段的衔接,完善青年教师分类培养体系等,是重构大学青年教师"学术人"角色的路径选择。     

Alternative Conceptions: Turning Adversity into Advantage

Research in Science Education - While a vast body of research has identified difficulties in students’ understanding about forces and acceleration and their related alternative conceptions,...     

Teacher's in-Service Education: A Proposal for Turning Teachers Into Teacher-Researchers

The paper focuses on the contribution of action research to teachers' in-service education at elementary schools in the Rio de Janeiro local system of education, linking thought and action indissolubly. This involves inviting teachers and learners to question their own practice, in their own process of building up citizenship, while striving to recover their place in a society that limits and makes their social relations difficult. The development of action research at the Faculty of Education in Rio de Janeiro State University, Rio de Janeiro, Brazil, has brought to light ethical, scientific and political questions in the school system.     

美国学前一年教育教师队伍建设的现状与经验

本文介绍了美国学前一年教育教师的地位、待遇、数量和质量的状况,探讨了美国学前一年教育教师队伍建设存在的问题和发展趋势,认为美国学前一年教育教师队伍的建设有许多经验值得我国在普及学前一年教育时借鉴。     

Philosophy and Educational Research: a reply to David Bridges et al.

It is argued that, contrary to much contemporary opinion, ‘conceptual analysis’ is not to be seen as a particular ‘school’ of philosophical thought beyond which we have now passed. It is, rather, a practice: an inter‐personal engagement which seeks to clarify meaning without making any ‘assumptions’ and without the benefit of ‘theory’. The necessity of this practice for educational research, indeed for any sharing of minds between people, is obvious: the difficulty lies rather in our own impatience and reluctance to engage in it.     

Head Start Teachers Across a Decade: Beliefs,Characteristics, and Time Spent on Academics

We examined changes in teachers’ beliefs regarding developmentally appropriate practice (DAP) in 2000, 2003, 2006, and 2009 using data from the Head Start Family and Child Experience Survey. In addition, we examined how teacher education, credentials, and professional experience relate to beliefs about DAP and explored how these relationships differ by cohort. We also explored teachers’ reports of time spent in math and literacy focused activities. Findings indicate that after 2003, developmentally appropriate beliefs decreased significantly, while developmentally inappropriate beliefs increased. Results also showed significant increases in the frequency of literacy activity across the decade, while the frequency of math activity was more consistent. Despite these changes, teachers with more education consistently held the most appropriate beliefs. These findings indicate that teacher education may buffer against influences of pushed down curricula and increased accountability. This study also illustrates that policies at the national level have the potential to impact children’s day-to-day classroom experiences.     

走向对话：幼儿园教师培训的理念与实践转向

幼儿园教师素质事关整个幼儿教育事业的发展。而幼儿园教师培训却存在着忽视受训者的灌输现象,制约了其进一步深入发展。走向对话有利于幼儿园教师主体性的发挥,有利于幼儿园教师专业的发展,有利于幼儿园教师培训的转型发展。幼儿园教师培训走向对话是必然的,也是可能的。平等的师生关系是走向对话的前提,内容的经验性和问题性是走向对话的基础,引导是对话教学的关键,提高培训者的理论和实践素养是对话的保障。     

Inquiry-Based Science: Turning Teachable Moments into Learnable Moments

This study examines how an inquiry-based approach to teaching and learning creates teachable moments that can foster conceptual understanding in students, and how teachers capitalize upon these moments. Six elementary school teachers were videotaped as they implemented an integrated inquiry-based science and literacy curriculum in their classrooms. In this curriculum, science inquiry implies that students search for evidence in order to make and revise explanations based on the evidence found and through critical and logical thinking. Furthermore, the curriculum material is designed to address science key concepts multiple times through multiple modalities (do it, say it, read it, write it). Two types of teachable moments were identified: planned and spontaneous. Results suggest that the consolidation phases of inquiry, when students reinforce new knowledge and connect their empirical findings to theory, can be considered as planned teachable moments. These are phases of inquiry during which the teacher should expect, and be prepared for, student utterances that create opportunities to further student learning. Spontaneous teachable moments are instances when the teacher must choose to either follow the pace of the curriculum or adapt to the students’ need. One implication of the study is that more teacher support is required in terms of how to plan for and effectively utilize the consolidation phases of inquiry.     

Whole School Management: Turning an Illusion into Practice

Richard Aird, headteacher, and Sue Bainbridge, deputy headteacher, of Baginton Fields Special School, Coventry describe a system of audit model which takes as its starting point curriculum issues. Although it drives an authority funding formula, its educational importance is at a school level and the work of an individual school is described to illustrate how it facilitates decision making by all involved in the school.     

Recognizing Conventionality: Reply to Shweder and Helwig et al

Shweder and Helwig et al. attribute to my thesis a denial of objective moral law. This is a misinterpretation of the argument. On the other hand, the critics deny the implications of the social construction of reality, leading them to reject the concept of transparency. This commits them to the remarkable position that all social formations are equally transparent. Helwig et al. do not reconcile their perspective with the phenomenon of ethnocentrism. They imply that I ignore the consistent results of the majority of studies, when in fact my critique centers on the unwarranted theoretical generalizations drawn from these results. Helwig et al. also do not adequately explain the murky distinction between "marginal" and "conventional."     

Financing education in developing countries: A comment on G. Psacharopoulos et al.'s proposal

The policy package proposed by Psacharopoulos et al. in Financing Education in Developing Countries: An Exploration of Policy Options regarding how developing countries should finance education is briefly examined. It is found wanting. By seeking to provide a solution applicable to all developing countries the authors ignore the specific national requirements to which policies have to respond. Cost-recovery and decentralization may not in every case lead to greater efficiency and equality. Also, cost-recovery and greater efficiency have the potential of entrenching inequality.     

Turning Polemics into Pedagogy: Teaching about Censorship in Art Education

In recent decades, the field of art education has seen an increasing interest in issues of social justice and social reconstruction which has led to pre‐service art educators often being encouraged to include potentially controversial topics in their pedagogy. Surprisingly, however, there seems to have been little concurrent discussion concerning the inherent risks involved in introducing polemical themes within the classroom. Indeed, despite its obvious importance, the subject of censorship is often given little attention in art education circles, save for when it has already become an active problem, such as when an instructor is accused of censorship by a student, or when forces outside the classroom seek to involve themselves in pedagogical decisions. In this article, I describe my experience creating and implementing an undergraduate pre‐service art education course on the subject of censorship. I begin by examining my students’ reactions to some of the themes explored, and then explain how discussing cases of art censorship and controversy can serve as a platform for introducing students to the key role that context plays in how we perceive, value and react to artworks. Finally, I make the argument that by including censorship as a subject within their curriculum, teachers can help students better to navigate the psychological, moral and ethical complexities of contemporary art making.     

把见闻转化为阅历:蒋百里的家庭教育经验

蒋百里是民国时期著名军事学家,他本人的成长经历和教育子女的方法在当时即被传为佳话.蒋百里终生秉承"有知识的人才配谈经验,肯研究的人才配谈阅历"的理念,并以此来教育五个女儿.他的经验告诉我们,在家庭教育中要创造条件让孩子获得丰富的见闻,更重要的是教导孩子付出努力把见闻与知识结合起来,把见闻转化为阅历.