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1.
The doctoral advisor is said to be one of the most important persons—if not the single most critical person—with whom doctoral students will develop a relationship during their doctoral degree programs
(Baird 1995). However, we have limited knowledge regarding how doctoral advisors see their roles and responsibilities as advisors. Therefore,
through in-depth interviews, we explored the perceptions of 25 exemplary doctoral advisors, who have graduated a large number
of doctoral students, about their roles and responsibilities as advisors. We conclude this article with implications for doctoral
education.
相似文献
Ann E. AustinEmail: |
2.
In this article, we concentrate upon the lifeworld resources that comprise the funds of knowledge for children living in a
rural community in the southeastern United States. Through interview conversations with a group of third grade children, we
identified three lifeworld resources—interdependence, garbage dumping, and feral dogs—that rural teachers might draw on to
generate curriculum that is connected to the community in which they teach. Through such connections rural teachers may increase
the likelihood that they will remain teaching in rural schools.
相似文献
Amy Suzanne JohnsonEmail: |
3.
Thomas Crisp 《Children‘s Literature in Education》2008,39(4):237-261
Few pieces of GLBTQ fiction have received the popular and scholarly acclaim awarded to Alex Sanchez’s Rainbow Boys series. Although “problem novels” are rarely taken seriously as literature, the books—the first novel in particular—have
joined the few pieces of GLBTQ literature incorporated into educational discourse and curriculum. In this article, the author
suggests that although the positive nature and surface construction appeals to those seeking “affirmative” representations
of GLBTQ youth, the contributions made by the series may be overshadowed by its reliance on heteronormative gender stereotypes
that may actually work to perpetuate homophobic attitudes toward gay sexuality.
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Thomas CrispEmail: |
4.
Joby Gardner 《The Urban Review》2009,41(2):174-197
This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”.
Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained
universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and
educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure
of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and
beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.
相似文献
Joby GardnerEmail: |
5.
The study presented in this article investigates forms of mathematical interaction in different social settings. One major interest is to better understand mathematics teachers’ joint professional
discourse while observing and analysing young students mathematical interaction followed by teacher’s intervention. The teachers’
joint professional discourse is about a combined learning and talking between two students before an intervention by their
teacher (setting 1) and then it is about the students learning together with the teacher during their mathematical work (setting
2). The joint professional teachers’ discourse constitutes setting 3. This combination of social settings 1 and 2 is taken
as an opportunity for mathematics teachers’ professionalisation process when interpreting the students’ mathematical interactions
in a more and more professional and sensible way. The epistemological analysis of mathematical sign-systems in communication
and interaction in these three settings gives evidence of different types of mathematical talk, which are explained depending
on the according social setting. Whereas the interaction between students or between teachers is affected by phases of a process-oriented
and investigated talk, the interaction between students and teachers is mainly closed and structured by the ideas of the teacher
and by the expectations of the students.
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Heinz SteinbringEmail: |
6.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers
to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been
expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics.
One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has
started to gain attention as an important concept in the mathematics teacher education research community, there is limited
understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article,
we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in
both mathematics education and the learning sciences.
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Jason SilvermanEmail: |
7.
Uwe Gellert 《Educational Studies in Mathematics》2008,67(2):93-110
There is an increasing awareness of the social dimension in mathematics teacher education. Collaboration and co-operation
are regarded as key factors in professional development. In this paper I will analyse some tensions that might arise when
the professional development of mathematics teachers is considered a collective enterprise. I will present phenomenological group interview as a method that is designed to reveal the collective character of teacher development. Some primary teachers’
collective reflections on an ongoing professional development process will be interpreted by focusing on the concepts of routine and collective orientation. The discussion is centred on the ambivalence of routines, as facilitators of practice, and collective orientations, as socially-agreed-upon
knowledge base, for mathematics teachers’ professional development.
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Uwe GellertEmail: |
8.
Lisa S. Goldstein 《Early Childhood Education Journal》2008,36(3):253-260
Many early childhood practitioners in the U.S. are experiencing tension between their desire to offer students developmentally
appropriate learning experiences and their obligation to teach the academic knowledge and skills mandated by their states.
However, careful examination of the DAP guidelines’ definition of culturally appropriate practice reveals a significant sociopolitical
dimension that has been obscured by the field’s tight focus on the sociocultural dimension. Because standards-based education
is an explicit feature of the sociopolitical landscape of U. S. public education, teaching the standards is developmentally
appropriate practice. Implementation of this broadened understanding of DAP adds new complexity to early childhood teachers’
work. This article offers ideas drawn from Bronfenbrenner, Vygotsky, and Dewey as sources of theoretical support and provides
examples of strategic decision making—illustrated with examples drawn from Texas kindergartens—that can assist teachers in
managing the curricular and instructional complexities that accompany the broadened understanding of DAP.
相似文献
Lisa S. GoldsteinEmail: Email: |
9.
Mathematical concepts and conceptions have been theorized as abstractions from—and therefore transcending—bodily and embodied
experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical
phenomenology. Accordingly, a conception exists only in, through, and as of the experiences that the individual realizes it.
To exemplify our reconceptualization of mathematical conceptions, we draw on an episode from a study in a second-grade classroom
where the students learned about three-dimensional geometrical objects.
相似文献
Wolff-Michael RothEmail: |
10.
The main goal of the study reported in our paper is to characterize teachers’ choice of examples in and for the mathematics
classroom. Our data is based on 54 lesson observations of five different teachers. Altogether 15 groups of students were observed,
three seventh grade, six eighth grade, and six ninth grade classes. The classes varied according to their level—seven classes
of top level students and six classes of mixed—average and low level students. In addition, pre and post lesson interviews
with the teachers were conducted, and their lesson plans were examined. Data analysis was done in an iterative way, and the
categories we explored emerged accordingly. We distinguish between pre-planned and spontaneous examples, and examine their
manifestations, as well as the different kinds of underlying considerations teachers employ in making their choices, and the
kinds of knowledge they need to draw on. We conclude with a dynamic framework accounting for teachers’ choices and generation
of examples in the course of teaching mathematics.
相似文献
Orit ZaslavskyEmail: |
11.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
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Peter WoodEmail: |
12.
In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special
Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2),
2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian
semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers
and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus
of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity
that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics
education.
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Luis RadfordEmail: |
13.
Diann L. Baecker 《Children‘s Literature in Education》2007,38(3):195-206
Scott O’Dell’s Island of the Blue Dolphins tells the archetypal story of the young, virgin, orphan girl who is vulnerable to either debauchery or rescue. That such
a girl must succumb to either one or the other is a necessary element of the archetype. In O’Dell’s work—one intended, after
all, for children—the heroine is rescued by a paternalistic figure and re-inscribed into the patriarchal world. Yet, in the
hands of young readers, Island—part fairytale, part rescue narrative, part feminist parable—becomes a story of independence and survival, despite the heroine’s
“rescue” at the end.
相似文献
Diann L. BaeckerEmail: |
14.
Craig Ross R. Robert Orr 《Educational technology research and development : ETR & D》2009,57(2):251-265
Troubleshooting skills are integral for the Information Technology professional. In order to address faculty concerns that
students were not effectively learning required troubleshooting skills, a standardized troubleshooting methodology (the DECSAR
Method) was created and integrated into the standard curriculum of a college information technology program. Components of
troubleshooting were measured using a pre-/post-testing approach with the Social Problem Solving Inventory—Revised. Testing
indicated improvement in several areas of troubleshooting reinforced by DECSAR. The context in which the troubleshooting methodology
was applied was associated with post-test change.
相似文献
R. Robert OrrEmail: |
15.
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
16.
Akiko Yamazaki 《Children‘s Literature in Education》2008,39(4):305-313
This article examines three novels which use stories of elves—especially the ballad “Tam Lin”—as pre-texts, and contemplates
how they explore the issue of Otherness. The three novels are The Sterkarm Handshake by Susan Price, Cold Tom by Sally Prue, and Fire and Hemlock by Diana Wynne Jones. Although the novels seem to be about elves as Other, they can be read as observations on human nature
and human relationships. The article speculates on how encounters with the Other illuminate what humans are like and how these
contacts affect the human characters by making them see themselves in a different light.
相似文献
Akiko YamazakiEmail: Email: |
17.
Sze Yin Shirley Yeung 《Asia Pacific Education Review》2009,10(3):377-386
Hong Kong has been actively promoting a student-centered approach to teaching since the 1980s. Despite this effort, students
in Hong Kong still tend to be traditional learners who rarely experience and gain from real student-centered learning. While
teachers hold a “quantitative” concept of learning and focus on transmitting declarative knowledge to students (Biggs and
Watkins, Classroom learning: Educational psychology for the Asian teacher, 1995), students generally practise “rote learning.” Constructive learning models such as inquiry remain little used by students
in most Hong Kong classrooms. This article reports a study that examines the feasibility of implementing inquiry method in
Kong Kong’s primary classrooms. It analyses the implementation and some outcomes of an inquiry-based project conducted in
two local primary schools—a traditional elite Catholic school and a progressive, less-privileged school. Finally, it discusses
the contextual factors as well as cultural issues on teachers’ perception and implementation of inquiry in teaching. These
factors include the following: impacts of prevailing ideology in the community of Hong Kong, and the top-down policy-making
and management by the government.
相似文献
Sze Yin Shirley YeungEmail: |
18.
Double degrees (also called joint or combined degrees)—programs of study combining two bachelor degrees—are increasingly popular
in Australian universities, particularly among women. A case study using qualitative and quantitative surveys of current and
past double degree students is presented. The study indicates that double degrees benefit students in providing a broad education
and increasing skills and options. However, benefits are not fully realised because of administrative difficulties, lack of
support and absence of ‘learning communities’. These problems arise because double degrees sit outside the disciplinary structure
of universities. As such, however, double degrees have potential to provide transdisciplinary education. We suggest initiatives
that would improve the experience, performance and persistence of double degree students. They would also build the skills
of integration, boundary work, communication and teamwork associated with transdisciplinarity. These skills not only equip
students for a range of employment; they are sorely needed in society.
相似文献
Marina AyoubEmail: |
19.
Anna Stetsenko 《Cultural Studies of Science Education》2008,3(2):521-533
In this rejoinder, I comment on how going through the activity of participating in this forum and of engaging in dialogue
with my commentators makes sense at several levels—most importantly, at the personal and the conceptual—and how these two
levels are intricately connected. The link between the personal and conceptual (cognition and emotion)—their de facto unity—is
highlighted through a discussion of a theoretical stance that has to do with ineluctable dialogicality of any and all aspects, incarnations, and expressions of human development, being, and learning. The dialogicality of knowing
comes to the fore if knowledge is understood as being part and parcel of ongoing real life activities out in the world imbued
with ideology, values, and commitments. In this stance, knowing and acting, words and deeds, theory and practice cannot be
ever thought of as separate realms; instead they inevitably and necessarily appear as belonging together and as forming inherent
aspects (or dimensions) of one and the same process of people collaboratively engaging with and transforming the world.
相似文献
Anna StetsenkoEmail: |
20.
In this era of globalization, internationalization—both as an idea and an agenda—is receiving widespread attention at academic institutions across North America. Although faculty
are necessarily key participants in initiatives to internationalize academia, surprisingly little work has been published
that addresses the roles, responsibilities, and problems faced by the faculty on an operational level. This article has been
written to provide administrators with some insight into faculty perspectives on the goals, strategies, and processes of internationalization.
The authors present a case study of internationalization processes currently underway in the School of Architecture and Allied
Arts at the University of Oregon. They discuss a faculty-driven approach that focused on mapping internationalization, addressing
barriers to internationalization, and improving structures and systems to enhance internationalization. An in-depth critical
analysis of the case leads to recommendations and a framework for navigating diverse tensions and responsibilities implicit
in an internationalization imperative.
相似文献
Stephen DuffEmail: |