Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

Inquiry-based instruction has become a hallmark of science education and increasingly of integrated content areas, including science, technology, engineering, and mathematics (STEM) education. Because inquiry-based instruction very clearly contains surface, deep, and implicit structures as well as engages students to think and act like scientists, it is considered a signature pedagogy of science education. In this article the authors discuss the nature of scaffolded inquiry-based instruction and how it can be applied to the use of emerging technologies, such as data mashups and cloud computing, so that students not only learn the content of STEM, but can also begin answering the critical socioscientific questions that face the modern era.     

历史文献学视域中的乡村社会文献整理

从儒门六经之修订,到现当代社会史史料搜集,乡村社会文献整理,在中国已有两千余年之历史。自主体、类别、性质、特征等方面观,与传世典籍文献、官方档案文献并列而存在的民间文献包括乡村社会文献,是一个特定的文献系统。从历史文献学学科视域中审视正在迅速消失中的乡村社会历史文献,进而实现系统科学整理,是民族文献遗产保护的现实举措,是社会史研究的基础工程,也是历史文献学学科重建的重要课题。     

The Influence of Technology on the Classroom Climate of Social Studies Classrooms: A Multidimensional Approach

This study examined the classroom climate in social studies classrooms using technology as measured by the Classroom Climate Questionnaire (CCQ), classroom observations, and teacher interviews. The questionnaire was administered to 306 students in 14 classrooms across three public urban middle schools. Exploratory and confirmatory factor analyses revealed six factors: Teacher Support and Structure, Rule Clarity and Teacher Control, Involvement in Teacher Structured Activities, Involvement with Computers, Competition with Computers, and Innovation. Significant differences among schools emerged for Involvement in Teacher Structured Activities, Innovation, and Involvement with Computers. Gender effects were found for Involvement with Computers and Competition with Computers, with males reporting higher scores than females on both aspects of classroom climate. Observational data and interviews provide interpretive information. Implications and future research are discussed.     

Social class and pedagogy: a model for the investigation of pedagogic variation

This article addresses an enduring concern in the sociology of education: how social class differences are reproduced through schooling. In particular it focuses on the functioning of pedagogy in this regard. The article presents a model that elucidates the inner logic of pedagogy in order to reveal the structuring of inequality with respect to different groups of students. Theoretical concepts are drawn from the work of Bernstein, Dowling (1998 Dowling, P. 1998. The sociology of mathematics education: Mathematical myths/pedagogic texts, London: Falmer.  [Google Scholar]) and Pedro (1981 Pedro, E.R. 1981. Social stratification and classroom discourse: A sociolinguistic analysis of classroom practice, Stockholm: Stockholm Institute of Education, Department of Educational Research.  [Google Scholar]). An analysis considering the relay of social class differences, what is relayed, and its organizational form is undertaken with respect to working class and middle class children learning literacy in a sample of South African primary schools.     

Reflections of an Online Social Work Professor: Illuminating an Alternative Pedagogy

ABSTRACT

Research in distance education has investigated student satisfaction and learning outcomes, comparing face-to-face with online delivery formats, and tested various technological tools, but has yet to consider alternative pedagogies. Liberatory pedagogy facilitates critical thinking, awareness, reflection and social action around constructs such as race, gender, and class. This paper uses Scholarly Personal Narrative to explore opportunities and challenges of implementing liberatory pedagogy within a virtual classroom. Themes include identity, body, mind, spirit, voice, authenticity, and self-actualization. Liberatory pedagogy emphasizes critical consciousness of oppression, aligns with professional values and ethics, encourages societal well-being, and would appear to enhance online social work education.     

Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

ABSTRACT

Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education.     

高师院校公共教育学课程文献综述

文章主要以CNKI、维普中文期刊数据库为检索源,对近十年国内关于公共教育学课程方面的研究进行归纳和分析,从公共教育学的价值及意义、效果及影响因素、存在的问题及对策建议等方面进行综述。结果发现,以往的研究大都从教师、教材等角度去研究,而从学生角度去思考的研究还比较缺乏,有待加强。     

Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition

Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education.     

Pushing Comfort Zones: Promoting Social Justice Through the Teaching of Aboriginal Canadian Literature

In this paper we highlight findings from a teacher inquiry group study designed to explore possibilities for teaching contemporary Canadian literature to promote issues of social justice in secondary classrooms. Drawing on Boler and Zembylas’s notion of a ‘pedagogy of discomfort’, our paper will focus on the experiences of two teachers in the group who, through the selection and teaching of two Aboriginal Canadian texts, moved away from well-established pedagogical practices. We explore the role of the inquiry group in supporting teachers in their attempts to problematize unquestioned assumptions and address the absences in their curricular practices and examine the potential of using Canadian literature to enhance students’ understanding of historical marginalizations and structural inequalities. In conclusion, we discuss the implications of our research for pre-service and in-service educators who face the challenges of teaching in increasingly diverse schools.     

探究设计的误区——反思新课程社会科教科书

新课程社会科教科书在探究设计方面存在着一些误区。教科书编写者往往简单地把探究设计理解为问题设计或者活动设计,大胆地将探究设计作为教科书的主体,却没有在教科书中适当凸显探究程序,只注重探究设计的示范性,而又忽视了探究设计的可操作性。这些失误根源于教科书编写者对社会科教学理论没有深入的研究,同时对国内外社会科课堂教学实践没有深入的了解。这一系列失误无论对教师的探究教学还是学生的探究学习都带来消极影响。     

社会教育学学科理论的演变及创生

形成中国本土化特色的社会教育学,应以明晰学科理论的创生逻辑为起点。依据学科理论的发展演变,发现“社会教育学”最初起源于“教育学理念的社会性展开”,而后逐渐聚焦于“社会问题的教育性尺度”,发展到当前则指向的是“学习型共同体的构建”。这说明社会教育学学科理论的创生遵循的是“社会需求逻辑”,凸显了社会教育学应对不同时期的社会需求,优先生成社会价值的理论建构导向。因而,我国当前社会教育学学科理论的创生需要教育理论工作者有意识地遵循这一逻辑,在尊重知识生产规律的基础上尽可能地考虑社会发展的当前需要以及未来需求。具体表现在:向内要自觉养成学科理论思维,做好克服实践矛盾的认知准备;向外要深刻理解中国当前社会语境,全力聚焦本土生活实践。     

现象学教育研究方法及其对教育技术研究的启示

研究方法单一是当前教育技术研究领域面临的一个不容回避的事实.现象学教育研究作为质的研究中的一种重要的研究方法,以“体验-表达-理解”作为其方法论基础,力图在概念抽象的把握方式之外,寻找一种对教育现象本质的直观把握方式,为当前教育技术研究开启了一种“面向教育实践本身”的研究态度.     

潮州歌册的社会教育学阐释

该文从社会教育学的角度,运用社会教育学的理论阐释潮州歌册,以期在当今能继续发挥其社会教育价值.     

Seeing double: design and enactments of a lesson on perspective-taking

ABSTRACT

This narrative inquiry of a lesson intended to develop perspective-taking links our understanding of teachers as curriculum makers with a sociomaterial attunement to the ways that materials, forms, and time are also actors in producing curriculum. We offer a close reading of three classroom enactments of the same lesson and discuss ways that these instances of curriculum-making expanded or diminished opportunities for elementary pupils to communicate shifts in perspective through personal narrative writing. We find temporal, spatial, and material resources, including schedules, technologies, and forms of assessment, to play key roles in shaping relations in curriculum making.     

试析日本社会科（历史）教育学的理论建设

全文共分两大部分：第一部分述明社会科教育学的学问体系，从该学科的教育本质和教育特色上，突出社会科课程设置的必要性和实际意义；第二部分着重社会科教育与历史教育的关系，以及社会科历史教育的基础理论和研究课题。文章宗旨十分明确：其一，解决社会科的概念问题；其二，清楚日本社会科教育学的研究特色；其三，在上述基础上，以图为我国在此方面的学术建设及中学课程改革，提供具有学识性、可行性的借鉴资料。     

Pedagogy through the pearl metaphor: teaching as a process of ongoing refinement

Using the analytical tools of broadening, burrowing and storying and restorying, this narrative inquiry examines a middle school teachers’ knowledge of her pedagogical practices through the strand of pearls’ metaphor that she employs to explain her teaching to herself, a beginning teacher whom she mentors and ourselves as researchers. Throughout the discussion, careful attention is paid to the pearl metaphor’s emergent, novel qualities and how the metaphor is held and expressed in the teacher’s unfurling practice. In the final analysis, four significant themes are unpacked: (1) the image of teacher as curriculum maker; (2) the idea of pearls, non-pearls and yellowed pearls; and (3) the concept of metaphors and the nature of metaphorical truth. Finally, a discussion of the veracity of the strand of pearls as way to understand teaching practice concludes the article.     

开放中的人文社会科学与教育学

教育学的迷惘源于人文社会科学的困惑,教育学永远无法割断与其他人文社会科学间的内在逻辑联系。教育学作为一个学科的独特性在于它的实践取向,而实践取向既是约制教育学学术话语建构的不利条件,又是促成教育学的发展和繁荣并保持自身相对独立性的基础。在整个人文社会科学日益走向开放的环境中,教育学要实现自我超越,走向开放也是它惟一的抉择。     

Urban Poetics: Poetry, Social Justice and Critical Pedagogy in Education

Posing an alternate view to high stakes educational models, the thoughts, opinions and practices of four poetry educators are used to provide critical insights as how to infuse creative outlets in the educational process. In gathering the motivations of these poetry educators, a goal of this project is to encapsulate their philosophies through researcher observation and participation. Engaging such work with social justice at the center creates a particular disposition. It can be subjective in the sense that an understanding of improvement requires an explicit commitment to the improvement of the lives of young people in education through a participatory process.David Stovall is an Assistant Professor of Policy Studies.     

海派文学研究综述

文章对海派文学研究进行了系统回顾,重点介绍了20世纪30年代“京海论争”的情况和新时期以来海派文学研究的新进展,对研究现状、取得的成绩和尚待开拓的领域作了分析。     

Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature

The purpose of this research is to review the literature about young people’s meaningful experiences in physical education and youth sport. We reviewed 50 empirical peer-reviewed articles published in English since 1987. Five themes were identified as central influences to young people’s meaningful experiences in physical education and sport: social interaction, fun, challenge, motor competence, and personally relevant learning. These themes provide future direction for the design and implementation of meaningful physical education and youth sport experiences. We also highlight the need for the development of pedagogies that facilitate and promote meaningful engagement in physical education and youth sport settings.