But your head isn''''t the right size!

Jack wanted to buy a hat, so he went into a hat shop and said to the assistant, "I 1 a hat, please."he said. "Can I try on 2 ?"Of course, sir,"the assistant answered and he 3 several hats for Jack.Jack 4 one by one but he didn't like__5of them. "This one is too big and this one doesn't 6 very nice and this one must be too cheap.     

But good strategy instructors are constructivists!

The general nature of constructivist educators' views of teaching are overviewed first, followed by analysis of good strategy instruction in constructivist terms. That good strategy instruction is scaffolded teaching is particularly emphasized. Scaffolded teacher-student interactions necessitate that students experience unique instruction that stimulates a great deal of student construction of to-be-acquired competencies. The only important difference between good strategy teaching and teaching recommended by constructivist educators is in the explicitness of instruction, with relatively greater teacher input about what is to be learned during good strategy instruction.     

既应是朋友更应是学长--浅谈对话情境中的教师角色定位

随着基础教育新一轮课程改革的到来，“对话”已经成为我们教育行为的基本话语情境。在这一教育话语情境中，教师已不只是传统意义上的“传道、授业、解惑”者，而应是学生的“朋友”，更应是学生的“学长”。     

Preach what you teach! Teacher educators and congruent teaching

Teacher educators seem to agree that, to be able to support their student teachers' learning, they themselves should be good models of the kind of teaching they are trying to promote. However, it is clear from the literature that this congruent teaching is not self‐evident in teacher education. In the present article, we describe a small in‐depth study, in which we attempted to establish whether teacher educators begin to teach more congruently when supported, and the factors influencing the occurrence or non‐occurrence of such congruent teaching. To do so, we organised a workshop on the subject. Before and after the workshop, we interviewed the participating teacher educators, using videotapes of their lessons. To discover the possible contribution of the workshop to their congruent teaching, we later compared both interviews. We found that a particularly important aspect of congruent teaching, i.e. the teacher educators' ability to link their own teaching to theory, had improved. Our conclusion is that the acquisition of a language enabling them to talk about congruent teaching helps teacher educators to overcome problems with congruent teaching.     

But I want to fly too!: Girls and superhero play in the infant classroom

This article describes a study which was conducted in an inner-city school in the north of England, in a base which contained 57 children aged 6 and 7 years old. The purpose of the study was to explore the potential role of popular culture in the literacy curriculum. During the project, a socio-dramatic role-play area which was related to a popular superhero icon was set up in the classroom. Children's play in the area was recorded using a variety of methods, including field notes, video recording and photographs. Some of the previous research on superhero play has focused on the attraction the discourse has for boys or suggested that girls take on a non-female persona in such a play. The findings from this study suggest that superhero play is strongly attractive to girls, who explore agency and autonomy through such play and actively position themselves as females within a heroic discourse.     

The Equation, the Whole Equation and Nothing But the Equation! One Approach to the Teaching of Linear Equations

There exists an extensive range of research looking at the teaching and learning of linear equations, resulting in many papers highlighting a range of teaching approaches and illustrating a variety of significant cognitive problems and stumbling blocks to the learning of linear equations with understanding. Building on this literature, this paper presents some of the results of a case study which looked at the mathematics classroom of one particular teacher, Alwyn, trying to teach mathematics with meaning to less able pupils at secondary school level. Our interest here is those lessons which dealt specifically with the learning of linear equations, in which firstly a different approach was utilised and secondly many of the problems referred to in the literature were not present. We contrast this method with the teaching of linear equations to a variety of ability levels in several other classrooms that we have studied and we attempt through use of the Pirie-Kieren model, to analyse and account for the successful growth of understanding of the lower ability, year eight pupils in one particular classroom.     

可是老师哭？

六岁的约翰娇生惯养,他的父亲知道这一点,可他的祖父母仍然宏着他。这孩子几乎寸步不离他的祖母。他想要什么不是哭,就是闹。他第一天上学才离开祖母的怀抱。     

可是老师哭了

六岁的约翰娇生惯养。他的父亲知道这一点,可他的祖父母仍然宠着他。这孩子几乎寸步不离他的祖母。他想要什么不是哭,就是闹。他第一天上学才离开祖母的怀抱。     

What Katy Did

What Katy Didwas the second of more than twenty books written for children by Susan Coolidge, the pen name of Sarah Chauncey Woolsey (1835–1905). Early in Sarah's childhood, the Woolseys moved from Cleveland to Connecticut, where she and her younger sisters and brother grew up. They and her relations provided the models for the fictional Carr family of the Katy novels, Sarah having much in common with Katy herself. What Katy Didwas published by Roberts Brothers of Boston in 1872 and is often compared with Louisa M. Alcott's Little Women,published very successfully by the same firm only four years earlier. Katy Carr was as immediately popular as Jo March, who may well have created an eager market for her. Elizabeth Jennings was born in 1926 in Boston, Lincolnshire, but since the age of six has lived mostly in Oxford. She was educated at Oxford High School and read English Language and Literature at Oxford University. Her first book,Poems (1953), won an Arts Council Award, andA Way of Looking brought her the Somerset Maugham Award in 1956. The latter enabled her to make the first of many visits to Rome, a city which has had a formative influence on her work. She has published fifteen volumes of poetry as well asCollected Poems (1986), which was awarded the W. H. Smith Award in 1987. She has also written two books of poems for children (now out of print) calledThe Secret Brother andAfter the Ark, has translated Michelangelo'sSonnets (reissued in 1988), has edited four anthologies, and has written four critical books, includingEvery Changing Shape andRobert Frost. Over the years she has received five Arts Council prizes or bursaries.CLE invited her to revisit a favorite book of her childhood.     

论教育省略了什么

从世界文明中心转移规律的高度,指出优秀科学技术和人文大师的数量和水平是世界文明中心转移的决定性因素。对此,学校教育具有特殊的决定性地位和作用。20世纪后半期,世界教育出现了“工具理性主义”和用“流水线作业”方式培养学生两个倾向性问题。改革开放30年来,我国教育在大发展的同时,受“工具理性主义”影响出现了四个“省略”,即“不同程度地省略了学生创造性智慧和能力的深度开发”,“不同程度地省略了学生丰富而均衡的精神世界的精心培养”,“不同程度地省略了高等学府对崇高学术耐心和学术敬仰的制度保障”,“不同程度地省略了对特殊人物‘超常学术抱负’的政策支撑”。为此,提出了四项教育对策。