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1.
Clementina Acedo 《Prospects》2008,38(1):5-13
This special issue is introduced. The issue draws together a selection of articles uniting theoretical and field research
dealing with the notion of inclusive education and the challenges encountered in the policy-making and implementation processes.
These articles represent diverse, multifaceted theoretical, disciplinary and methodological approaches to inclusion. Throughout
the issue, inclusion is seen as a guiding principle, helping to accomplish quality Education for All (EFA)—education systems
that benefit from diversity, aiming to build a more just, democratic society. This special issue is devoted to the theme of
the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November, 2008).
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
Clementina AcedoEmail: |
Clementina Acedo (Venezuela) is director of the International Bureau of Education IBE-UNESCO. She holds a Ph.D. in International and Comparative Education and a master’s degrees in Philosophy and International Development Education from Stanford University. She was a professor in the Department of Administrative and Policy Studies at the University of Pittsburgh. Previously she has worked for the World Bank. She is the author of several articles and other works on international educational policy; teacher education systems, secondary education reform, and curriculum development in various countries. 相似文献
2.
David L. Grossman 《Prospects》2008,38(1):35-46
Both democratic citizenship education and inclusion share a common ethos and language based on concerns for human rights,
social justice, and a sense of community. Both aim at the building of democratic relationships. But it is fair to say that
for a long time citizenship educators and advocates of inclusion have either spoken past each other, or have not communicated
or articulated their arguments. This essay offers a multi-dimensional framework under which citizenship educators and advocates
of inclusion can share a common agenda, seeking socially just and democratic schools.
David L. Grossman (United States of America) is currently Professor and Interim Dean of Education at Chaminade University of Honolulu, and Adjunct Senior Fellow in the Education Program, East-West Center, Honolulu, Hawaii. Formerly Dean of the Faculty of Languages, Arts and Sciences, and co-Head of the Centre for Citizenship Education, at the Hong Kong Institute of Education. He was previously Director of the Stanford University Program on International and Cross-Cultural Education (SPICE). Research interests include citizenship education, international and comparative education, and teacher education. Recent publications include two co-edited books, Social education in Asia (with Joe Lo), and Citizenship curriculum in Asia and the Pacific (with Wing On Lee and Kerry Kennedy). 相似文献
David L. GrossmanEmail: |
David L. Grossman (United States of America) is currently Professor and Interim Dean of Education at Chaminade University of Honolulu, and Adjunct Senior Fellow in the Education Program, East-West Center, Honolulu, Hawaii. Formerly Dean of the Faculty of Languages, Arts and Sciences, and co-Head of the Centre for Citizenship Education, at the Hong Kong Institute of Education. He was previously Director of the Stanford University Program on International and Cross-Cultural Education (SPICE). Research interests include citizenship education, international and comparative education, and teacher education. Recent publications include two co-edited books, Social education in Asia (with Joe Lo), and Citizenship curriculum in Asia and the Pacific (with Wing On Lee and Kerry Kennedy). 相似文献
3.
The Durkheimian concept of the density of social relationships may prove more fruitful than the historical materialist notion
of a social hierarchy for thinking about the social location of epistemic agents in science. To define a scientist’s social
location in terms of the density of her professional relationships with other scientists permits us to give a more precise
characterization of marginalization and thus to formulate more testable hypotheses about marginalized groups in science. The
notion of social density helps to explain not only how some individual scientists are more likely than others to get a hearing
for their ideas, but also how scientific inquiry flourishes more in some societies than in others.
Warren Schmaus is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh. 相似文献
Warren SchmausEmail: |
Warren Schmaus is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh. 相似文献
4.
David J. Siegel 《Innovative Higher Education》2008,32(4):195-207
Results are reported from an empirical study of an interorganizational collaboration to prepare underrepresented students
for elite postsecondary education and beyond. The LEAD (Leadership Education and Development) Program in Business is an initiative
involving twelve U.S. universities, nearly forty multinational corporations, a federal government agency, and a nonprofit
organization working together to introduce students to business education and careers in business. This article analyzes the
conditions that give rise to the collaboration, its essential structural characteristics, and the consequences that flow from
it.
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
David J. SiegelEmail: |
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
5.
Jennifer Gallo-Fox 《Cultural Studies of Science Education》2009,4(2):449-460
Wassell and LaVan (this issue) make strong arguments about the value of coteaching as a model for learning to teach. This
response paper draws upon recent sociocultural conceptualizations of human nature and development as a process of contribution
and shared contribution to extend Wassell and LaVan’s findings about teacher learning and to further illuminate evidence of
the transformative potential of coteaching. It is argued that the beginning teachers in Wassell and LaVan’s study appropriated
the cultural practices, and ontological and epistemological stances of coteaching and used these perspectives and practices
to transform the cultures of their in-service classrooms as well as the roles and epistemic perspectives of their students.
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
Jennifer Gallo-FoxEmail: |
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
6.
Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men! 总被引:1,自引:0,他引:1
In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable
construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on
conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best
theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
Reinders DuitEmail: |
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
7.
Leonard Waks 《Learning Inquiry》2007,1(2):153-161
In an earlier article I drew a distinction between two general types of listening. In one the listener brings pre-determined
categories to bear in extracting useful information from the speaker’s utterance. In the other the listener suspends such
categories to hear as much as possible in the utterance. This distinction has been challenged by Sophie Haroutunian-Gordon.
This article responds to her critique.
相似文献
Leonard WaksEmail: |
8.
Don Howard 《Science & Education》2009,18(2):199-220
This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate
in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing
the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge.
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
Don HowardEmail: |
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
9.
Rangachar Govinda 《Prospects》2008,38(3):431-444
About 60 years ago India established a policy of providing free and compulsory education to all children and began transforming
the elite education system inherited from its colonial past into a mass education program. The task became a race against
a rapidly growing population, which outstripped the pace at which children could be enrolled and educated in schools. Notwithstanding
this demographic challenge, the system grew in size and the number of children participating in school grew many-fold. The
struggle to reach the long cherished goal of universal elementary education continues even today. The present paper highlights
two decades of EFA progress, paying particular attention to quantitative trends since 2001, and the policies framed and the
strategies implemented to achieve greater equity and quality in the provision of basic education.
Rangachar Govinda (India) Head of the Department of School and Non-formal Education, National University of Educational Planning, New Delhi. He is also a visiting professor at the Institute of Education, University of London. Member of the Editorial Board of the Global Monitoring Report, UNESCO; Task Force on Education for All, and Ministry of Human Resource Development, India. Current areas of interest include primary education and literacy, decentralized management, program evaluation, and the role of NGOs and international organizations. Recent publications include: India Education Report—Profile of Basic Education, Oxford University Press, and Community Participation and Empowerment in Primary Education in India, Sage Publishers, New Delhi. 相似文献
Rangachar GovindaEmail: |
Rangachar Govinda (India) Head of the Department of School and Non-formal Education, National University of Educational Planning, New Delhi. He is also a visiting professor at the Institute of Education, University of London. Member of the Editorial Board of the Global Monitoring Report, UNESCO; Task Force on Education for All, and Ministry of Human Resource Development, India. Current areas of interest include primary education and literacy, decentralized management, program evaluation, and the role of NGOs and international organizations. Recent publications include: India Education Report—Profile of Basic Education, Oxford University Press, and Community Participation and Empowerment in Primary Education in India, Sage Publishers, New Delhi. 相似文献
10.
In 1983, Mozambique started reviewing the education system that it had inherited from the Portuguese colonial administration.
One of the innovations introduced into basic education is the time allocated to the local curriculum (LC) within the national
curriculum (NC). The LC enables the communities, including the poorest and those furthest removed from the school environment,
to identify themselves with the importance of schooling and allow children to find meaning in what they learn with respect
to their life in their community. The good practice described below has been introduced in a community school, where it has
successfully brought together the LC and NC to become an individual and collective asset for the community in which it has
been implemented. It is a successful example worth studying in detail.
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
Albertina Moreno ChachuaioEmail: |
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
11.
John K. Gilbert 《Cultural Studies of Science Education》2009,4(2):315-322
This short paper outlines the emergence and achievements of the Science Education Research Unit at the University of Waikato
over the period 1979–1985 under the leadership of the late Dr. Roger Osborne. Following his attendance at the ASERA meeting
in Wagga Wagga in 1977, Roger Osborne rapidly built up a very productive team, which he led until his death in 1985. His legacy
is tentatively evaluated. In conclusion, the cultural context in which this work took place is sketched.
相似文献
John K. GilbertEmail: |
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Roger Azevedo Daniel C. Moos Jeffrey A. Greene Fielding I. Winters Jennifer G. Cromley 《Educational technology research and development : ETR & D》2008,56(1):45-72
We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected
adolescents’ learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students
with little prior knowledge of the topic were randomly assigned to either the SRL or ERL condition. Learners in the SRL condition
regulated their own learning, while learners in the ERL condition had access to a human tutor who facilitated their self-regulated
learning. We converged product (pretest-posttest shifts in students’ mental models and declarative knowledge measures) with process (think-aloud protocols) data to examine the effectiveness of self- versus externally-facilitated regulated learning. Findings
revealed that learners in the ERL condition gained statistically significantly more declarative knowledge and that a greater
number of participants in this condition displayed a more advanced mental model on the posttest. Verbal protocol data indicated
that learners in the ERL condition regulated their learning by activating prior knowledge, engaging in several monitoring
activities, deploying several effective strategies, and engaging in adaptive help-seeking. By contrast, learners in the SRL
condition used ineffective strategies and engaged in fewer monitoring activities. Based on these findings, we present design
principles for adaptive hypermedia learning environments, engineered to foster students’ self-regulated learning about complex
and challenging science topics.
Roger Azevedo is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning. 相似文献
Roger AzevedoEmail: |
Roger Azevedo is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning. 相似文献
15.
Thomas Uebel 《Science & Education》2009,18(2):161-168
This paper comments on Reisch’s book How the Cold War Transformed Philosophy of Science. Overall supportive of Reisch’s project and perspective, it raises certain points where the data appear inconclusive and
either provides additional support or briefly explores some interpretative alternatives.
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
Thomas UebelEmail: |
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
16.
Gianna Katsiampoura 《Science & Education》2008,17(6):663-668
There is thus nothing paradoxical about the inclusion of alchemy in the ensemble of the physical sciences nor in the preoccupation
with it on the part of learned men engaged in scientific study. In the context of the Medieval model, where discourse on the
physical world was ambiguous, often unclear, and lacking the support of experimental verification, the transmutation of matter,
which was the subject of alchemy, even if not attended by a host of occult features, was a process that was thought to have
a probable basis in reality. What is interesting in this connection is the utilization of the scientific categories of the
day for discussion of transmutation of matter and the attempt to avoid, in most instances in the texts that survive, of methods
reminiscent of magic.
Gianna Katsiampoura is researcher of History and History of Science in the Byzantine Era and she has taught at the University of Crete, Greece. Her Ph.D. Dissertation is about Perception, Transmission and Function of Science in Middle Byzantine Era and the Quadrivium of 1008, Department of Sociology, Panteion University of Social and Political Science, Athens 2004. She has published papers in referred journals on History and Philosophy of Science in Byzantium. Her research interests include history and philosophy of science, history of education and the relation between history of science and political and economic history of Byzantium. 相似文献
Gianna KatsiampouraEmail: |
Gianna Katsiampoura is researcher of History and History of Science in the Byzantine Era and she has taught at the University of Crete, Greece. Her Ph.D. Dissertation is about Perception, Transmission and Function of Science in Middle Byzantine Era and the Quadrivium of 1008, Department of Sociology, Panteion University of Social and Political Science, Athens 2004. She has published papers in referred journals on History and Philosophy of Science in Byzantium. Her research interests include history and philosophy of science, history of education and the relation between history of science and political and economic history of Byzantium. 相似文献
17.
The Virtual Learning Environment ROODA: An Institutional Project of Long Distance Education 总被引:1,自引:1,他引:0
Patricia Alejandra Behar Sílvia Meirelles Leite 《Journal of Science Education and Technology》2006,15(2):159-167
This article describes ROODA (), a virtual learning environment and one of the official Long Distance Education platforms that has been in use since 2005 at the Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Brazil. It is free software that integrates syncronous and assyncronous interaction/communication tools and publications. In this study, details about institutional demands in relation to long distance education are discussed and ROODA is described with the components that were part of its development such as: modelling and programming, graphic interface and documents for users. Moreover, 19 functions were conceived. Finally, project investigation paths are presented where the platform described is inserted.
相似文献
Patricia Alejandra BeharEmail: |
18.
This paper demonstrates a formal statistical test that can be used to help researchers make decisions about alternative statistical
model specifications. This test is commonly used by researchers who would like to test whether adding new variables to a model
improves the model fit. However, we demonstrate that this formal test can also be employed when alternative representations
of variables or constructs are considered for inclusion in a regression. An empirical example is provided using information
from a widely cited US Department of Education report. Substantively, we find evidence that an alternative representation
of an important policy variable would have been a better fit to the data than the index that was used in the analysis conducted
in the report.
相似文献
Stephen L. DesJardinsEmail: |
19.
Believing that accountability could be a vehicle for change, the California Department of Education (CDE) requires all high
school students to pass the Calfornia High School Exit Exam (CAHSEE) in order to graduate. In doing so, California joins many
others states in mandating a high school exit exam as a current or future requirement for graduation. In this essay, the authors
will argue that this testing approach to school change is based on myths about the role of assessment, the information testing
can provide and the impact high stakes testing has on urban schools. Although California is the focus of this analysis, these
issues are salient across the county. Testing as a solution to poor student achievement is based on faulty assumptions. It
is these assumptions this piece seeks to address.
相似文献
Joi SpencerEmail: |
20.
This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in
philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science.
It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to traditional philosophy of science.
Standpoint theory diverts attention away from the abiding educational and career needs of women in science. In the interest
of women in science, and in the interest of science, science educators would do best for their constituencies by a return
to feminist philosophy understood as the demand for equal access and a level playing field for women in science and society.
Dr. Cassandra L. Pinnick’s research interests focus on formal rationality and the epistemological weight of evidence, evidence in law and science, and anti scientific Realism. Her publications that concern women, science, and the philosophy of science, include essays in the journals Philosophy of Science, Metascience, Social Epistemology, a contributed chapter to the Routledge Companion for Philosophy of Science, and co-editorship of the anthology Scrutinizing Feminist Epistemology of Science (Rutgers). 相似文献
Cassandra L. PinnickEmail: |
Dr. Cassandra L. Pinnick’s research interests focus on formal rationality and the epistemological weight of evidence, evidence in law and science, and anti scientific Realism. Her publications that concern women, science, and the philosophy of science, include essays in the journals Philosophy of Science, Metascience, Social Epistemology, a contributed chapter to the Routledge Companion for Philosophy of Science, and co-editorship of the anthology Scrutinizing Feminist Epistemology of Science (Rutgers). 相似文献