Introduction—Missing in Action: The Case of the Absent Body

This paper reviews selected recruitment resources to physical education based on Lortie's (1975) paradigm of occupational choice and the anticipatory socialization process. Based on data from physical education entry studies (Mulling, 1981; Pooley, 1970; Woodford, 1977; Templin, Note 1), examples of how selected resources both attract and facilitate entrance into the field are presented. Such resources as the interpersonal and service dimensions of teaching, a desire for continued association with sport, time compatibility, job security, eased entrance, and various socializing agents are shown to have some degree of influence on one's decision to enter physical education. Finally, various implications of the data are discussed in relation to the professional preparation process.     

Introduction—Understanding education, fragility and conflict

This Introduction discusses approaches to and perspectives on analyzing the complex relationship between education, fragility, and conflict and its underlying causes and dynamics. It argues for the need for contextual and time-bound multi-level analyses of interlinked societal dimensions in order to address the ultimate purposes of education policies and programmes, whether they aim to ameliorate or transform existing conditions. Examples are presented of the ways these dimensions apply to the country cases on Afghanistan, Bolivia, Nepal, and Sudan and to the discussion of why quality data is important for analysis, and for policy and programme design.     

Integration and segregation — inclusion and exclusion

The purpose of this chapter is to offer reflections on integration research. A plea is made for a more precise and careful use of the concept “integration” and, above all, a more careful and critical interpretation of results from studies and experiences of so-called integration endeavors. Some serious misunderstandings that result from an incorrect or imprecise use of integration are pointed out. Critical distinctions between integration and inclusion are made. Results from a longitudinal study in Sweden are summarized.     

Language and Thought——The Inspiration for Kindergarten Education

Based on the four famous theories of the relationship between language and thought,the author will endeavor to find out the nature between them and apply it to the kindergarten education in the dissertation,aiming at the concrete help to all nursery teachers.     

Father and Son——A Walking Case

①Fathershows his tieket to thec】erk,with a casec别汀led in hishand. 爸爸手提皮箱,剪票进站.②The cle浅比。ck吕the tieket_andlets仙n in. 检票员验过后便让他过去了。③Tho elerk suddenly、ays,“A moment,Please!‘’,“What,5 wrong‘2”Fatller turns baek,forgetting the eas。 检票员突然说道:“请等一下!”“啊,什么事?”爸爸转过身 去,竟忘了手中的箱子。④But rhe ease 15 still moving ahead by it-self!Father thinks“oh,ir’5 bad!I’m over!”箱子居然会自己走路?!老爸心里想:“糟r,全暴露一孔这下可完了!”Fa…     

Environmental Ethics and Ontologies: Humanist or Posthumanist? The Case for Constrained Pluralism

This paper will evaluate a range of humanist and posthumanist ethical positions as useful bases for environmental education. It will conclude that a range of such positions can be seen as embracing respect for non-human nature. Therefore, environmental education can effectively embrace ethical pluralism to some extent. Embracing a degree of pluralism potentially makes it easier for teachers and students with a wide range of preconceptions to become more pro-environmental, while highly committed and exclusive approaches can prove divisive. However, some humanist and posthumanist positions are grounded in dismissive or reductive attitudes to non-human nature. In summary, there is no one suitable ethical basis for environmental education in the humanist and non-humanist traditions, but several. However, the key to the effectiveness of any of these is full acceptance that human and non-human flourishing are integrally related, and that non-human nature must therefore be both respected (that is, both admired and cared for), and not merely when this meets short-term instrumental human goals.     

Meeting 2020 Workforce Goals: The Role of Industry–College Collaboration and Goals for Instructional Design

Since the 1990s, federal programs for workforce training have aimed to transform the role of community colleges from narrow contract training to a broader role that encompasses strategic instructional program planning and innovation to support lifelong learning for a changing workforce and economic development (Jacobs & Teahen, 1996 Jacobs , J. , & Teahen , R. C. ( 1996 , January ). We're doing it: Michigan models for academic and occupational integration. Paper presented at Workforce 2000 annual conference on workforce training of The League for Innovation in the Community College, Orlando, FL.  [Google Scholar]). Yet, to date, there has been no study of how this changing role has affected the ways community colleges and their industry partners collaborate. With rising pressure from policy makers to accelerate training to help American workers to adjust to rapid change in the workforce, it is critical to understand the cross-organizational dynamics of these collaborations.     

Employer and Educator Expectations for Youth: Fostering the Need for Greater Collaboration and Development∗

Abstract

The debate about the relationship of school to work has been constantly fuelled by reports and papers claiming to document the attitudes and expectations of the key parties. Typically the relationship is reported to be muddled by conflict, misunderstanding and disillusionment. Close examination of the values and expectations underlying sanctioned attitudes, attributes, knowledge and skills, indicates a greater degree of symbiosis between educators and employers than is traditionally acknowledged.

     

Environment and Human Behaviors——Taking“The Acorn Gatherer” as a Case Study

Human living environment interacts with human behaviors.Environment to some degree determines human behaviors which in return reshape and sustain the dynamic environment.Taking Richard Jefferies’ The Acorn Gatherer as a case study,this paper makes an argument that the behaviors of the villagers in the story can be more adequately interpreted in view of the backward countryside environment,and the same is true with the author Richard Jefferies’ non-interference in the omniscient third-person point of view in writing the story.It is Richard Jefferies’ family environment that makes up his viewpoint of writing,reflecting his critical loving of the countryside,where lives boom and conventions are extremely followed.     

“The More We Can Try to Open Them Up,the Better It Will Be for Their Integration”: Integration and the Coercive Assimilation of Muslim Youth

Capitalizing on national anxieties, right wing populist leaders promise to enforce national borders with new constellations of policies that regulate and exclude Muslim bodies. Using the theoretical tool of “technologies of concern” (Jaffe-Walter, 2016), this essay critiques how state security discourses operate through public schools. Drawing on ethnographic research with Muslim youth in a Danish public school and an analysis of European integration policies, the author analyzes how policies and practices that ostensibly support young people’s integration enact everyday violence and coercive assimilation. Highlighting the perspectives of the young people she worked with, the author argues that state efforts to transform Muslim students into acceptable subjects of the nation-state encouraged their alienation and marginalization.     

Reading economics,thinking education: The relevance—and irrelevance—of economic theory for curriculum research

This paper aims to better understand economists’ increasingly influential voice to the conversation of schooling and education. It draws on curriculum theory to develop a framework for analysis of current economic research in education. The framework consists of the following tri-partition: the political, the practical, and the programmatical. Through this framework, the authors are able to discuss a broad range of economics of education articles. The aim is 2-fold: partly to convey important insights into findings and tools of relevance to educational research, but ultimately to improve curriculum research. This study draws attention to areas of educational research, and particularly curriculum theory, where the insights of economists might be used with caution and in light of current thinking in curriculum research. A central finding from the analysis is that the two traditions (education and economics) are more complementary than conflicting. Yet, it is argued that, by failing to engage with educational literature, economists included in this review greatly over-simplify schooling and education.     

The Index of Forecasting Efficiency,for the Case of a “True” Criterion

A variety of personal characteristics have been shown to be influential in teacher-student relationships. The sex of the child as well as the appropriateness of his behavior were the factors evaluated in this study. An analysis of the results indicated that sex-inappropriate behavior was viewed less favorably than sex-appropriate behavior. A discussion of the results was presented with regard to support for previous studies and implications for future research.     

General Education,General‐Technical Education and Integration

Summaries

English

Answers to questions pertaining to general education and basic subjects, as well as to vocational education (general‐technical education in particular) and the principle of integration cannot be reduced to formal speculations or to bare definitions, no matter how elegant and correct. In our era, which is the era of logic and of data‐processing, of automation and computers‐‐the analysis of the question of general and general‐technical education and the corresponding basic subjects of contemporary education must have the qualities of logical and epistemological necessity. The renaissance of formal and mathematical logic in contemporary general education and the inroads made by these subjects into the content and structure of contemporary vocational training‐‐are facts and trends without precedence in the history of education and school. Other developments from which there can be no retreat are the inclusion of data‐processing into the content and structure of the general education school, and the heavy reliance on mathematics in the process of vocational training, combined with elements of cybernetics, formal and mathematical logic, and science of management and control. Also, the time has come for a new principle of teaching, the principle of integration.     

The Perfect Storm—Genetic Engineering,Science, and Ethics

Uncertainty about ethics has been a major factor in societal rejection of biotechnology. Six factors help create a societal “perfect storm” regarding ethics and biotechnology: Social demand for ethical discussion; societal scientific illiteracy; poor social understanding of ethics; a “Gresham’s Law for Ethics;” Scientific Ideology; vested interests dominating ethical discussion. How this can be remedied is discussed.     

The Integration of Preservice Teachers’ Naive and Informed Beliefs about Learning and Teaching

Preservice teacher education students are likely to have acquired naive beliefs about learning and teaching, that need to be integrated with theoretically informed beliefs, if they are to function effectively in classrooms. This study explored the nature of such integration using a sample of Graduate Diploma in Education students engaged in an educational psychology subject which was designed to help students develop constructivist beliefs and approaches to learning. Investigation of students’ journal entries, written statements, and stimulated recall interviews related to videotaped practice teaching sessions, revealed that students were able to integrate prior beliefs with the theoretical content of the course, enabling them to describe, and in some cases, evidence informed conditional knowledge.