Who am I? Why am I here? and Where do I come from? Responding to philosophical picturebooks

ABSTRACT

This article gives a brief overview of reader response theory before sharing the views of some nine-year-old children working collaboratively as part of a community of readers. Prior to responding to some philosophical picturebooks the children talked about what they thought philosophy was, they then shared their thoughts on some of the very questions of existence to include: Who am I? Why am I here? Where did I come from? and Where will I go to? Their initial thoughts and responses were followed by detailed reading, thinking and responding to one specific picturebook, Die Schopfung (The Creation) by F.K. Waechter.     

Who am I（2）

1, Hola! There are several Subspeeies in our family. We are long, and some of us havs long,bushy tails. We are very good climbers and have sharp claws. Despite our name, some of our sub-species have the delicious termite as their main source of food. What mammal am I？     

Who am I （1）

1. Ni hao ma？ People always deseribeme as cute and roly-poly, which suits me fine. My black and white fur usually gets me recognized, as does the bamboo I love to consume. Because my friends and I are Chinese, we usually have names like Mei Mei and Hua Sheng. What mammal am I？     

Who am I? 52 Tuesdays,intimacy and the search for an authentic life

Recent research shows that young people list media entertainment as one of the sources where they find information about what they really want to know about sex and what is not taught through the school curriculum – namely, relationships and eroticism. This paper addresses the potential role that may be played by small independent alternative feature films such as 52 Tuesdays in the sexual education of young people. While 52 Tuesdays’ purpose was never explicitly pedagogic, the subject matter – family relationships, sexual experimentation, sexual identity and agency, and transgender experience – situates it firmly within the concerns of contemporary young people.     

Who Am I?

开动脑筋,用英语思维,欢迎如约来到“猜猜猜”!今天的图文谜题,需要你一边看,一边猜,多加油,要努力呀!     

Who Am I?

快加入到我们的“G A M ES部落”中来吧,只要把你的答案寄来就有机会获得通行证哟!奖品和积分在等着你呢!我们的地址:哈尔滨市南岗区阿什河街11号《小学趣味英语》编辑部“G A M ES部落”收邮编:150001I’m the tallest.I likefish.I’m the fattest.I’m the smallest.M y earsare large.35月份n t m o h部落Who Am I?@高亚沛~~     

Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools

The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. While presented as a catalyst for educational improvement, it blurs the traditional division between teaching and leading and therefore challenges the conventional professional relationships in schools as well as the professional self-understanding of teacher leaders. This article reports on an exploratory study of the perceptions of teacher leaders in Flemish primary and secondary schools. By conducting semi-structured interviews of 26 teacher leaders, we collected data concerning their tasks and the consequences for both their social–professional relations with teacher colleagues and school leaders and their professional self-understanding. From a micro-political perspective, the results demonstrate how teacher leadership introduces new structures of interactions in schools that makes teacher leaders find themselves continuously juggling between two different agendas of professional interests: obtaining recognition as a teacher leader by their colleagues as well as maintaining their social–professional relationships with their colleagues.     

“I am smart and I am not joking”: Aiming high in the middle years of schooling

In this paper, we draw on accounts from students to inform a Middle Schooling movement that has been variously described as “arrested”, “unfinished” and “exhausted”. We propose that if the Middle Schooling movement is to understand the changing worlds of students and develop new approaches in the middle years of schooling, then it is important to draw on the insights that individual students can provide by conducting research with “students-as-informants”. The early adolescent informants to this paper report high hopes for their futures (despite their lower socioeconomic surroundings), which reinforces the importance of supporting successful learner identities and highlights the role of schooling in the decline of adolescent student aspirations. However, their insights did not stop at the individual learner, with students also identifying cultural and structural constraints to reform. As such, we argue that students may be both an important resource for inquiry into individual school reform and for the Middle Schooling movement internationally.     

Ko wai Au? Who am I? Examining the multiple identities of Māori youth

In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these youth. Emerging findings highlight the complex nature of these youth’s cultural identity as well as specific issues related to access to and participation within te ao Māori (the Māori world). Specific and critical reflections on the research process are also included.     

“Who polluted the Potomac?” The translation and implementation of a US environmental story in Brazilian and Turkish classrooms

In this study we examine how elementary teachers in Brazil and Turkey approached the translation and subsequent classroom implementation of an instructional activity that promotes environmental awareness through a combination of student role playing and teacher oral delivery of an environmental story about river pollution. A discourse analysis showed that translation into Portuguese was literal, an approach that fostered a classroom implementation that emphasized detached transmission of knowledge (the teacher frequently interrupted her delivery to provide textual, contextual and recontextualizing information to students). In contrast, translation into Turkish was free, that is, with many modifications that led to a decontextualized and detached text. Implementation of this text was focused on the creation of student involvement, being dominated by oral strategies such as religious analogies (heaven and hell), and parallel repetitions of statements of shared guilt. Based on these findings, it was concluded that neither translation promoted an equivalent form of environmental instruction (i.e., involved transmission of environmental knowledge). Furthermore, an argument is made that effective translation requires that original and translated curricula foster analogous levels of involvement (or detachment) as well as equivalent forms of classroom relationships and social roles (pragmatic equivalence).

Who Am I and What Can I Do? Children's Self-Concepts and Motivation in Achievement Situations

We review recent theoretical and empirical work on children's self-concept development and how their self-concepts motivate their behavior in achievement situations. Several important issues regarding the self-concept are considered, including what beliefs make up the self-concept, how those beliefs are structured, how the self-concept differs across age and between boys and girls, and how specific aspects of the self-concept relate to an individual's overall self-evaluation. Theoretical views and research on how children's self-concepts relate to their motivation in achievement settings are presented, as is work on how the self-concept guides achievement behavior. We address the issue of causal direction in the relation between the self-concept and achievement. Suggestions for future research are provided.     

“I am not simply learning and regurgitating information,I am also learning about myself”: learning portfolio practice and online distance students

This case study explored the experience of learning portfolio practice and whether learning portfolio practice facilitated the development of critical thinking skills among online distance students. Data were generated using the participant learning portfolio entries and two-time semi-structured interviews. Five themes were constructed in the data-led thematic analysis: being an online distance student, the experience of learning with a learning portfolio, my approach to learning, thinking critically in my learning portfolio, the sociology discipline context. Findings indicate that learning portfolio practice can enhance the nature of the learning experience by providing students with a personal space to evaluate their own learning, to process their thoughts and experience and to document their lives and learning in an authentic and meaningful way. The findings suggest that learning portfolio practice can facilitate the development of critical thinking skills within a disciplinary context.     

“I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities,intersections, and negotiations

Framed within intersectionality and using science identity as a unit of analysis, in this single case study I explore the barriers, difficulties, and conflicts that Amina, a young Muslim woman, immigrant in Western Europe confronted throughout her trajectory in physics and the ways in which her multiple identities intersected. The main sources of data consisted of three long biographical interviews, which were analyzed through a constant comparative method. The analysis of the data provided insights into how intrapersonal, interpersonal, sociocultural factors, alongside a myriad of experiences nurtured Amina's intersectional identities and what this may mean for Muslim women's participation in physics. The findings are summarized in two main assertions: (a) Amina was confronted with various barriers across her journey in physics with the intersection of religion and gender being the major barrier to her perceived recognition due to cultural expectations, sociopolitical factors, and negative stereotypes and (b) Amina's social class, religion, gender performance, and ethnic status positioned her as Other in various places throughout her trajectory in physics, and consequently hindered her sense of belonging. These findings suggest the urgency and importance of: (a) examining the intersection of science identity with other identities, especially, religion, gender, and ethnicity for the purpose of extrapolating a more comprehensive understanding of how minoritized groups participate in science; (b) rethinking recognition through an explicit intersectionality lens across various geographical and sociopolitical contexts; and (c) transforming physics into a diverse world where multiple ways of being are recognized, where minoritized groups will not have to compartmentalize parts of their identities to exist, and where they can perform their authentic and intersectional identities.     

Who’s Afraid of Secularisation? Reframing the Debate Between Gearon and Jackson

This paper examines the debate between Liam Gearon and Robert Jackson concerning the politicisation of religious education. The debate concerns the extent to which secularisation frames religious education by inculcating politically motivated commitments to tolerance, respect and human rights. Gearon is critical of a supposed ‘counter-secularisation’ narrative that, he argues, underpins the REDCo project (Religion in Education. A Contribution to Dialogue or a Factor of Conflict in Transforming Societies of European Countries), suggesting that the politicising assumptions behind REDCo in fact extend rather than counter secularisation. Although Jackson’s rejoinder to Gearon is robust and largely accurate, I suggest that it misses the basic challenge that religious education serves political ends. I argue that both Gearon and Jackson are enframed at a more fundamental level by a particular view of religion. The problem of pluralism is not, as Gearon supposes, a consequence of the secular framing of religion in terms of tolerance and respect, but predicated on a propositional view of religion that places competing truth claims in opposition. Nothing less than a transformed view of religion itself is the presupposition and the aim of religious education.     

Do You Know Who I Am?

Once,a long time ago,I went to a railway station near New York.I was 1 the night train from there.Crows of people were on the platform(月台）and they were pushing into the long train 2 was already full.I asked the man at the booking office(售票）3 I could have two tickets.He answered sharply "No."So I left 4.     

“Yes, I am a Boy!”

My name is Chen Jieyu. I am a girl. My mother and I went to the hairdresser‘s the day before yesterday. Now I have short hair.     

Who governs? Academic decision-making in US four-year colleges and universities, 2000–2012

This study compares the explanatory power of two models of academic governance: dual and managerial control. The research is based on characterizations by chief academic officers of the primary decision-makers involved in 13 types of recurrent academic decisions. We examine change between responses to surveys fielded to US four-year colleges and universities in 2000 and 2012. We find limited support for the dual control and the managerial control models in both years. As an alternative to the two dominant conceptual models, we develop an empirically grounded classification based on multidimensional scaling and cluster analysis. In each year we find high faculty participation and management-dominant clusters. The other identified clusters do not map well onto either of the two dominant conceptual models. Given these results, we argue that configurational analysis should be used as a supplement to future studies monitoring the incidence of dual and managerial control in academic governance.     

“Can I do well in mathematics reasoning?” Comparing US and Finnish students’ attitude and reasoning via TIMSS 2011

This study investigated differences between the US and Finland in terms of how students’ attitude is related to mathematical reasoning skills through the Trends in International Mathematics and Science Study (TIMSS) 2011. Attitude towards mathematics was observed via 3 TIMSS contextual variables: liking mathematics, valuing mathematics, and confidence in mathematics. Scores for mathematical reasoning were collected from the TIMSS 2011 database. We used hierarchical linear modelling to construct multilevel models with interactions of the attitude variables. Findings showed that confidence in mathematics had the strongest positive relationships with mathematical reasoning in both countries. Finnish students generally reported stronger positive relationships between confidence in mathematics and reasoning than US students. Strong relationships between confidence and reasoning remained visible when examining valuing and liking mathematics. Findings provide important implications regarding the complex interactions between attitude towards mathematics and reasoning, critical for mathematics educators and policymakers to consider in an increasingly competitive international environment.     

Who am I as a distance tutor? An investigation of distance tutors’ professional identity in China

Much research has been conducted in the area of teacher professional identity in the past decades. Nonetheless, very little attention has been paid to the professional identity of tutors in distance education. Using interviews, this study set out to investigate distance tutors’ claimed and assigned professional identities, their actual, ought and ideal responsibilities, as well as job satisfaction and expected institutional support. The study involved 155 tutors from Chinese open universities. As indicated by the findings, Chinese distance tutors claimed to be inferior to their counterparts at conventional universities in research facilities and resources, social status, professional development, teaching facilities and resources, and income. Their assigned identity further confirms their professional vulnerability as a disadvantaged cohort of higher education academics. Discrepancies also exist between their actual, ought and ideal roles and much needs to be done to enhance their professional identity. Implications are discussed at the sociocultural, institutional, and personal levels.