Exclusion from School and Racial Equality: an examination of government proposals in the light of recent research evidence

Throughout the 1990s there have been growing concerns from teacher unions, local education authorities (LEAs) and central government about the rising level of pupil exclusions from schools in England and the related issue of school discipline. School exclusion has also been given a high profile in the media, with attention often focusing on cases where the original decision to exclude has been overturned on appeal. Although certain ethnic groups are over‐represented among those excluded from school, issues of race and ethnicity have largely been ignored in the public debate on exclusions and the question of possible racial discrimination overlooked. This article reports on a study to identify good practice in reducing the number of exclusions from school, particularly the disproportionate number amongst African‐Caribbean boys. The study draws on statistical data from Birmingham, the largest metropolitan LEA, and on interviews with teachers and headteachers in six West Midlands case study schools. This data was supplemented by interviews with key personnel from a variety of West Midlands authorities and by questionnaires to pupils in the case study schools. We examine recent government proposals to cut exclusions in the light of this study's findings and the context of racial equality     

Re-imaging and re-constructing cross-cultural research through critical personal narratives: an examination into fault lines

In this paper, the authors illustrate the impacts of their cross-cultural research in Africa, on their current work in science and STEM education. Through the examination of two research projects in cross-cultural settings in Africa, the authors explore the lasting impacts of this type of work. Specifically, through the use of Critical Personal Narratives and feminist theory, the authors discover fault lines existing in this cross-cultural work and ultimately the shifts in their conceptions of science and STEM education.     

近十年鸳鸯蝴蝶派研究述评

传统的评论家把鸳鸯蝴蝶派看作顽固不化的封建余孽,但当疏离了“五四”激进的话语场域,在当下语境中进行审视时,鸳鸯蝴蝶派的研究呈现出多元性和开放性的局面。批评家从不同的视角和立场对其进行阐释和解说,在对鸳鸯蝴蝶派的近十年研究中,梳理点放在本体论的言说和关系论的沟联两大体系上,在众生喧哗中透视鸳蝴派的历史本质,为更好的理解文本提供一条捷径,以便利于文本的阐发性言说。     

Genetic epistemological notes on recent research into children's understanding of light

This paper reports a new analysis of data on children's ideas about seeing and light. The analysis is theoretically informed by Piagetian stage theory of genetic epistemology. Data produced by other researchers have been recoded to enable quantitative comparisons to be made with the survey data reported by Shayer and Adey (1981). The patterns in the data exposed by genetic epistemological analysis suggest that: (a) the qualitative nature of schemata depends on the content and context of learning opportunities, (b) the stage of genetic epistemological processing marks a ceiling on performance and (c) the ontogenesis of schema in the cognitive development of the individual is still best described in genetic epistemological terms.     

Translating globalization theories into educational research: thoughts on recent shifts in Holocaust education

Much educational research on globalization aims to prepare students to be successful citizens in a global society. We propose a set of three concepts, drawing on systems theory (Nassehi, Stichweh) and theories of the subject (Butler, Foucault), to think the global which enables educational research to step back from hegemonic discourses and reflect on current practices. Globalization is understood in this approach as referring to: (1) a cognitive shift; (2) expanding relevancy spaces; and (3) new forms of subjectivation. The framework is illustrated with examples from educational policy and learning materials, with an extended look at how globalization is articulated in recent shifts in Holocaust education.     

透过意味看汉语实词的虚化

实词虚化是语言发展中一种重要的现象。通过虚化产生的新词与源词之间一定存在时间的距离 ,其间有一个渐变的过程 ,在这一渐变过程中存在可称为“意味”的过渡态。     

当前研究生教育发展规模与速度的研究

研究生教育的发展一方面取决于国家经济社会发展的需要,另一方面取决于与经济发展水平相适应的综合国力支撑条件,这是由教育的社会制约性决定的。笔者以教育的社会制约性理论为基础,分析我国经济发展水平对研究生教育的制约,探讨研究生教育发展规模与速度。     

近十年鸳鸯蝴蝶派研究述评

传统的评论家把鸳鸯蝴蝶派看作顽固不化的封建余孽，但当疏离了“五四”激进的话语场域，在当下语境中进行审视时，鸳鸯蝴蝶派的研究呈现出多元性和开放性的局面。批评家从不同的视角和立场对其进行阐释和解说，在对鸳鸯蝴蝶派的近十年研究中，梳理点放在本体论的言说和关系论的沟联两大体系上，在众生喧哗中透视鸳蝴派的历史本质，为更好的理解文本提供一条捷径，以便利于文本的阐发性言说。     

Student perspectives on international education: an examination into the decline of Japanese studying abroad

The number of students going abroad for study purposes continues to grow exponentially, even despite the global economic downturns of recent years. One exception is Japan, where the number of students going overseas has continued to decline since the mid-2000s. This paper first explores various explanations for the persistent decline in Japanese study abroad based on a review of the literature and official sources. In particular, an analysis is done of the media's reporting of Japanese youth's supposed disinterest in overseas study. Secondly, questionnaire data from a survey of Japanese university students' perspectives on study abroad is analysed to help shed light on the motivating and de-motivating factors influencing the decision to study abroad. Lastly, implications are made regarding the potential consequences of decline in study abroad for Japan and its system of higher education.     

The montessori method: Some recent research

This paper on recent research with the Montessori method includes a brief review of this method for educating preschool-age children and criticisms leveled against it, and a review of comparative research studies in relation to several types of non-Montessori preschool programs with economically disadvantaged and middle-class populations. The comparative results are discussed in relation to three kinds of preschool experience: no schooling, traditional early childhoodoriented programs, and structured cognitive-oriented programs. The findings are interpreted in terms of Hunt's conceptual leel matching model.

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Résumé Cet article à propos des recherches récentes sur la méthode de Montessori comprend une brève revue de ce système pédagogique appliqué aux enfants préscolaires et des critiques de ce système, et des études comparées avec les nombreuses sortes de programmes préscolaires non-Montessori qui traitent des populations économiquement désavantagées et des populations de classe moyenne. Les résultats comparatifs sont discutés par rapport à trois sortes d'expériences préscolaires: par d'école, les programmes traditionnels préscolaires, et les programmes structurés orientés vers la cognition. Les conclusions sont interprétées en employant le modèle conceptuel de Hunt.

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OISE     

当前高考改革的趋向探析

当前的新一轮高考改革已渐入深化期,要一如既往地坚持“双重目标”的目的价值取向,并顺应高等教育大众化要求,确立多样化的工具价值取向。多元评价是多样化取向的应势之举。探讨了多元评价的理论基础、体系构成、构建主体以及多元评价体系下的选拔考试科目设置、诚信问题和学生负担问题,并简要分析了统计与测量技术在改革中的作用。     

浅析宾语it的虚义

it在做宾语时,有时其意义不确定,没有确切的含义,被称为模糊宾语或假宾语.     

A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools

Increasing numbers of students with autism are being educated in mainstream schools. However, outcomes for students with autism are poor when compared to typical students and students with other developmental disabilities. In order to better understand facilitators and barriers to success at school for students with autism, research into the attitudes of key stakeholders, educators, parents, people with autism, to inclusion in mainstream schools for students with autism, was reviewed. Key themes emerging included attitudes to inclusion, the characteristics of autism and social communication in particular and interaction with the school environment, and consequent student problem behaviour. Level of knowledge and understanding of school staff emerged as the primary issue with all stakeholders identifying the need for more training. Other support needs identified included the need for structural support, resources and funding. Parents, in particular, identified the need for a collaborative approach to the education process. The findings highlight the need to translate theory into practice to increase capacity in schools to provide effective educational programmes for students with autism.     

Empty Templates: The Ethical Habits of Empty State Pages

This article examines how empty state pages (ESPs) constrain user-generated communication through the ethical lens of Bourdieu’s habitus. The authors define ESPs as interactive instructional templates that prompt users to input information to participate in an online network. Through a case study analyzing ~450,000 online comments from The New York Times, the authors find a direct connection between ESP elements, such as the character limit for comments, and online writers’ cultivated habitus.     

Mountains and Molehills: egocentricism in recent research

Abstract

The paper describes, on a comparative basis, the approaches to, and the methods and effects of, academic restructuring in the universities of the United Kingdom and the Federal Republic of Germany, which has become necessary in the light of dwindling resources. The aim is to rationalise provision in order to achieve greater efficiency. To that effect courses and departments have been, or may be, closed or combined, and institutions may have to merge or even close. On the other hand, selective steps have been taken in both countries to protect and strengthen science and technology, especially research in these areas. The article also analyses the differences and similarities of such measures, given the underlying different traditions and conditions. It highlights, in particular, the role of the governments or their agencies in the implementation of such policies.     

Accelerating the introduction of the case method into Chinese business schools: an action research approach

ABSTRACT

This paper is unique in that it demonstrates how a national education department used action research to stimulate the use of the case method of teaching in business schools and other departments in universities in China. It illustrates how four different players; a teacher, her students, a government department in charge of setting education policy and selected faculty in Chinese universities were involved in the research. The research suggests that, contrary to widely held beliefs, given a well-trained and motivated Chinese instructor and careful course design Chinese students will readily accept the case method of teaching. Methods used in influencing potential adopters of the case method are discussed. Current faculty and institutional related barriers to the introduction of the case method are noted along with a proposal to institute the Scholarship of Teaching and Learning as a potential solution. The paper also illustrates how videotapes of classroom processes can be used in multiple ways within an action research project.     

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

While much has been written about the implications for ‘literacy’ of practices surrounding digital technologies, there has been surprisingly little research investigating new literacies in primary classrooms. This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000–2006. It uses Green's distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts.     

基于教师中介学生自主学习能力发展的行动研究报告

本文基于行动研究探讨大学英语学习环境下教师在学习者自主中的作用以及教师如何中介学生自主能力发展。通过对自主学习模式和课堂教学模式的对比分析, 及对自主学习模式的行动干预结果分析,发现: 1) 教师是大学英语学习环境下学习者自主的必要构念: 2) 基于行动研究范式的教师介入有助于提高学习者自主学习能力、 心理和行为。文章最后讨论本研究结果对实施大学英语自主学习的启示。