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Rogers Alan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):67-92
This paper examines the issues surrounding the cultural transfer of educational practices and institutions between industrialised countries and developing societies. It pays particular attention to adult education, and – using the case study of the Folk High Schools of Sweden and the Folk Development Colleges of Tanzania between 1975 and 1996 – it tries to develop an argument about the conditions under which such transfers may be successful. It suggests that there needs to be something of a match between the ideologies, discourse and functions of the educational institution within both societies; that the transfer of more than one element of any educational system would assist take-up; that the issue of whether the transfer is a top-down or a bottom-up one is also important; and that such transfers are most successful when the receiving society takes control of the transfer and comes to own it and to adapt it to their own usages. The case study is based on a two year evaluation of the Tanzanian Folk Development Colleges under the aid programme of the Swedish International Development Agency (Sida). 相似文献
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Ruth Gwernan‐Jones Darren A. Moore Ruth Garside Michelle Richardson Jo Thompson‐Coon Morwenna Rogers Paul Cooper Ken Stein Tamsin Ford 《British Journal of Special Education》2015,42(3):279-300
Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD. 相似文献
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A key component differentiating interactive storytelling from non-interactive media is agency, or control over character choices. A series of experiments show that providing agency over a character increased the user-character connection, which then increased engagement in a character-consistent charitable act. Findings were observed in technologically simple online narratives that controlled for navigation/controller differences, graphics, sounds, lengthy play, and avatar customization. Effects emerged even though users did not practice these acts by making their character behave charitably. Findings were robust across happy and unfortunate endings and across first-, second-, and third-person narrative perspectives. Findings suggest promise for developing inexpensive “storygames” to encourage supportive behaviors. 相似文献
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Rogers Hall 《教育心理学家》2015,50(3):173-189
Concepts and conceptual change have been studied extensively as phenomena of individual thinking and action, but changing circumstances of social or cultural groups using concepts are treated as external conditions. We describe research on consequential learning in conceptual practices, where concepts include representational infrastructure that coordinates meaning and activity across time, setting, and social participation. Consequential learning changes one's relation to conceptual practice, creating access to and valued possibilities for participation in practices at a broader scale. We illustrate our approach to conceptual change with case studies and design research in workplaces, schools, and urban communities. We compare our approach to previous efforts to bridge theoretical perspectives published in this journal, focusing in particular on Greeno and van de Sande (2007). Our efforts provide new constructs and studies that may yet create a span between cognitive and sociocultural theories of learning and conceptual change. 相似文献
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This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator. 相似文献
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Dwight L. Rogers 《Early Childhood Education Journal》1987,15(1):23-27
It is largely through conversations with more experienced adults that children come to learn about the world outside their
own personal experiences. 相似文献
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