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161.
Bill Johnston 《The Urban Review》1987,19(1):49-64
Many city school systems are faced with a situation of declining tax base, declining enrollments, and disproportionate minority ratios. Merger of city with surrounding school systems is one alternative to improve this situation. When city and surrounding systems contain disproportionate minority ratios the question may arise whether busing to achieve racial balance will likely be required by the courts. Review of desegregation litigation indicates that in the absence of intention to discriminate, the courts are not likely to require busing as a desegregation strategy. Further, school systems having achieved unitary status under court-approved desegregation plans may be allowed to adopt neighborhood school policies despite indications such policies would lead to partial resegregation. 相似文献
162.
Bill Atweh 《Cultural Studies of Science Education》2011,6(1):33-47
In these reflections, I identify complexities in few constructs that are often used in educational research, although not
often critically, namely, social justice, race, ethnicity and identity. This paper suggests a non-ontological and non-epistemological approach to ethics as developed by Emmanuel Levinas as a normative
means to deal with some of the complexities. In dealing with the construct of social justice, an ethical approach calls for
productive research tools to not only understand exclusion but also to change situations of injustice to marginalised groups.
Further, both constructs race and ethnicity can be used to identify groups of people based on their history, culture and/or lifestyles. As social constructions they
have different historical origins and are open to alternative connotations, uses and abuses. An ethical perspective is useful
to manage the dilemma of essentialism that group identification may lead into. Finally, the debate around the usefulness of
the construct of identity raises some ethical questions about the role of research and the lived experience of its subjects.
An ethical stance demands that constructs of analysis in social inquiry should not only demonstrate their utility for knowledge
generation but also should demonstrate a responsibility for the construction and reconstruction of lifeworld in which academic
endeavours are conducted. 相似文献
163.
Phillip C. Wankat Bill Williams Pedro Neto 《European Journal of Engineering Education》2014,39(1):7-17
The authors, citations and content of European Journal of Engineering Education (EJEE) and Journal of Engineering Education (JEE) in 1973 (JEE, 1975 EJEE), 1983, 1993, 2003, and available 2013 issues were analysed. Both journals transitioned from house organs to become engineering education research (EER) journals, although JEE transitioned first. In this process the number of citations rose, particularly of education and psychology sources; the percentage of research articles increased markedly as did the number of reference disciplines. The number of papers per issue, the number of single author papers, and the citations of science and engineering sources decreased. EJEE has a very broad geographic spread of authors while JEE authors are mainly US based. A ‘silo’ mentality where general engineering education researchers do not communicate with EER researchers in different engineering disciplines is evident. There is some danger that EER may develop into a silo that does not communicate with technically oriented engineering professors. 相似文献
164.
We describe a recent project that explored the use of interactive computer software for teaching Einstein's special theory of relativity to secondary school studients. Our approach couples results from recent cognitive science research with modern techniques for using computers to help students visualize and experiment with otherwise inaccessible phenomena. One the products of this research is RelLab, a computer-based exploratory tool for constructing gedanken, or thought experiments involving physical systems in relative motion. We will describe our efforts in designing and testing this software for affecting change in students' concepts of space and time. Relativity is ideally suited for such a study because understanding it requires a radical reconceptualization of these quantities.Advanced Physics from an Elementary Viewpoint, NSF grant MDR-9016417. 相似文献
165.
Investigations into EATE's particular style of development, and its effectiveness of approach in introducing and sustaining innovations, were thought to be important aspects in the identification of noteworthy strategies for bringing about change in issues relating to enterprise, economic and industrial awareness in institutions of initial teacher education. This article describes the composite thinking and support underpinning the eclectic evaluations of EATE‐funded initiatives. It discusses two essential, and sequential, steps — initial thinking about issues which need to be clarified before embarking on an evaluation, and the strategies for action, i.e. the practical activities which can then be carried out. The article is written with reference to the EATE initiative but ideas and considerations could, with ease, be applied to other innovations. 相似文献
166.
167.
Bill Durodie 《British Journal of Educational Studies》2016,64(1):21-35
This article examines the growing relationship between security and education, particularly in the light of the UK government’s Prevent Duty that seeks to tackle radicalisation in a variety of milieus, including universities. However, rather than seeing this process as being merely one-way, through a so-called securitisation of education (in the parlance of the Copenhagen School of International Relations), what is explored here is the dialectic between these two spheres. It is suggested that a heightened sensitivity to the supposed consequences of inflammatory rhetoric on the well-being of supposedly suggestible or vulnerable students has been in existence within education for quite some time. In that regard, the securitising efforts of politicians and officials are pushing against an open door. What’s more, it is proposed that the inability of the authorities to hold the line in support of absolute freedom of expression, within academia and beyond, tacitly encourages the very people the government would hope to detract. 相似文献
168.
169.
English,literacy, rhetoric: changing the project? 总被引:2,自引:0,他引:2
Bill Green 《English in Education》2006,40(1):7-19
In this paper I begin to trace two movements in the curriculum history and cultural politics of English teaching: on the one hand, a shift from ‘literature’ to ‘literacy’, as organizing principles for the field, and on the other, from ‘language’ to ‘rhetoric’. I do so within a particular understanding of history, as embracing past present and future dimensions. My aim is two‐fold: to open up questions about the subject's historical legacy, and to draw attention to some of the emerging challenges and prospects for English teaching today and tomorrow. 相似文献
170.
Research has suggested that inappropriate or misfitting response patterns may have detrimental effects on the quality and validity of measurement. It has been suggested that factors like language and ethnic background are related to the generation of misfitting response patterns, but the empirical research on this is rather poor. This research analyzes data from three testing cycles of the National Curriculum tests in mathematics in England using the Rasch model. It was found that pupils having English as an additional language and pupils belonging to ethnic minorities are significantly more likely to generate aberrant response patterns. However, within the groups of pupils belonging to ethnic minorities, those who speak English as an additional language are not significantly more likely to generate misfitting response patterns. This may indicate that the ethnic background effect is more significant than the effect of the first language spoken. The results suggest that pupils having English as an additional language and pupils belonging to ethnic minorities are mismeasured significantly more than the remainder of pupils by taking the mathematics National Curriculum tests. More research is needed to generalize the results to other subjects and contexts. 相似文献