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841.
Richard Gooding 《Children‘s Literature in Education》2011,42(4):308-324
This article examines the connections between posthumanism and narrative form in Philip Pullman’s Clockwork. Beginning with an account of Pullman’s materialism, it argues that the novel represents consciousness and agency as emergent
properties of matter, a position that manifests itself first in the tale’s figurative language and later in the cybernetic
inventions of Dr. Kalmenius. As Pullman effaces the boundaries between animate and inanimate, human and non-human, he generates
uncanny effects that are best understood in terms of the posthuman condition and narrative modes that reject liberal humanist
models of subjectivity. Clockwork’s uncanny elements, metafictive qualities, and distribution of narrative voice across multiple perspectives thus represent
narrative accommodations demanded by the tale’s rejection of the Cartesian mind/body dualism that grounds the liberal humanist
subject. Clockwork’s acceptance of the posthuman condition is, however, incomplete and anxiety-laden, and the fairy-tale transformation of Prince
Florian at the end of the novel represents a partial recuperation of liberal humanist morality. 相似文献
842.
Li-fei Wang Kwong-Liem K. Kwan Su-Fei Huang 《International journal for the advancement of counseling》2011,33(1):37-50
The development and consequences of licensure for counseling psychologists in Taiwan are presented to promote cross-cultural
awareness surrounding issues in the counseling psychology profession. The national licensure statute for counseling psychologists
in Taiwan was established by the Taiwanese Legislature in 2001. While the licensing system marked an important milestone,
it also brought forth a number of internal and external conflicts to the counseling psychology profession in Taiwan. The paper
consists of four parts. First, it introduces the development of the Counseling Psychology profession and licensure in Taiwan.
Second, challenges triggered by the statute of counseling psychologists are considered. Third, the profession’s strategic
response to these challenges is addressed. Finally, the profession’s ongoing post-licensure development is presented. We hope
this article facilitates further exchanges of initiatives undertaken by international colleagues to consolidate the ethical
practice of the Counseling Psychology profession in different parts of the world. 相似文献
843.
Sonali Nag 《International Journal for Educational and Vocational Guidance》2011,11(2):125-137
This paper examines the hidden challenges experienced by individuals with special needs during the transition years between
school and work. An assessment framework is proposed that covers domains of difficulties, developmental tasks during the transition
years, the matrix of support within the home-community-institutions ecosystems, and the individual’s personal profile of schooling
experience, academic attainments, interests, aptitudes and sense of self-determination. The paper ends with a model for intervention
addressing self-efficacy and the social cognitive environment of the individual. 相似文献
844.
Todd W. Leibert 《International journal for the advancement of counseling》2011,33(2):127-138
Common factors is a concept that offers an explanation as to what makes counseling effective. Evidence from outcome studies
has implications for training and practice. The particular purpose of this paper is to review the components of a popular
model of common factors, the evidence supporting them, and subsequent implications for counselor educators and practitioners.
The author specifies the parameters of clinical decision-making within the common factors model and discusses the limits of
relational factors in counseling. 相似文献
845.
Learners’ ability in dealing with socio-scientific issues has been highlighted in contemporary science education. This study
explored the effects of different on-line searching activities on high school students’ cognitive structure outcomes and informal
reasoning outcomes. By using a quasi-experimental research approach, thirty-three students were assigned to a “guided searching
task group”, while thirty-five students were assigned to an “unguided searching task group”. The treatments of this study
were two different on-line searching activities. All the participants were asked to search relevant information regarding
nuclear power usage on the Internet during the period of two classes (100 min). However, the students in the un-guided searching
task group were asked to search freely, while those in the guided searching task group were provided with a searching guideline.
The participants’ cognitive structures outcomes as well as their informal reasoning outcomes regarding nuclear power usage
were assessed before and after the conduct of on-line searching tasks. The results of ANCOVA revealed that the students in
the guided on-line searching task group significantly outperformed their counterparts in the extent (p < 0.01) and the richness of their cognitive structures (p < 0.01). Also, they significantly outperformed their counterparts in the usage of the two information processing strategies,
“comparing” (p < 0.05) and “inferring or explaining” (p < 0.05). Moreover, it was also found that the students in the guided on-line searching task group only outperformed their
counterparts in their supportive argument construction (p < 0.05). In other words, the guided searching tasks did help the students obtain better cognitive structure outcomes; however,
the increments on their cognitive structure outcomes may only help them to propose more supportive arguments, but their rebuttal
construction (an important indicator for their reasoning quality) was not particularly improved. 相似文献
846.
Emphasis on improving higher level biology education continues. A new two-step approach to the experimental phases within
an outreach gene technology lab, derived from cognitive load theory, is presented. We compared our approach using a quasi-experimental
design with the conventional one-step mode. The difference consisted of additional focused discussions combined with students
writing down their ideas (step one) prior to starting any experimental procedure (step two). We monitored students’ activities
during the experimental phases by continuously videotaping 20 work groups within each approach (N = 131). Subsequent classification of students’ activities yielded 10 categories (with well-fitting intra- and inter-observer
scores with respect to reliability). Based on the students’ individual time budgets, we evaluated students’ roles during experimentation
from their prevalent activities (by independently using two cluster analysis methods). Independently of the approach, two
common clusters emerged, which we labeled as ‘all-rounders’ and as ‘passive students’, and two clusters specific to each approach:
‘observers’ as well as ‘high-experimenters’ were identified only within the one-step approach whereas under the two-step conditions
‘managers’ and ‘scribes’ were identified. Potential changes in group-leadership style during experimentation are discussed,
and conclusions for optimizing science teaching are drawn. 相似文献
847.
Andreina Bruno Laura Galuppo Silvia Gilardi 《European Journal of Psychology of Education - EJPE》2011,26(4):527-543
Reflexivity is a primary requirement for professional work. Our aim was to describe a methodology suitable for detecting the
development of reflexive practice through the analysis of 59 Master’s degree students’ journals. We explore the use and changes
of reflexive practice in relation to the settings and activities of the course using analysis of the mental language: We analyse
how the reflexive practice is characterized, how it evolves through time and how it can be promoted. Data analysis shows that
reflexivity is not monodimensional but multidimensional. Reflexive practice increases during the course: The different dimensions
vary over time according to different organizational and educational conditions. This methodology allows us to formulate new
hypotheses about which elements of the setting and process are effective in supporting participants’ reflexive practice. 相似文献
848.
Jaap Schuitema Carla van Boxtel Wiel Veugelers Geert ten Dam 《European Journal of Psychology of Education - EJPE》2011,26(1):85-107
This study investigates the relationship between the quality of student dialogue and students’ ability to justify their viewpoints
on a moral issue. A curriculum unit for dialogic citizenship education was developed and implemented in the 8th grade of secondary
education. In the final lesson, students discussed a moral issue and then wrote an essay on it. The results show that students
who made more value-related utterances during the discussion also referred more often and more explicitly in their individually
written essays to moral values. This study indicates that the quality of the content of students’ dialogue is important for
their ability to substantiate their opinion on moral issues with value-laden argumentation. Approaches to citizenship education
in which dialogue is a central element should, therefore, pay specific attention to the validation of ideas in student dialogue. 相似文献
849.
850.
Thomas F. Nelson Laird 《Research in higher education》2011,52(6):572-588
Most studies of curricular diversity have focused on the effects of participation in diversity courses on student outcomes.
Though the results have been positive, these studies have used limited measures of curricular diversity and there is a great
need for a complimentary body of research demonstrating what faculty and what types of courses are more likely to include
diversity. This study relies on 12 diversity inclusivity items derived from a comprehensive model of how diversity is included
into a course to investigate how much diversity is being included in collegiate courses and what predicts diversity inclusivity,
as measured by two scales: diverse grounding and inclusive learning. The results, based on 7,101 responses from faculty participating
in the 2007 Faculty Survey of Student Engagement, suggest that most faculty are including diversity in their courses in some
way, but that women and faculty of color tend to include diversity to a greater extent than their colleagues. Also, courses
taught in the soft fields are more likely to be inclusive of diversity. 相似文献