秉持现象学态度的教师教育理论研究

秉持现象学态度,依据现象学还原原理进行教师教育理论研究,现象学的教师教育理论研究新领域得以敞开。在现象学态度下,教师作为研究者的主体地位得以确立;教师的教育研究对象与内容为教师的职业生活体验;教师的职业生活体验研究过程与方法是进行现象学的描述与解释;教师进行职业生活体验研究应按照现象学的反思方法去操作;教师的职业生活体验研究是态度、目的、方法与过程的统一。     

Review of issues in black dialect; a proposed two-way bilingual educational approach; and considerations for the congenitally deaf child

The deficit theory and the difference theory of linguistic competence are defined and reviewed. Evidence is drawn upon to support the notion of linguistic differences between the dialect of black children and that of the majority society. Implications for educational methods are discussed, culminating in a proposed “two-way” bilingual approach. The difference and deficit viewpoints and the proposed approach are applied to the testing, education, and social functioning of congenitally deaf children.     

The Role of Study Habits in Foreign Language Courses

The purpose of this study was to determine which study habits distinguish successful from unsuccessful foreign language learners. Participants were 219 college students from a variety of disciplinary backgrounds, enrolled in either Spanish, French, German or Japanese classes. A canonical discriminant analysis (F [6, 117], p < 0.0001; canonical R = 0.92) revealed that, compared to their high-performing counterparts, students with the lowest levels of foreign language performance tended to report that: (a) they frequently include a lot of irrelevant or unimportant information in their notes; (b) when they have difficulty with their assignments, they do not seek help from their instructor; (c) they put their lecture notes away after taking the test and never consult them again; (d) they have to be in the mood before attempting to study; (e) they have a tendency to doodle or to daydream when they are trying to study; and (f) they do not look up in a dictionary the meanings of words that they do not understand. Implications are discussed.     

Improving My Instruction

The Uncertain Profession: Harvard and the Search for Educational Authority Arthur G. Powell Cambridge: Harvard University Press, 1980, 341 pages, index, $18.50. Reviewed by Michael P. Zuckert

On College Teaching: A Guide to Contemporary Practices By Ohmer Milton and Associates San Francisco: Jossey-Bass, 1978, 404 pages, $14.95. Reviewed by Richard Leahy     

How gender shaped science and education: A history of nutritional sciences in the 19th and 20th centuries

Many societies view the world as composed of two distinct and complementary spheres: the female (domestic) sphere and the male (public) sphere. Because science was part of the male sphere, women were inhibited from pursuing a career in scientific research. However, the more limited female sphere often found within university departments of home economics provided women some space to establish their own research agendas. Using the lens of the history of nutrition, we can see how this universe of separate spheres had, and continues to have, both negative and positive effects for women in science.     

Evaluation of usage of virtual microscopy for the study of histology in the medical,dental, and veterinary undergraduate programs of a UK University

This article describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry, or veterinary science at the University of Bristol, United Kingdom. Features of the VM implementation include: (1) the facility for students and teachers to make annotations on the digital slides; (2) in‐house development of VM‐based quizzes that are used for both formative and summative assessments; (3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; and (4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes, and the accessibility of all components off‐campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching. The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6–3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in the year 2007–2008 to 22,000 in the year 2010–2011. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges. Anat Sci Educ 7: 389–398. © 2013 American Association of Anatomists.     

Cognitive brain potentials in kindergarten children with subtyped risks of reading retardation

Cognition-related brain responses to meaningful and meaningless figures were registered in 5-year-old kindergarten children who either had been subtyped as being at-risk of developing an L- or P-type dyslexia (LAL versus LAP) or who were not at-risk. While identifying, naming, or categorizing pictures, event-related potentials (ERP) were registered. Three cognition-related components were found: the N460, the P780, and the Slow Wave (SW). LAP-children produced weak N460 activity across tasks, whereas LAL children, and to a lesser degree, non-risk children produced robust task-dependent activity. This finding may indicate that LAP-children lack semantic input while processing the figures. P780 latencies to frequently occurring figures were found hemisphere-dependent: LAP-children showed longer latencies in the right than in the left hemisphere, whereas the distribution was reversed in the LAL and non-risk children. It was also found that the right hemisphere is generally responsible for a lion's share of the processing of figures and therefore it seems that the right hemisphere of LAP-children invests ample time in doing so. Whereas LAP-children showed largest SW amplitude differences between frequent and infrequent stimuli at posterior locations, LAL children did so at frontal locations. Assuming that the SW represents working-memory processes, it may be that working-memory in LAP-children deals with figure-relevant visual-spatial information and with figure-derived concepts in LAL children. Overall, the findings suggest that LAL and LAP represent two different groups of kindergartners at risk of dyslexia and that these differences, to some degree, fit with the presumed etiology of L- and P-type dyslexia.     

Distinguishing teaching interactions of physically abusive from nonabusive parent-child dyads

Researchers using a variety of behavioral coding instruments have demonstrated differences between the interactions of physically abusive parent-child dyads and those of nonabusive pairs. Despite fair consistency among these findings, there remains controversy regarding the value of observation of parent-child interaction to the clinical evaluation of child abuse. This study was an investigation of the ability of child protective service workers to distinguish videotaped interactions of physically abusive parent-child dyads from interactions of nonabusive dyads. The interactions occurred as part of a teaching task and were nondisciplinary. The child protection workers achieved a 76% rate of accuracy in identifying the abuse status of the dyads based on observation of only three minutes of semi-structured videotaped interaction. Of the workers, 40% were accurate in classifying 100% of the dyads observed. Increased protective service experience was not associated with increased accuracy, but subjects with no experience in protective service performed at chance level only. The results of this study show that experienced professionals can detect interactional differences in nondisciplinary parent-child interchanges of abusive as compared to nonabusive dyads. This suggests that clinical observation of parent-child interaction may be one important diagnostic tool within a comprehensive evaluation of families suspected of physical child abuse.