Citizenship Education And The Monarchy: Examining The Contradictions

This paper addresses the teaching of citizenship in schools and focuses on the monarchy as an example of one issue often ignored within curriculum discourse. We argue that to conflate subjecthood and citizenship in unacknowledged ways may serve to perpetuate the status quo and is potentially unhelpful to the development of young people's critical thinking.     

Perceptions of mediated presence in an asynchronous online course: Interplay of communication behaviors and medium

This investigation of student perceptions of mediated presence in an online college class yielded two key findings. First, perceptions of the instructor's mediated presence were significantly higher than perceptions of the other students' presence. Second, students identified a set of communication behaviors that influenced their perceptions of whether other participants in the class were "real" or present: frequency of interaction, responsiveness, use of non-verbal communication channels, and participants' tone or communication style. Theoretical and pedagogical implications of these findings and directions for future research are discussed.     

Application of demand-control theory to sign language interpreting: implications for stress and interpreter training

The translation work of sign language interpreters involves much more than language. The characteristics and goings-on in the physical environment, the dynamics and interactions between the people who are present, and even the "inner noise" of the interpreter contribute to the accuracy, or lack thereof, of the resulting translation. The competent interpreter must understand and respond appropriately to the language and nonlanguage aspects of each interpreting assignment. We use the framework of demand-control theory (Karasek, 1979) to examine the complex occupation of sign language interpreting. Demand-control theory is a job analysis method useful in studies of occupational stress and reduction of stress-related illness, injury, and burnout. We describe sources of demand in the interpreting profession, including demands that arise from factors other than those associated with languages (linguistic demands). These include environmental, interpersonal, and intrapersonal demands. Karasek's concept of control, or decision latitude, is also explored in relation to the interpreting profession. We discuss the prevalence of cumulative trauma disorders (CTD), turnover, and burnout in the interpreting profession in light of demand-control theory and data from interpreter surveys, including a new survey study described herein. We conclude that nonlinguistic demand factors in particular and perceived restrictions in decision latitude likely contribute to stress, CTD, burnout, and the resulting shortage of sign language interpreters. We make suggestions for improvements in interpreter education and professional development, including the institution of an advanced, supervised professional training period, modeled after internships common in other high demand professional occupations.     

“人文素质”的教育形态及其知识生态

从丹尼尔·贝尔的“文化”规定出发,可认为“文化”的本质是“人化”;“文化”由“生命过程”、“解释系统”、“生存困境”、“努力”四个要素构成。由此演绎出关于“人文素质教育”的三个命题和结论:“文化”是“生命过程”“对付”“生存困境”的“解释系统”; 文化的“解释系统”是“生命过程”“对付”“生存困境”的“意义世界”,“人文素质”的真谛,是创造“意义世界”,并以此现实地超越“生存困境”的资质与能力;“解释系统”的基本结构, “意义世界”的知识形态,“人文素质”的教育体系,就是心理、法理、伦理、艺理、哲理“五理”一体的知识生态,不是知识,而是知识生态,才是“人文素质”及其教育的内核。     

Effects of stress controllability,immunization, and therapy on the subsequent defeat of colony intruders

Three experiments investigated the influence that various stress-controllability manipulations had on the defensive behaviors of rats when they were subsequently tested as intruders in previously established, aggressive colonies of conspecifics. In Experiment 1, naive subjects that had received a session of 80 shocks in a tube showed an enhanced series of defensive responses and received more bites than did a group of restrained nonshocked rats as colony intruders 24 h later. These two measures were also found to be positively correlated within each group. In Experiment 2, a group that was given 80 yoked inescapable shocks, in contrast to a group that had wheel-turn escape training and a restrained nonshocked control group, displayed more defeat and was bitten more frequently when tested as intruders on the following day. In Experiment 3, 60 trials of wheel-turn escape training were given 4 h prior to (i.e., immunization) or after (i.e., therapy) a session of 60 inescapable tube shocks. During resident-intruder testing 24 h later, both of these groups showed less defeat and received fewer bites than did an inescapably preshocked group but did not differ from a restrained nonshocked control group. These findings clearly indicate that stress controllability alters species-typical defensive responses, and their implications concerning other learned helplessness effects and interpretations are discussed.     

重视和加强教育领导学的研究

教育领导就是确定教育组织的发展方向与共同愿景,对全体成员施加积极的影响,使其积极主动地为实现组织目标而努力工作的过程与活动。带领、指导、教育、劝说和激励等是施加影响的重要手段。教育领导学是研究与提高教育领导活动的合理性、科学性和有效性相关的一般性的主要的领导问题的理论体系。我国的教育领导学研究应主要包括学科性质、基本要领领导行为、领导能力等内容,并且要采取适当的措施,加强教育领导学的学科建设与推广工作。     

The structure of imagery.

Children's drawings of objects about to be moved in space (anticipatory images) were studied in relation to their judgments about Euclidean spatial relations. Tasks assessing Euclidean geometric operations were administered to 102 girsl between the ages of 4 and 13 years. 5 operative levels resulted: (a) failure on all operations tasks, (b) success on conservation of length, (c) success on conservation and 1-dimensional measurement, (d) success on the latter 2 tasks plus measurement in 2 dimensions, and (e) success on the latter 3 tasks and coordination of internal and external reference frames. The same children performed on 6 imaginal tasks involving movements of objects. Results confirmed several theoretical expectations: (a) children who were unable to measure had difficulty imaging successive positions for 1-dimensional movement; (b) children who were unable to coordinate a point in space by reference to 2 axes were unable to draw states of movement correctly for 2-dimensional movement; (c) children's errors in drawing successive positions of moving objects were related to the structure of operations at the lower levels; and (d) the coordination of object positions over successive states was dependent on the ability to measure from an external frame. The results were interpreted as support for Piaget and Inhelder's theory of imagery development.     

Paul F-Brandwein 2004 Lecture: Regarding the Ecology of Science Education: Connections to Environmental and Distance Education

Paul F-Brandwein was a visionary who looked at education broadly. He left us with an insightful view of the ecology of education in which he identified three ecological systems: school–family–community, postsecondary, and cultural. The first part of this lecture, by Dean B. Bennett, examines Brandwein's ideas related to environmental education and explores the relationship of environmental education with science teaching in the K-12 school–family–community ecosystem. Focusing particularly on the middle-secondary level, evidence suggests that the goals of environmental education, since their emergence in the late 1960s, are today strongly evident in science curricula, instructional resources, educational assessment, and teacher education. But the author points out that more must be done and provides some fundamental suggestions. The second part of the lecture, by Sheila K. Bennett, examines the role of distance education in the teaching of science in the postsecondary ecosystem and addresses its value as a viable tool in promoting scientific literacy. The lecture focuses on a successful statewide, interdisciplinary laboratory science course delivered by interactive television, the Internet, and computer network. Now in its ninth year, the course reflects Brandwein's thinking about effective classroom teaching and is based on national standards for scientific literacy.     

White Counselors' Conceptualization of Privilege and Oppression: Implications for Counselor Training

The authors in this qualitative study explored how White counselors define and experience privilege and oppression. Specifically, 2 research questions were addressed in semistructured interviews with 8 counselors: How do White counselors conceptualize privilege and oppression as separate but related constructs= and What experiences do White counselors generally describe concerning privilege and oppression? The authors present a research model that represents the factors that contribute to changes in the conceptualization and awareness of privilege and oppression and the way that these changes come about. Implications for counselor training are discussed.     

教育研究:走向复杂

教育研究通常有两种研究范式,分别称之为实证范式和理解范式。从存在哲学认识论角度看,两种范式的认识逻辑分别是"是"—"是者"与"在"—"在者"。然而,它们在"语言界限"和"逻辑界限"上都表现出了颠倒与混乱,其主要原因在于教育活动的复杂性。复杂事物只有通过复杂性理论进行研究。运用复杂性理论对教育进行再认识可以发现,这两种范式在研究中都存在着难以承受之力。鉴于当下所使用的研究方法存在不足以及教育活动自身的复杂性,教育研究应遵从复杂性研究,做到把教育的价值研究与事实研究结合起来。