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101.
This article begins with a brief résumé of three selected texts which have, in different ways, been influential in setting the agenda for thinking about the long‐term future of English. Discussions held at the 1999 NATE conference in a ‘Future of English’ commission were a response to a challenge by Gunther Kress (1995) to try to say what English is for. The working definitions which were achieved are used as a basis for beginning to consider, rather more briefly and tentatively, how the content of English should be defined, what progression would look like in the proposed curriculum, how it should be assessed and what the implications would be for teachers. Finally, the article puts forward some suggestions for a strategy which would aim to ensure that the challenge for a radical review of the English curriculum is addressed in time for 2005. 相似文献
102.
The recent passing of legislation decriminalizing medically assisted suicide was a landmark in Canadian history. Since the law’s passage, an average of four Canadians per day have chosen to die using medical assistance. With Canadians embracing this option of death, we argue that there will be moments in Canadian schools when this topic will be brought into the classrooms. In this paper, we outline how children view death both emotionally and conceptually, as well as how teachers can discuss death in their classrooms. The purpose is to provide a brief explanation of the law, an expiation of how children view death, and a framework for how teachers may be prepared to broach the topic when raised in their classrooms. 相似文献
103.
Lina Engelen Shirley Wyver Gabrielle Perry Anita Bundy Tammie Kit Yee Chan Jo Ragen 《Journal of Adventure Education & Outdoor Learning》2018,18(1):86-95
Our aims were to examine the efficacy of a new observational instrument ‘System for Observing Outdoor Play’ for detecting changes in outdoor play and chart the use of recycled and repurposed materials in the school playground during the course of an intervention to increase outdoor play. Children from one Sydney primary school were observed (N = 111; 5–12 years) using an observational instrument developed as part of the Sydney Playground Project. Data on types of activities and frequencies were collected at baseline and seven times during intervention. Use of intervention materials was consistently high and associated with increases in play-related activities (40–77%), while inactive pursuits decreased (52–31%), on average. The observational instrument proved efficacious in tracking changes in play. Modification of the school playground environment by introducing loose parts changed children’s play-related behaviour; the variety of activities increased, including construction and creative play. Physical inactivity decreased. Recycled materials can increase children’s creative, social and physical play. 相似文献
104.
Aldo Anzures Tapia Rodrigo Mayorga Gabrielle Oliveira Lesley Bartlett Chelsea Kallery Cynthia N. Carvajal 《Ethnography and Education》2017,12(3):347-366
This paper examines how a transnational orientation shapes Dominican mothers’ contradictory attitudes towards education in New York City. Through this ethnographic study, which draws on 36 interviews, community walkabouts, and participant observations in community-led adult education classes, we show how Dominican mothers struggle with conflicting values; on the one hand, they embrace the idea of schooling for individual advancement, integration in the US, and critical thinking, while on the other hand, they regret the diminution of a collective, family orientation and respect for parents. Overall, this study shows that contradictions are not a sign of confusion or denial, but rather a struggle to transform cultural practices that satisfy multiple worlds. A deeper understanding of these contradictions could help educators and educational institutions consider how these transnational tensions motivate parent engagement and their hopes for their children’s education. 相似文献
105.
Charis R. Davidson Gabrielle M. Turner-McGrievy DeAnne K. Hilfinger Messias Daniela B. Friedman Alyssa G. Robillard 《American journal of sexuality education》2019,14(1):32-54
We conducted an online survey to examine religiosity, sexual health knowledge, and behavior and sexual health information sources among undergraduate students affiliated with student religious organizations (n?=?45) and unaffiliated students (n?=?82). Analyses included Fisher’s exact tests, t-tests, and exact regression models. Students reporting religious affiliation considered religious sources to be believable (p?=?.004 for sexual health; p?.0001 for romantic relationships) and identified these sources as their primary information sources for romantic relationships (p?=?.0042). Although religiously affiliated students reported fewer sexual partners in the past year (p?=?.020), their reported condom use was not significantly different from that of unaffiliated students. Future research should explore the focus and content of romantic relationship information provided by student religious organizations. Health practitioners and educators should consider strategies for collaborating with religious organizations to meet the information needs of these students. 相似文献
106.
This article explores the philosophical underpinnings and implications of the idea of the public in the US state processes of knowledge production and control. In it we take up questions of public and counterpublic political philosophical knowledge production and mediation in relation to an expanding state. Specifically, we examine the political philosophies of racialized counterpublics since the 1960s, considering the particular knowledge production genre of the political prison letter. We suggest that the philosophical principles of the dominant public in the US have a proclivity to merge with state mechanisms of domination and to thwart counterpublics and their modes of political knowledge production. 相似文献
107.
Research Findings: Evolution by natural selection is often relegated to the high school curriculum on the assumption that younger students cannot grasp its complexity. We sought to test that assumption by teaching children ages 4–12 (n = 96) a selection-based explanation for biological adaptation and comparing their success to that of adults (n = 30). Participants provided explanations before and after a 10-min, analogy-based tutorial illustrating the principles of variation, differential survival, differential reproduction, inheritance, and population change. Although younger children (ages 4–6) showed minimal evidence of learning these principles, older children (ages 7–12) showed robust evidence of doing so, learning them at rates equivalent to adults. Participants of all ages, however, provided nonevolutionary explanations for biological adaptations (i.e., explanations referencing need, growth, and creation) nearly as often at posttest as they did at pretest. Practice or Policy: These results suggest that older elementary school-age children can be taught evolutionary concepts but that learning such concepts does not lead to the automatic replacement of nonevolutionary views of biological adaptation, which must be addressed separately. 相似文献
108.
Claire F. Smith Gabrielle M. Finn Catherine Hennessy Ciara Luscombe Jane Stewart Stephen McHanwell 《Anatomical sciences education》2019,12(5):494-506
“What do students studying medicine need to know” is an important question for curriculum planners, anatomy educators and students. The Core Regional Anatomy Syllabus (CRAS), published by the Anatomical Society in 2016, contains 156 learning outcomes (LOs) and has informed “what needs to be known.” This project explored how CRAS had impacted undergraduate anatomy and anatomists in the United Kingdom. A cross-sectional study was designed in two phases. Phase 1, involved a survey of students in clinical years (N = 164). Phase 2 included a survey of anatomist’s views (n = 50) and focus groups of anatomy educators (N = 16). The students’ perspective showed that specific regions of CRAS are deemed less relevant. These were also the body areas where students perceived their anatomical knowledge to be more deficient. Only 46% (n = 75) of students estimated that they knew over 50% (n = 78) of the LOs. Phase two revealed that all anatomists were aware of the syllabus and 48% (n = 24) had checked the CRAS against their own institutional LOs. Anatomists had shared CRAS with colleagues 64% (n = 32) and students at 34% (n = 17), respectively. Forty-six percent (n = 23) of anatomists reported having changed their teaching in some way because of CRAS. The focus groups generated four key themes: “support for CRAS,” “standardization and validation,” “professional identity,” and “limitations and leverage.” Overall CRAS has been well received and is establishing itself within the anatomical community as the new standard for anatomy teaching for medical students. 相似文献
109.
Attending to where others are looking is thought to be of great adaptive benefit for animals when avoiding predators and interacting with group members. Many animals have been reported to respond to the gaze of others, by co-orienting their gaze with group members (gaze following) and/or responding fearfully to the gaze of predators or competitors (i.e., gaze aversion). Much of the literature has focused on the cognitive underpinnings of gaze sensitivity, namely whether animals have an understanding of the attention and visual perspectives in others. Yet there remain several unanswered questions regarding how animals learn to follow or avoid gaze and how experience may influence their behavioral responses. Many studies on the ontogeny of gaze sensitivity have shed light on how and when gaze abilities emerge and change across development, indicating the necessity to explore gaze sensitivity when animals are exposed to additional information from their environment as adults. Gaze aversion may be dependent upon experience and proximity to different predator types, other cues of predation risk, and the salience of gaze cues. Gaze following in the context of information transfer within social groups may also be dependent upon experience with group-members; therefore we propose novel means to explore the degree to which animals respond to gaze in a flexible manner, namely by inhibiting or enhancing gaze following responses. We hope this review will stimulate gaze sensitivity research to expand beyond the narrow scope of investigating underlying cognitive mechanisms, and to explore how gaze cues may function to communicate information other than attention. 相似文献
110.