《教育技术的含义》译文

教育技术是通过创造、使用、管理适当的技术性的过程和资源,以促进学习和改善绩效的研究与符合道德规范的实践。这是美国教育传播与技术协会(AECT)2004年在《教育技术的含义》文献中提出的关于教育技术概念的新定义。该文献包括背景、定义、定义的元素、与教育技术概念的关系、与绩效技术概念的关系、定义背后的假设、目的和受众、历史上的早期定义、结论、参考文献十个部分。     

‘Sent out’ and Stepping Back In: stories from young people ‘placed at risk’

This paper invokes the voices of young people who had been separated from mainstream schooling because they were positioned as ‘disengaged’ and ‘at risk of failing’. The authors argue that streaming students out of schooling needs serious questioning as an escalating number of young people are framed as non-performers within a globally competitive educational market. Throughout the paper we use critical ethnographic slices to expose the experiences of the 24 young people interviewed who together with mentors shared personal insights whilst attending a re-engagement programme in Australia in the year 2010. Their responses unearth a ‘wickedness’ and a preoccupation during their schooling with performance and school improvement. In response, we privilege student interpretations of their own marginalisation as an activist form of ‘speaking back’ to the social and economic conditions and limitations dominating their lives.     

远程开放教育:蒙古游牧生活妇女的非正规教育

B·罗宾逊女士,一位关心社会弱势群体教育问题的教育专家,联合国教科文组织的项目执行官,在远程教育和学习支持服务方面享有很高的威望,她时常关心着中国的远程教育事业。今天我们总在讨论远程教育的学习支持服务,不少同志有幸到国外考查或接受培训,B·罗宾逊女士作为中国赴英培训项目的学术负责人之一接见过我们的学员。她的想法、做法代表着国外和国际专门机构(如联合国教科文组织)的基本观点。这里介绍的是她刚刚完成的一个针对经济迅速发展环境下开展开放式远程教育的项目。尽管中国与文中的蒙古在经济和政治结构上有着根本差异,但其根据实际情况开展远程教育和学习支持服务的经验是发展有中国特色的远程教育的一个绝好的借鉴。受版面的限制,本文仅对报告中涉及学习支持服务的理念和方法问题进行了摘译。     

Addressing barriers to implementing inclusive education in the Pacific

ABSTRACT

Countries of the Pacific region are currently undergoing significant reforms. While disability inclusive education has been identified as a regional priority by all member nations, implementing inclusive education in the countries of the region can be quite challenging as many barriers continue to hamper the progress of the countries. Unless the barriers are identified and systematically addressed, it is unlikely that the countries will be able to implement a robust and holistic inclusive education strategy. In this paper, we present possible ways in which the countries of the Pacific could make significant progress in implementing a sustainable inclusive education strategy. We used a collaborative approach of co-examining potential barriers that are likely to impede the growth of countries in implementing a comprehensive inclusive education plan of action. We then identified possible strategies that are likely to result in an improved and perhaps more culturally responsive implementation of inclusive education in the Pacific. The most significant barriers identified by the members included: inadequate teacher preparation, stigma and negative attitudes towards people with disabilities, and limited engagement with the local leaders and key stakeholders. Possible strategies for addressing the barriers are outlined and discussed with possible implications for local, regional, and international researchers and policy makers.     

Addressing the messiness of data analysis: Praxis,readiness and tips from doctoral research

Despite the fluid and nonlinear nature of data analysis, specifically in qualitative research, published work in comparative education has rarely discussed the messy aspects of data analysis. This Forum addresses the complexity of the analysis stage faced by three doctoral researchers in terms of: considering data analysis when selecting data collection tools; messiness of data analysis deriving from fieldwork and data collection; integrating different data sources; practising reflexivity during data analysis; and ethical issues arising from data analysis. The Forum aims not only to offer suggestions and tips to deal with data analysis but also to encourage more open discussions on this topic within the research community.     

Temperament, Emotion, and Cognition at Fourteen Months: The MacArthur Longitudinal Twin Study

200 pairs of twins were assessed at 14 months of age in the laboratory and home. Measures were obtained of temperament, emotion, and cognition/language. Comparisons between identical and fraternal twin correlations suggest that individual differences are due in part to heritable influences. For temperament, genetic influence was significant for behavioral observations of inhibition to the unfamiliar, tester ratings of activity, and parental ratings of temperament. For emotion, significant genetic influence was found for empathy and parental ratings of negative emotion. The estimate of heritability for parental report of expression of negative emotions was relatively high, whereas that for expression of positive emotions was low, a finding consistent with previous research. For cognition and language, genetic influence was significant for behavioral indices of spatial memory, categorization, and word comprehension. Shared rearing environment appears influential for parental reports of language and for positive emotions, but not for other measures of emotion or for temperament.     

Teaching High School Students with Learning and Emotional Disabilities in Inclusion Science Classrooms: A Case Study of Four Teachers' Beliefs and Practices

Journal of Science Teacher Education -