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Ian Dempsey Phil Foreman 《International Journal of Disability, Development & Education》1997,44(4):287-303
Empowerment has been used widely in the professional literature in recent years to describe both a desirable process, and a desirable outcome, from human service provision. Despite its widespread use, systematic definitions of the term in this literature are not common. This paper provides a conceptual analysis of empowerment as a psychological construct, by reviewing the relevant literature with an emphasis on disability issues. Several key components of empowerment are identified and described, and recommendations for further research to advance empowerment theory are made. 相似文献
995.
Ian Frowe 《Journal of Philosophy of Education》2001,35(2):175-186
This paper takes as its starting point the two paradigms for educational research discussed by Richard Pring in an earlier edition of this journal. The focus is on the role of language and how it might function in relation to research. Drawing on the work of Charles Taylor it is argued that language can legitimately be conceived as constitutive of certain aspects of reality. Taylor's position, it is suggested, indicates a possible relationship between language and reality which transcends both representationalism and inferentialism. Some indications of the implications of this perspective for education are briefly considered. 相似文献
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Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming 总被引:1,自引:0,他引:1
Hay I Elias G Fielding-Barnsley R Homel R Freiberg K 《Journal of learning disabilities》2007,40(5):400-409
Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming. 相似文献
998.
Ian Putt Lyn Henderson William Patching 《Educational technology research and development : ETR & D》1996,44(4):7-22
This paper reports data obtained on practicing teachers' thinking as they interacted with a professional development interactive
multimedia (IMM) courseware package. The data were obtained from 11 participating teachers via stimulated-recall interviews.
Two types of thinking are detailed and discussed. The first type is those mediating processes engaged in by teachers during
study sessions that related to the academic and professional content of the IMM package. The second type is those evaluative
thoughts reported by teachers that related to instructional design aspects of the IMM courseware. The latter data were used
to develop a classification system that provides a conceptualization of the major components, as perceived by the participating
teachers, that relate to instructional design.
He has been involved in teaching mathematics education courses at a distance via printed text to inservice teachers and through
interactive multimedia (IMM) courseware to Aboriginal and Torres Strait Islander teacher education students in their home
communities. His current research interests focus on tertiary students' thinking while studying from IMM materials and their
usage patterns of IMM courseware. He also supervises post graduate students in the area of teaching problem solving in upper
primary and lower secondary school.
Her fields of teaching and research interests concern the cultural contextualization of instructional design of interactive
multimedia (IMM) and the World Wide Web (WWW). Other research interests focus on the mental models, thinking processes, and
teaching-learning strategies used by teachers and learners when interacting with electronic databases, IMM, and the WWW.
His areas of expertise are special education and distance education. His current research interests with respect to interactive
multimedia (IMM) focus on tertiary students' thinking while studying with IMM materials and their usage patterns of IMM courseware.
He is also involved in a number of school curriculum and systemic evaluations. 相似文献
999.
Silvia Cristina Bettez Jean Rockford Aguilar-Valdez Heidi B. Carlone Jewell E. Cooper 《Cultural Studies of Science Education》2011,6(4):941-950
This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America:
A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which
videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis
is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier
emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential
to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and
Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical
reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but
also users and critics of such knowledge. 相似文献
1000.
The United States is lagging behind the rest of the developed world in adopting systemic thinking as a means of dealing with societal issues. Such thinking is introduced only in the late stages of our educational process, if at all. The article presents an argument for introducing it at the primary and secondary levels of the education hierarchy, discusses the value of such an approach, and offers a model for doing so. 相似文献