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851.
Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献
852.
JE Swain S Konrath SL Brown ED Finegood LB Akce CJ Dayton SS Ho 《Parenting, science and practice》2012,12(2-3):115-123
Interpersonal relationships constitute the foundation on which human society is based. The infant-caregiver bond is the earliest and most influential of these relationships. Driven by evolutionary pressure for survival, parents feel compelled to provide care to their biological offspring. However, compassion for non-kin is also ubiquitous in human societies, motivating individuals to suppress their own self-interests to promote the well-being of non-kin members of the society. We argue that the process of early kinship-selective parental care provides the foundation for non-exclusive altruism via the activation of a general Caregiving System that regulates compassion in any of its forms. We propose a tripartite structure of this system that includes (1) the perception of need in another, (2) a caring motivational or feeling state, and (3) the delivery of a helping response to the individual in need. Findings from human and animal research point to specific neurobiological mechanisms including activation of the insula and the secretion of oxytocin that support the adaptive functioning of this Caregiving System. 相似文献
853.
James Mussell 《Media History》2014,20(1):4-20
This paper considers the way the nineteenth-century newspaper was oriented towards information. Despite their political differences, nineteenth-century newspapers were often discussed as if they were universal, with a paper for every segment of society. My argument is that this apparent universality, where the newspaper was figured as a print genre potentially open to all, laid the foundations for the emergence of the popular press. The paper is in two parts. The first considers the nineteenth-century newspaper as a genre, arguing that its periodicity enabled it to serve as a perfect medium, passing on content derived from elsewhere. The second explores the way information was conceived in the period. By looking at the way the newspaper drew upon, represented, and distributed information, it is possible to understand how it functioned as material media. In conclusion, I look at the way the nineteenth-century newspaper is changed through digitization today. When scholars access nineteenth-century newspapers through digital resources, they engage with a different material media that, in turn, reconfigures the source material. Such encounters foreground the importance of genre while providing new opportunities for its study. 相似文献
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James M. Curtis 《Children‘s Literature in Education》2014,45(2):166-177
The depictions of cruel witches in Roald Dahl’s novel The Witches echo the cruel, abusive measures taken by adults in the historical treatment of children. The concept of child-hatred, described by Lloyd Demause and other critics, is an effective lens through which to view the hyperbolized hatred of children described in The Witches. However, Dahl’s text deals with more than just the explicit hatred of children. In fact, in its characterization of Grandmamma as an adult that truly values the state of childhood, and in Dahl’s narrative treatment of both his child protagonist and his child audience, Dahl’s text counters the notion that we have progressed to a culture that values and, at times, sacralizes the child. The Witches presents to readers the possibility that child-hatred is not some now-defunct phenomenon, but rather an extant danger in the historical present of childhood, a danger made ever more threatening by its ability to hide under a mask of benevolence. With the many instances of both child-protection and child-hatred that pervade The Witches, the text serves as an apt illustration of the ambivalence inherent in many works of children’s literature, which has been a central concern for scholars of children’s texts for decades. 相似文献
857.
James McIntosh 《Scandinavian Journal of Educational Research》2014,58(4):435-452
Latent class Poisson count models are used to analyse a sample of Danish test score results from a cohort of individuals born in 1954–1955, tested in 1968, and followed until 2011. The procedure takes account of unobservable effects as well as excessive zeros in the data. We show that the test scores measure manifest or measured ability as it has evolved over the life of the respondent and is, thus, more a product of the socioeconomic status of the parents and the human capital formation process than some latent or fundamental measure of pure cognitive ability. We find that variables which are not closely associated with traditional notions of intelligence explain a significant proportion of the variation in test scores. This adds to the complexity of interpreting test scores and suggests that school culture and possible incentive problems make it more difficult to understand what the tests measure. 相似文献
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James P. Sampson Jr. Julia Panke Makela 《International Journal for Educational and Vocational Guidance》2014,14(1):135-148
For more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals’ efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article concludes with a call for additional standards development, training resources, and research to shape the use of rapidly changing technologies in ways that ethically and effectively enhance client services. 相似文献