2003年火星离地球最近

Mars recently emerged into the morning sky andhas begun an orbital(轨道的)dance with Earththat will,over the next several months,lead tothe best viewing opportunity since Neanderthals(穴居人)looked skyward. To get ready for this momentous(重大的)skywatch—ing event,now would be a fine time to reacquaint(重新认识)yourself with the Red Planet[maps/charts].All during     

When genres meet: Inquiry into a sixth‐grade urban science class

In this study, we explore oral and written work (plays and rap songs) of students in a sixth‐grade all African‐American urban science class to reveal ways affective and social aspects are intertwined with students' cognition. We interpret students' work in terms of the meeting of various genres brought by the students and teachers to the classroom. Students bring youth genres, classroom genres that they have constructed from previous schooling, and perhaps their own science genres. Teachers bring their favored classroom and science genres. We show how students' affective reactions were an integral part of their constructed scientific knowledge. Their knowledge building emerged as a social process involving a range of transactions among students and between students and teacher, some transactions being relatively smooth and others having more friction. Along with their developing science genre, students portrayed elements of classroom genres that did not exist in the classroom genre that the teacher sought to bring to the class. Students' work offered us a glimpse of students' interpretations of gender dynamics in their classrooms. Gender also was related to the particular ways that students in that class included disagreement in their developing science genre. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 579–605, 2002     

Orality and Literacy,Intimacy and Alienation: The eternal,internal, contradictions of teaching composition

This is a personal account of a college English teacher's continual examination of the sacrifices demanded of his students when they enter writing classes. It is an attempt to encourage students to maintain a critical awareness of the loss of their oral culture and see the limitations of the gain from the literary culture that they immersed themselves in when they began their school career. Literary resources are examined, specifically the writings of Franz Kafka, to illustrate the nature of oral and literate cultures and the demands of each. There is an account of the author's first day at public school as an illustration that helps him to devise teaching methods that acknowledge the validity of students' rebellion against school (literacy) while at the same time developing ways for students to be more accomplished writers.     

Moral Development,HIV/AIDS Knowledge,and Attitude toward HIV/AIDS among Counseling Students in the United States

People living with HIV/AIDS will likely require services from mental health professionals to address the complex psychosocial effects of the illness. In the United States, counseling students are not likely to be well prepared to serve clients affected by HIV/AIDS, and little is known about their HIV-related knowledge and attitudes. The present study assessed the moral development, HIV/AIDS knowledge, and attitudes toward HIV/AIDS among a national sample of counseling students in the United States. Results indicated that students held biases toward people living with HIV/AIDS and that their attitudes toward HIV/AIDS were inversely related to their level of moral development.     

The professional role and identity of teachers in the private and state education sectors

Abstract

This paper compares the professional role and identity of teachers in private and state schools. It brings together theory within the sociology of the professions and approaches influenced by Basil Bernstein. It utilises his work on recontextualisation to identify the nature of teachers’ professional role; and Beck and Young’s (2010) Bernstein-influenced analytical framework to understand changes in these teachers’ professional identity. Drawing on focussed qualitative research the study shows how, within private schools, when cloistered from the Official Recontextualising Field (ORF) an idealized account of teachers’ professional work flourishes. This idealized understanding of occupational professionalism is contingent on the ‘othering’ of the state sector: to do this private-school teachers adopt a deprofessionalization discourse which represents the state teacher as a passive receiver of the ORF. In contrast, state teachers foreground their agency to negotiate competing professional logics which they express through hybrid approaches to professional practice.     

Parent‐implemented reading interventions within a response to intervention framework

This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified a Tier 3 intervention for each student. Then, the consultant trained the students’ mothers to implement the interventions at home. The interventions were tested via a multiple baseline design across students. During the intervention phase, the consultant monitored parents’ treatment integrity and assessed students’ oral reading fluency for novel, grade‐level progress monitoring passages. Visual analysis indicates that all four students demonstrated increases in oral reading fluency for instructional passages and novel progress monitoring passages after intervention implementation. In addition, single‐case design effect sizes indicate strong effects for instructional passages for all four students, moderate effects for novel progress monitoring passages for two students, and strong effects for novel progress monitoring passages for two students. Finally, parents implemented interventions with moderate to high integrity, and parents rated the interventions as acceptable. Results are discussed in terms of implications for research and practice as they relate to parent‐implemented interventions within a response to intervention framework.     

The degree to which students and teachers are involved in second-level school processes and participation in decision-making: an Irish Case Study

The Education Act (1998 Education Act. 1998. Dublin: Government Publications. [Google Scholar]) is a key policy document in Irish education, emphasising the rights, roles and responsibilities of key stakeholders, including parents, teachers and pupils in schools. Since 1998 the Department of Education and Skills (DES) has stressed the need to introduce an increased role for teachers and pupils in decision-making. It is therefore timely to explore the response of teachers and students to such a collaborative school environment in a rural second-level school of approximately 600 students. Transition year (TY) students (ages about 15–16) and their teachers were surveyed by questionnaire and interviewed. It finds that while the school is proactive in involving students and teachers in decision-making, a source of social, personal and professional empowerment, experienced teachers, and students in particular, want a more substantial voice. For example, most students want more say. They want class discussions or a vote, not just Student Council (SC) representation, on important and not just trivial issues. They want involvement before decisions are taken, with more feedback. Overall, participation is considered important by all stakeholders.