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James Fisher 《Cultural and Social History》2018,15(3):315-331
Eighteenth-century Britain witnessed a struggle over knowledge and expertise in agriculture that has been largely neglected. This article uses the social controversies surrounding ‘book-farming’ – the practice of farming with knowledge acquired from books – to highlight the wider conflict over agricultural knowledge. The development of agricultural instructional literature gave rise to tensions between an established labour-based and an emerging book-based system of knowledge, which mapped onto social struggles over control of the intellectual powers of production. Hostility to ‘book-farming’ from practical farmers was partly a response to the threat books posed to the customary knowledge of farm workers of various kinds. 相似文献
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The purpose of this study was to investigate associations between students' perceptions of their biology teachers' interpersonal behavior and their laboratory learning environments and their attitudinal, achievement, and performance outcomes. A sample of 489 students from 28 senior biology classes in eight schools in Tasmania, Australia completed the Questionnaire on Teacher Interaction (QTI) and the Science Laboratory Environment Inventory (SLEI). Responses to two attitude questionnaires, achievement on an external written examination, and performance in laboratory practical tests were used as student outcome measures. Statistical analyses supported the reliability and validity of the QTI and the SLEI when used with senior secondary biology students. We investigated associations between students' perceptions of teacher behavior and their laboratory learning environment with student outcomes, including the unique and common contributions of the QTI and SLEI to variance in student outcomes. Associations with students' perceptions of the learning environment were stronger for the attitudinal outcomes than for the cognitive or practical skills outcomes. Some commonality between the QTI and SLEI scales was found in their contributions to the variance in attitudinal outcomes, but not in their contributions to variance in cognitive and practical skill outcomes. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 37: 26–43, 2000 相似文献
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The field of acculturation psychology has been the focus of recent critique, calling into question current conceptualizations of acculturation experiences among families in cultural transition. This paper will consider how these critiques can inform theory and research that aims to clarify the link between the process of acculturation and the quality of parent–child relationships among families in cultural transition. For example, while the concepts of process and change are central to psychological approaches to understanding acculturation, this has not always been successfully reflected in choice of research methodology. Further, some theorists highlight the problem of conflating culture and national identity and of homogenizing culture into a few essentialize traits, psychological characteristics or sets of discourses. This paper will outline how a focus on the dynamic and complex process of acculturation opposes ideas of acculturative experiences as acontextual, ahistorical, and independent with some teleological endpoint. It is suggested that acculturation experiences should be reconceptualized as a dialogic, relationally constituted, and continually negotiated (unfinalizable) process. Finally, it is suggested that narrative and qualitative methodologies represent an especially useful way to highlight the fluctuations in acculturative experiences within a family context, and might offer greater promise in clarifying the link between acculturation experiences and the quality of parent–child relationships among families in cultural transition. 相似文献
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The Iran-Contra affair highlights the ongoing contest between Congress and the President over access to information. To carry out their constitutional functions, each branch needs information and the ability to protect the disclosure of that information. In the case of Iran-Contra, legitimate protection of information was replaced by lies and deception on the part of Executive officials, the pursuit of contradictory policies by the Executive Branch, and the violation of congressional statutes. Congress was denied the information it needed to discharge constitutional responsibilities, requiring it to reassert legislative prerogatives by tightening oversight statutes and scrutinizing presidential nominees who had some involvement in Iran-Contra. As a result of prosecutions by the Independent Counsel, a number of Executive officials and private citizens who participated in Iran-Contra have already pled guilty or been found guilty by Federal juries. Other than some temporary mending of fences and promises of good-faith, it is uncertain whether Iran-Contra will yield more permanent and beneficial lessons. 相似文献
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James C. Fisher Larry G. Martin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(6):529-544
This paper summarizes the legislation upon which the current welfare-to-work transition in the United States is based and describes characteristics of the former welfare population from which various tiers of employment options have emerged: unsubsidized-employed workers, subsidized-employed workers, subsidized-unemployed recipients, and unsubsidized-unemployed individuals. It also discusses current program emphases, and presents a format for directions for future program development which includes academic programs, situated cognition programs, integrated literacy/occupational skills programs, and integrated literacy/soft skills training. 相似文献
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