爱是一个古老的故事,但它却是万古常新

经典代表: 说起经典的爱情小说,怎么能不提简·奥斯汀和她的《傲慢与偏见》,这部主要针对一个有着五位性格迥异的女儿的家庭展开,以爱情为主要线索,涉及婚姻、金钱、地位等话题,全书情节富有喜剧性,语言机智幽默,是奥斯汀小说中最受欢迎的一部.     

African American Othermothering in the Urban Elementary School

Othermothering and community othermothering can be defined as African American women's maternal assistance offered to the children of blood mothers within the African American community. Originally traced to slavery, othermothering was a survival mechanism that served as a vehicle for educational and cultural transmission. Currently, an othermothering tradition exists within the urban elementary-school context, and African American female educators play an integral role in fulfilling the pyschoeducational needs of the urban child. By employing a qualitative methodology, this article presents two biographical portraits that examine othermothering by a young elementary-school principal and community othermothering by a fifth-grade elementary-school teacher with 25 years of experience in the urban classroom.     

What supports 11- to 13-year-old Pasifika students in mathematics learning in New Zealand classrooms?

The steepest decline in achievement in New Zealand primary schools occurs in Years 7 and 8, with the greatest decline in the subject area of mathematics. The cohort that achieves at the lowest level in New Zealand schools is Pasifika. This study considers the views of those stakeholders involved in the teaching of these children. It seeks to uncover the positive steps being taken to advantage this group and the difficulties principals, teachers and parents face to improve achievement. One-to-one interviews were used to elicit advice and information to provide evidence of best teaching practices for Pasifika students     

Evaluating the impact of an academic teacher development program: practical realities of an evidence-based study

This study aimed to assess the impact of an entire academic teacher development programme at a Midwestern masters comprehensive university in the United States over a period of five years by examining changes in teaching and student outcomes of nine randomly selected programme participants. Researchers analysed syllabi, course evaluations, grade distributions, programme activity reports, interviews and vita, and concluded that the centre’s impact was greatest on tenure-track faculty who struggled with their teaching. Far more useful to future improvement, however, were the insights gained from reflection on study methods, the researchers’ emotional responses to their findings, their struggle to make sense of the data and grappling with the definition of ‘impact’. In this paper, the researchers share useful lessons learned and illustrate the difficulties inherent in evaluating academic development programmes, with a view to qualifying recommendations currently prevailing in the literature.     

A collaborative autoethnography study to inform the teaching of reflective practice in STEM

The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning.