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31.
This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children. 相似文献
32.
The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females. 相似文献
33.
学术殖民主义在行动:美国认证他国大学 总被引:5,自引:3,他引:5
美国认证是针对美国高等教育的现实而设计的,它反映了美国学术系统的历史、规范以及价值观。作为一个学术超级大国,美国有义务不在全球滥用其学术强势。不存在任何形式的世界认证警察。 相似文献
34.
35.
Philip Pullman 《Children‘s Literature in Education》1992,23(3):157-165
Philip Pullman grew up in what was then Southern Rhodesia, in Australia and in North Wales. He took an English degree at Oxford, and taught in middle schools in that city for thirteen years. He now divides his time between writing and lecturing at Westminster College, Oxford. His novelThe Ruby In The Smoke, the first part of a trilogy, won the International Reading Association Children's Book Award in 1988, and the other parts both made the ALA Best Book for Young Adults list. He has also written two illustrated novels for younger readers, books for teenagers and an adult novel. 相似文献
36.
Philip G. Altbach 《Prospects》1983,13(3):313-325
37.
Philip B. Gough 《Reading and writing》1993,5(2):181-192
It is widely agreed that children recognize their first words in a different way than they later decode. One hypothesis is that sight words are recognized as wholes, another that they are recognized by parts. Two experiments were devised to compare these hypotheses. In one, children were taught a sight word accompanied by a salient extraneous cue and then tested for recognition of the word and the cue. In the other, children were taught sight words, then tested for recognition of each half of the word. The children were found to recognize the cue but not the word; they recognized one half of the word but not the other. The results support the idea that first words are recognized by selective association. 相似文献
38.
Philip Barker 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):74-80
Interactive processes are fundamental to all forms of training and learning activity. Within educational technology increasing use is being made of both simple and sophisticated machines as instructional aids. Because of their growing applicability in all areas of educational practice it is important to understand the basic nature of the interactive processes involved in using such machines. This paper provides an overview of the techniques and mechanisms of human-machine interaction and outlines the status of some ongoing research trends in this area. 相似文献
39.
This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation. 相似文献
40.
Peter Brusilovsky Eduardo Calabrese Jozef Hvorecky Anatoly Kouchnirenko Philip Miller 《Education and Information Technologies》1997,2(1):65-83
Mini-languages are a visually intuitive, simple and powerful way to introduce students to programming. They are a good foundation for general computer science instruction, provide insight into programming for the general population, and teach algorithmic thinking. The goal of the paper is to provide an extensive review of the mini-language approach to teaching programming. For different audiences and in different countries, the authors have extensive experience in design and application of mini-languages. We outline the problems that motivate the application of this approach, present a brief history, review several existing mini-languages, and provide discussion of lessons learned. In particular, we discuss how to choose a mini-language for a particular group of students and list some requirements for a successful application of a mini- language. We conclude with a discussion of possible future directions of the mini-language approach development 相似文献