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281.
James C. Jupp Theodorea Regina Berry Amanda Morales Ann Mogush Mason 《Teaching Education》2018,29(4):305-317
ABSTRACTAs editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis. 相似文献
282.
Disparate findings on whether students attending charter schools outperform peers in traditional public schools (TPS) may stem from mixing differing types of charters or inadequately accounting for pupil background. To gauge prior family selection and heterogeneous effects, we distinguish between conversion and start-up charter schools, along with a third site-run model operating in the Los Angeles Unified School District (LAUSD). We find that TPS campuses converting to charter status (conversions) attracted more experienced and consistently credentialed teachers, and served relatively advantaged families, compared with newly created charter schools (start-ups), after tracking 66,000 students over 4 years, 2007–2011. Charters overall attracted pupils achieving at higher levels as they began a grade cycle (at baseline), relative to TPS peers, most pronounced among conversions that remained affiliated with the district. After matching students on their propensities to enter a charter school, we find that pupils attending charters outperformed TPS peers over the 4-year period. These benefits are most consistent and moderate in magnitude for middle school students. We observed significant though small effects in English language arts for pupils attending charter high schools. Latino students, mostly attending start-ups, enjoyed consistent benefits from attending a charter school. 相似文献
283.
Quantity discrimination abilities are seen in a diverse range of species with similarities in performance patterns, suggesting common underlying cognitive mechanisms. However, methodological factors that impact performance make it difficult to draw broad phylogenetic comparisons of numerical cognition across studies. For example, some Old World monkeys selected a higher quantity stimulus more frequently when choosing between inedible (pebbles) than edible (food) stimuli. In Experiment 1 we presented brown capuchin (Cebus [Sapajus] paella) and squirrel monkeys (Saimiri sciureus) with the same two-choice quantity discrimination task in three different stimulus conditions: edible, inedible, and edible replaced (in which choice stimuli were food items that stood in for the same quantity of food items that were given as a reward). Unlike Old World monkeys, capuchins selected the higher quantity stimulus more in the edible condition and squirrel monkeys showed generally poor performance across all stimulus types. Performance patterns suggested that differences in subjective reward value might motivate differences in choice behavior between and within species. In Experiment 2 we manipulated the subjective reinforcement value of the reward by varying reward type and delay to reinforcement and found that delay to reinforcement had no impact on choice behavior, while increasing the value of the reward significantly improved performance by both species. The results of this study indicate that species presented with identical tasks may respond differently to methodological factors such as stimulus and reward types, resulting in significant differences in choice behavior that may lead to spurious suggestions of species differences in cognitive abilities. 相似文献
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287.
Kay Fuller 《English in Education》2010,44(2):146-163
Children from eleven PGCE partnership schools participated in a poetry writing competition. In writing a poem entitled An English Lesson they have provided an insight into what they experience in the English classroom. The poems, published in-house as an anthology, have been analysed using the key concepts of the National Curriculum for English ( QCA, 2007 ) – competence; creativity; cultural understanding; and critical understanding. This article accompanies some of the children’s poems. 相似文献
288.
Ben H. Bagdikian's The Information Machines: Their Impact on Men and the Media. R. Buckminster Fuller, I Seem To Be A Verb (Bantam D5235, $1.65). 相似文献
289.
Regina Smardon 《Cultural Studies of Science Education》2011,6(4):895-902
In this response to Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez, I will focus primarily on the importance
of relationality for the development of a science learner identity. Along the way I will review (1) The cultural dynamics
involved with the formation and sustenance of relationships in social life; (2) The methodological advantages of ethnographic
inquiry for exploring funds of relationality; (3) The importance of relationality for science innovation throughout the pipeline
of scientific training from K-12 schooling all the way through scientific breakthrough; (4) The absolutely vital role that
relationality plays in creating a science learner identity. Finally I highlight how collaborative ethnography, in particular,
is an excellent tool for seeking out funds of relationality that can be marshaled in the classroom as well as contributing to conceptual advancement in the theoretical vocabulary of
relational sociology. 相似文献
290.
Regina Baron Brunner 《Computer Science Education》2013,23(4):355-367
Intellectual property rights related to computer usage in academia require precise definition. The Office of Technological Assessment has made great strides in this direction. States, universities, and professional organizations have dealt with the inherent complexities of the problem. Legal cases have tested current laws. Attorneys have made clear distinctions between copyrights and patents related to intellectual property rights. Both EDU‐COM and ADAPSO have addressed societal and ethical issues in written documents. Business, industry, and professional organizations have been concerned, but society and especially educators must also address intellectual property rights. Copyright laws related to electronic media must be honored. Computer ethics and computer law should be included in current computer science courses. Academia has the responsibility to educate all those on campus as to appropriate ethical and legal behavior with respect to these issues. Academia cannot hide or ignore these problems. 相似文献