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Sigal Ben‐Porath 《Educational theory》2012,62(4):381-395
The diversity of contemporary democratic nations challenges scholars and educators to develop forms of education that would both recognize difference and develop a shared foundation for a functioning democracy. In this essay Sigal Ben‐Porath develops the concept of shared fate as a theoretical and practical response to this challenge. Shared fate offers a viable alternative to current forms of citizenship education, one that develops a significant shared dimension while respecting deep differences within a political community. It is grounded in the social and moral realities of civic life, and it seeks to weave the historical, political, and social ties among members of the nation into a form of affiliation that would sustain and expand their shared political project. Some particular educational contexts are considered through the lens of shared fate, including the resegregation of some schooling systems, linguistic diversity, and patriotic education. 相似文献
994.
Rachel Brooks Johanna Waters Helena Pimlott‐Wilson 《British Educational Research Journal》2012,38(2):281-298
A common theme within the literature on higher education is the congested nature of the graduate labour market. Researchers have highlighted the lengths to which many students now go, in response to this congestion, to ‘distinguish themselves’ from other graduates: paying increased attention to university status; engaging in a range of extra‐curricular activities; and pursuing postgraduate qualifications. Studies that have focused on the strategies of Asian students, specifically, have pointed to the important place of studying abroad as a further strategy in this pursuit of distinction. Given that there is now some evidence that the number of UK students enrolling on a degree programme overseas is increasing, this article explores the extent to which an overseas education can be seen as part of a broader strategy on the part of British students to seek distinction within the labour market and whether such an education does indeed offer tangible employment benefits. 相似文献
995.
The aim of this study was to acquire in‐depth understanding of parental experiences and encounters with the school system relative to having a child with dyslexia or experiencing difficulties with reading and writing (dyslectic difficulties). Mothers of seven children who attended lower or upper secondary school were interviewed. The interviews were analyzed using qualitative methods. According to the participants, schools often failed to identify their child’s difficulties that led to lack of appropriate support. The mothers were active in allocating support and developing strategies to alleviate lowered self‐esteem. individual education programmes (IEPs) were not used regularly. Highlighted is the need for a more explicit national policy regarding parental and children’s rights in regard to dyslectic difficulties. 相似文献
996.
Kenneth Chao Chee‐Kwong 《Open Learning》2013,28(2):38-39
You see so many missed opportunities along the road, so why haven't we been given any time for reflection before? Why is it that we tend to forget that aspect, when talking about quality? 相似文献
997.
Kate Ferguson‐Patrick 《Educational Action Research》2013,21(2):159-180
Collaborative approaches designed to increase writing productivity (amount written) as well as writing quality were implemented over a period of six months with a small group of 12 six‐year‐olds in a Primary School in Newcastle, NSW, Australia. The study demonstrated the positive nature of peer interactions with an increase in quality and productivity of writing products. The classroom teacher employed action research approaches where observations informed action, which in turn was reflected upon. Some central themes emerged from this study. It was found that collaboration often meant that students shared strengths and expertise, provided encouragement and assistance, as well as provided opportunities for peer tutoring. 相似文献
998.
This paper examines the relationship of school culture to school effectiveness in emergencies. It presents a study of: (a) the nature and variability of Israeli schools’ emergency preparation and response to the Gulf War, and (b) the association of school culture with school effectiveness during this emergency. The findings show that two dimensions of school culture, religious orientation and school level educational approaches, have different associations with preparation for the war and with different measures of effectiveness during the war. Results indicate that policy guidelines for preparation for emergencies need to address aspects of school culture that may influence school effectiveness in emergencies. 相似文献
999.
The importance of adopting technology‐supported performance systems for on‐the‐job learning and training is well‐recognized in a networked economy. In this study, we present a performance support system (PSS) designed to support technology integration for lesson design. The goal is to support educators in the development of appropriate and effective technology integration strategies for learning and training events. The system is based on the PSS design architecture created by Hung and Chao (2007) called Matrix‐Aided Performance System (MAPS). MAPS was created to minimize navigational confusion and enhance users' comprehension and synthesis of information gathered from the PSS. Fifteen educators and instructional technologists were invited to evaluate the system's readiness as well as to identify potential practical constraints that might hinder its use in a real‐world setting. Findings from a perception survey and focus group interviews confirm the beneficial effects of the unified interface on navigation and orientation of content materials. Feedback provided by participants to improve the system interaction and functionality are also reported to further validate the design architecture of MAPS. 相似文献
1000.
Isabel Ruiz‐Mallen Laura Barraza Barbara Bodenhorn Maria de la Paz Ceja‐Adame Victoria Reyes‐García 《International Journal of Science Education》2013,35(13):1755-1770
Strengthening links between school and community is critical for improving people’s participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students’ life experience and are planned without considering either teachers’ or students’ opinions. This article describes the participatory construction of a preparatory school environmental education (EE) programme in Ixtlan de Juarez, a Mexican indigenous community internationally recognised for sustainable forest management. The qualitative research methods used are based on the action research methodology. Results from interviews conducted with the preparatory school’s headmaster, the coordinator, and nine teachers provided the needed documentation of the school site for contextualising learning activities. Feedback during focus groups with six students, three teachers, five local communal authorities, and two researchers highlighted that all participants perceived the need for creating an educational programme focused on local forest management. The contents and activities of the programme were designed by the focus group’s participants. The programme has been continuously taught by teachers and forest workers since 2005 and was officially integrated with the preparatory school science curriculum in 2006. This participative educational experience has thus transformed the mandatory school curriculum in Ixtlan. 相似文献