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Sheila C. Gordon Benjamin Arenstein 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):169-195
With societal changes rapidly transforming cultures that had been largely homogenous, today’s multi-cultural – and in particular interfaith – families need new educational strategies to help them understand their cultural roots and identify and clarify what aspects of their heritages they wish to nurture and transmit to their children. This paper focuses on a new model for religious education, namely non-doctrinaire “dual-faith” education, which the principal author has helped to develop in the United States (US) through the Interfaith Community (IFC), a small, independent non-profit organisation created and led by dual-faith Jewish/Christian families. The model is premised on the notion that families can have two different faiths in one household and that – with respect and education – families can be harmonious, religion can be transmitted, and tolerance broadly nurtured. While the model is particular to the US and to families with Jewish and Christian heritages, its premises and structure have significant potential to be adaptable to other religious combinations and other cultures and countries. After reviewing relevant literature and situating the IFC model in the global and US contexts, the paper sets out to clarify the importance of the concept, describe its elements, and discuss its implications for religious education in this time of changing ethos and demography. 相似文献
84.
Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study 总被引:1,自引:0,他引:1
Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development. 相似文献
85.
Sue Shepherd 《Perspectives: Policy and Practice in Higher Education》2017,21(4):129-134
Pre-1992 English universities are changing the way they appoint their deputy and pro-vice-chancellors (PVCs). Traditionally, PVC posts were filled by internal secondment from within the professoriate, but these days an increasing number are appointed by means of external open competition involving advertisement and/or executive search. So has this ‘opening up’ of PVC positions created new career progression opportunities for professional services managers? Findings from a census, online survey and interviews with a range of senior university managers suggest not. Despite the PVC role becoming more managerial, those getting the jobs remain overwhelmingly career academics. Professional services managers confront a glass wall, excluded from consideration by a non-negotiable requirement for academic credibility. Aware they have little chance of getting a PVC job, they are unlikely to apply. The continued monopolisation of PVC posts by academic managers represents a form of social closure that serves to maintain their elite status. 相似文献
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87.
Endogenous technical advance and the stochastic trend in output: A neoclassical approach 总被引:2,自引:0,他引:2
In the recent endogenous growth literature, the trend in output is stochastic, while investment in scientific knowledge is treated as analogous to a capital stock. This paper models both research and development (R&D) and disembodied technical advance using neo-classical equations, which specify the equilibrium stocks as a function of prices and output. The elasticity of R&D in the production function, estimated using factor shares, is time-varying and increasing. Returns to scale are increasing in all factors. The most important aspect of the model is that the equilibrium rate of technical advance is not cyclically invariant, but co-moves with output at business cycle frequencies. This allows the production function to behave as a stochastic trend. Growth accounting demonstrates that long-term variations in the rate of productivity growth have been associated mainly with low-frequency fluctuations in the rate of disembodied technical advance, with secondary effects from the stocks of R&D and physical capital. During the high productivity period 1948–1972, technical advance contributed 1.48 percentage points per year to output, with 0.98 accounted for by R&D. The productivity slowdown of the mid-1970s was accounted by a gradual decline in the effect of R&D, and a more abrupt collapse in disembodied technology. The subsequent productivity revival was associated with two accelerations in disembodied technical advance, the first beginning in the early 1980s, and the second in the mid-1990s. The production function is simulated in a small econometric model. Model simulations find that exogenous shocks to the inflation rate generate significant variations in growth by inducing fluctuations in disembodied technology. 相似文献
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89.
Gauchat G 《Public understanding of science (Bristol, England)》2011,20(6):751-770
Using the National Science Foundation's 2006 Science Indicators Survey, this study explores three distinct explanations of public attitudes. First, the knowledge-attitudes model refers to a well tested relationship between public knowledge of science and more favorable attitudes toward science. Second, the alienation model hypothesizes that public disassociation with science is a symptom of a general disenchantment with late modernity, mainly, the limitations associated with codified expertise, rational bureaucracy, and institutional authority. A third approach emphasizes the cultural meaning of science: how various public beliefs about "what science is" relate to acceptance or reservations about science. The Science Indicators Survey shows that US adults view science (what it is or should be) in three distinct ways: (1) in terms of having a systematic method, (2) in terms of social location (i.e., takes place in a university or a laboratory), and (3) in terms of knowledge that should accord with commonsense and tradition. The findings in this study indicate that the knowledge-attitudes, alienation, and cultural meanings models are all valuable for understanding the cultural authority of science. However, the strength of these explanations depends on the type of attitude analyzed. 相似文献
90.
Gordon Hull Heather Richter Lipford Celine Latulipe 《Ethics and Information Technology》2011,13(4):289-302
Social networking sites like Facebook are rapidly gaining in popularity. At the same time, they seem to present significant
privacy issues for their users. We analyze two of Facebooks’s more recent features, Applications and News Feed, from the perspective
enabled by Helen Nissenbaum’s treatment of privacy as “contextual integrity.” Offline, privacy is mediated by highly granular
social contexts. Online contexts, including social networking sites, lack much of this granularity. These contextual gaps
are at the root of many of the sites’ privacy issues. Applications, which nearly invisibly shares not just a users’, but a
user’s friends’ information with third parties, clearly violates standard norms of information flow. News Feed is a more complex
case, because it involves not just questions of privacy, but also of program interface and of the meaning of “friendship”
online. In both cases, many of the privacy issues on Facebook are primarily design issues, which could be ameliorated by an
interface that made the flows of information more transparent to users. 相似文献