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61.
Jan Wright Ken Cruickshank Stephen Black 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):98-112
Much of the literature on social class and language study in schools argues that for middle-class parents and their children, languages are chosen for their capacity to offer forms of distinction that provide an edge in the global labour market. In this paper, we draw on data collected from interviews with parents and children in middle-class schools in Australia to demonstrate how a complex amalgam of elite, cultural identity and/or trade language discourses came into play to explain the choice (or not) to study a language and the choice of specific languages. For many of the parents languages provided a limited form of ‘civic multiculturalism’, as a means of better understanding and respecting the ‘other’. We argue that the value attributed to high status languages via this discourse, means their continued presence in schools hoping to attract middle-class parents, but their relative absence in schools with largely working-class populations, where more ‘practical’ concerns dominate. 相似文献
62.
This paper outlines key ideas in phenomenology and phenomenological psychology in order to clarify some of the processes which are used in ecosystemics. Occasionally writers take the view that a phenomenological approach indicates simply that we are concerned with an individual's experiences or that we are dealing with subjective perspectives. This paper shows that the important theoretical perspectives and specific techniques of phenomenological psychology provide the basis for important aspects of the ecosystemic approach. 相似文献
63.
张垦 《天津职业院校联合学报》2002,4(3):62-64
成人高校开设各种实用美术类专业,教学中发觉学生对写生色彩入门颇感困难,究其原因,除学生实践少以外,理论知识也处于模糊状态。一般初学者观察色彩的习惯是从物体的固有色角度出发。掌握写生色彩规律,除了有理论知识,更重要的是不断实践、逐渐积累自己的经验。文章就如何学好理论知识,加强教学实践环节,进行了探讨。 相似文献
64.
Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools. A video depicting bullying in the presence of bystanders was viewed by late primary (n = 200) and early secondary school students (n = 200). Some 43% of the students indicated that they were likely to help the victim. Questionnaires were employed to assess student attitudes towards victims, beliefs about the expectations of parents, friends, and teachers, perceived self‐efficacy, and social desirability response set. Multiple regression analysis identified as significant predictors of expressed intention to intervene: attending primary school, having rarely or never bullied others, having (reportedly) previously intervened, positive attitude to victims, and believing that parents and friends (but not teachers) expected them to act to support victims. Implications for action to reduce bullying in schools are discussed. 相似文献
65.
Mr Ken Appleton 《Research in Science Education》1992,22(1):11-19
There has been renewed debate in recent years about the relatively poor science discipline background knowledge of primary
and preschool teachers, and their lack of confidence to teach science stemming from this. A reaction from teacher educators,
such as recommended by theDiscipline Review of Teacher Education in Mathematics and Science Report, has been to provide more explicit science discipline units in pre-service teacher education courses. However, a few
studies have cast some doubt on the notion that more science discipline studies (Skamp, 1989; Stepans & McCormack, 1985).
This paper reports on pre-service students' perceptions of their cofidence to teach science before and after a science education
unit adapted from the PECSTEP work (Kirkwood, Bearlin & Hardy, 1989), which included only a small amount of physical science,
and took an explicit gender approach emphasising the students as learners.
Specializations: primary teacher education, teaching strategies in science. 相似文献
66.
OBJECTIVE: To establish the prevalence, typology and nature of attempted or completed incidents of stranger-perpetrated sexual abuse or abduction of children "away from home". METHODS: A questionnaire was completed by 2,420 children (83% response rate) aged 9-16 years in 26 elementary and high schools in North-West England. RESULTS: Of these children, 19.0% (n=461) reported that they had been the victims of any attempted or completed sexual abuse or abduction incident away from home at some point in their lives. Of these children, 161 (6.7% of the original sample) reported that the "last" incident had been perpetrated by a stranger. Based upon these last incidents, four main types of attempted or completed CSA or abduction incident were identified: indecent exposure (40.8% of victims), touching (25.8%), and abduction (23.1%), each occurring on their own; and incidents involving multiple types of act (10.2%). The majority of these abductions (91.1%) and touching incidents (50.9%) were attempted as opposed to completed. Rates of victimization were generally higher among girls than boys (10.4% vs. 4.2%, p<.001). A sizeable minority of victims had experienced sexual abuse or abduction previously (28.8%). The large majority of incidents were carried out by males (88.2%). Most incidents occurred when children were accompanied by their peers (67.9%). Many victims were frightened by their experience (46.9% very frightened) and the large majority made a disclosure (79.9%). Only a minority of incidents were reported to the police (33.3%). CONCLUSIONS: Incidents of attempted and completed stranger CSA and abduction are distinct from CSA and abduction by known persons, go against stereotypes, are complex, and give rise to a number of key issues that may have implications for prevention and intervention. PRACTICE IMPLICATIONS: Professionals involved in child protection should undertake work to reduce the risk of existing victims of CSA or abduction becoming victims of stranger CSA or abduction, and the risk of attempted incidents becoming completed ones. They also need to encourage the disclosure and reporting of attempted and completed stranger CSA and abduction incidents. 相似文献
67.
This study describes an elementary science model of professional development through mentoring by university science education
professors working with teachers at a private elementary school in a regional city in Queensland, Australia. A cross-cultural
collaboration involving professors from the United States and Australia resulted in the socially constructed image of the
science education mentor. While there is no generic model for elementary science mentoring, results of data collection reveal
that (a) one-to-one mentoring has short-term implications for implementing constructivist science teaching practices; (b)
successful mentoring models include facilitating the understanding of science content, exploring elementary science pedagogical
content knowledge through modeling, and off-site professional development workshops; and (c) understanding and working from
the predispositions of the teachers is an essential component of effective professional development. 相似文献
68.
69.
Ken R. Lodewyk 《教育心理学》2007,27(3):307-327
Students with differing profiles of epistemological beliefs—their beliefs about personal epistemology, intelligence, and learning—vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students’ epistemological beliefs according to gender, school orientation, overall academic achievement, and performance on two differently structured academic tasks. Epistemological beliefs in fixed and quick ability to learn, simple knowledge, and certain knowledge differed significantly as a function of gender, school orientation, and levels of academic achievement. These beliefs, particularly the belief in simple knowledge, significantly predicted overall performance and reflective judgment scores on the ill‐structured task but not on the well‐structured task. Implications concerning the relations among epistemological beliefs, reflective judgment, gender, school orientation, task structure, and achievement are discussed. 相似文献
70.