A Journal from the South: Lithuanian Papers

The Australian peer-reviewed journal Lithuanian Papers has been published since 1987 in Hobart, Tasmania. The editor summarizes its history and invites readers to subscribe.     

Encounters with action research in the african context: a case study in the school curriculum in lesotho

This article is based on an action research study undertaken in the African context, in Lesotho. It illustrates understandings and insights that developed in this context about action research by reference to the factors that influenced the comprehension and implementation of the method, reflections of the research team on the method, and the potential of the method to improve practice. It is argued that the method had potential to improve practice in this context, and that the contextualisation of action research by reflection on the method was essential.     

Science Curricula and the Organization of Secondary Schooling

This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of Didaktik and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of competence-driven changes in teacher education curricula has been collected in 30 in-depth interviews with teacher educators, student teachers, and their school mentors in Serbia, and analysed with the help of qualitative data processing software. The coding procedures involved classification of utterances into five groups relating to the perceptions of (1) teacher evaluation, (2) teacher competence in subject matter, pedagogy, and curriculum, (3) understanding of the education system and contribution to its development, (4) teacher competences in dealing with values and child-rearing, and (5) changes in teacher education curricula related to these groups of competence. The perceptions in each group of utterances were interpreted in terms of their alliance with Didaktik or Curriculum cultures. The findings indicate that the framework cannot be used as a continuum since the utterances aligned with the two cultures co-exist in the individual responses, but could be useful as a reflection tool in teacher education curricula.     

Environmental Education in Serbian Primary Schools: Challenges and Changes in Curriculum,Pedagogy, and Teacher Training

The protection of human health and the preservation of the environment are topics that form an integral part of the primary school curriculum in Serbia. However, research studies have shown that students do not have enough knowledge to contribute to the development of a healthy lifestyle and environmental awareness. The latest changes in school policy and curricula confirm that the relevance of environmental education has been recognized, but changes in school practice are yet to come. This article discusses the challenges encountered in the implementation of the intended curriculum and offers suggestions for changes to the curriculum, pedagogy, and teacher training in order to enhance environmental education.     

一种改进的树形多维类型结构TMTS的应用研究

基于对多维可视化的研究,分析了立方体方式不能很好地进行可视化的原因,并在多维类型结构(MTS)基础上,提出了一种改进的树形多维类型结构TMTS。     

基于RUP的软件测试研究

随着面向对象软件开发方法的发展,特别是基于RUP过程的软件开发过程的提出,给软件的设计和开发带来了极大的便利。本文针对一个小型的J2EE系统,结合RUP测试过程,通过使用测试工具对该系统进行了功能和性能方面的测试。     

从对称性的发展谈物理学课程的创新与实践

近年来对称性理论的发展达到空前的繁荣,尤其是对称性原理在量子理论中已经成为不可替代的指导性原理。我们通过对称性的发展来谈论物理学课程的创新与实践,有着两个方面的作用和意义。一方面,可以强调对称性在物理学课程的教学中的积极作用;另一方面,找出物理学课程中潜在的创新点,用来指导实际的课堂教学。     

知识经济时代要求高等教育加快改革

知识经济时代的到来是社会经济发展的必然趋势,知识经济呼唤高等教育的改革必须加大力度。面对知识经济时代的临近,我们的高等教育亦必须遵循邓小平“三个面向”的教悔,树立全新的观念,作好迎接新时代的组织和思想准备。     

析说犹太人定居开封

在繁荣的唐代 ,犹太人在西亚和中国进行着穿梭贸易 ,可并未在中国真正定居下来。由于唐末的动乱 ,他们逃离了中国。在宋元时代 ,中国虽有动乱 ,但没有发生大规模的排外事件 ,因而犹太人得以在华生根繁衍。同时 ,犹太人在开封修建教堂的过程 ,也是一个渐渐被大中华社会接纳的过程     

Inclusive practices at the teacher and class level: the experts’ view

One concern for teachers and schools is how to implement inclusion. This paper examines its implementation at the teacher and class level in Styria, (a state in Austria). To do so, a qualitative study with expert interviews was conducted. Twenty-five experts from seven schools and four Centres for Inclusion and Special Education were interviewed. This paper highlights four areas: (1) teachers’ attitudes; (2) co-teaching; (3) individualised instruction; and (4) classroom composition. The results showed that for the inclusion process to be successful, positive attitudes towards inclusion of children with special educational needs are critical. Furthermore, negative attitudes towards inclusion can change if resources and support systems are available. Like every change process, high reliability is necessary to promote inclusion. The special education teacher was seen as an important resource, thus meaningful cooperation between the general and special education teacher was considered as a first step in implementing inclusive education. The use of differentiated teaching methods, along with individual initiatives, were other indispensable practices. According to the experts, these differentiated teaching instructions are implemented better in heterogeneous classrooms, meaning that a classroom composition that corresponds to the normal heterogeneity of the student population is seen as an essential part of teaching.