Use of Print Media in Teacher Training 1

Abstract

Primary Education is seen as a critical element for general improvement of the economic and social future of Honduras and the most significant action currently underway is the work being done through the Primary Education Efficiency Project which is financed by a major grant from the United States Agency for International Development (USAID). The Project has as its major objective the improvement of the quality of educational services at the primary level through the development of new textbooks for grades one through six and extensive in‐service teacher training which is described here. This article presents the three essential elements of a specific training implemented; the contents, the media to be used and the methodology for its delivery. The medium chosen for the training was a printed document in a newspaper format which was given the name Accion Educativa. The general reaction from the teachers to this form of presentation was highly positive and the success of the use of the print medium led to the conclusion that the project should continue using similar publications, and should study the possibility of establishing Accion Educativa as a monthly periodical for primary school teachers.

     

冬奥会五大难忘时刻

悲剧赛道 这一悲伤时刻将永远笼罩着温哥华冬奥会.2月12日,就在开幕式开始前的几个小时,诺达尔·库玛丽塔什维利,一位来自格鲁吉亚的单人雪橇运动员,在训练中通过惠斯勒赛道的最后一个弯道时,撞上赛道内墙,突然弹出,撞上了赛迫外的钢柱,后不治身亡,年仅21岁.     

存在主义与马克思主义中的异化概念——现代社会思潮中的黑格尔式主题

本文聚焦于马克思主义和存在主义这两大现代社会思潮中由"异化"概念所统摄着的自我与社会这些黑格尔式的主题,批判性地考察了黑格尔哲学对"异化"概念的解释以及马克思主义和存在主义这两大现代社会思潮对其做出的不同回应,揭示了"异化"在这些哲学派别中作为一个评价性而非纯粹描述性概念的用法,强调了现代社会中的异化现象对于个人发展的积极意义.     

运用“概念图”评价工科学生的跨学科知识集成——以“绿色工程”课程的跟踪研究为案例

概念图作为一项评测学生跨学科知识集成的工具开始受到工程教育学界的重视.概念图能够呈现学生对多学科概念和概念间的复杂联系的理解.本文通过对"绿色工程"设计课程的为期一年的跟踪研究证明了概念图方法尤其适合评测学生跨学科知识的学习性进步.本研究探讨了在跨学科评定环境中使用概念图出现的问题以及解决问题的建议.     

Biomechanical consequences of impairment: a taxonomically valid basis for classification in a unified disability athletics system

Developing a unified classfication system to replace four of the systems currently used in disability athletics (i.e., track and field) has been widely advocated. The diverse impairments to be included in a unified system require several assessment methods, results of which cannot be meaningfully compared. Therefore, the taxonomic basis of current classification systems is invalid in a unified system. Biomechanical analysis establishes that force, a vector described in terms of magnitude and direction, is a key determinant of success in all athletic disciplines. It is posited that all impairments to be included in a unified system may be classified as either force magnitude impairments (FMI) or force control impairments (FCI). This framework would provide a valid taxonomic basis for a unified system, creating the opportunity to decrease the number of classes and enhance the viability of disability athletics.     

Music: Striking the Right Notes

Sections 3 and 4 of the 1988 Education Reform Act include music as one of the compulsory foundation subjects in the National Curriculum and empower the Secretary of State to specify attainment targets, programmes of study, and assessment arrangements for music for children aged five to 14. The Music Working Group appointed to advise the Secretary of State reported to June and its recommendations for attainment targets, programmes of study and statements of attainment targets, programmes of study and statements of attainment were published in August in its final report. Sean McCavera, classroom teacher in the secondary department at The Vale School for pupils with physical disabilities, London Borough of Haringey, comments on the proposals.     

Proofs and refutations in the undergraduate mathematics classroom

In his 1976 book, Proofs and Refutations, Lakatos presents a collection of case studies to illustrate methods of mathematical discovery in the history of mathematics. In this paper, we reframe these methods in ways that we have found make them more amenable for use as a framework for research on learning and teaching mathematics. We present an episode from an undergraduate abstract algebra classroom to illustrate the guided reinvention of mathematics through processes that strongly parallel those described by Lakatos. Our analysis suggests that the constructs described by Lakatos can provide a useful framework for making sense of the mathematical activity in classrooms where students are actively engaged in the development of mathematical ideas and provide design heuristics for instructional approaches that support the learning of mathematics through the process of guided reinvention.