The promises and limitations of international comparative research on teacher education

This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in general are discussed. Further, methodological issues associated with designing and carrying out an international comparative study on TE are addressed using a multi-level study on teacher education in Finland and Norway an as example. Towards the end of the article, the promises and limitations of international comparative research on TE are presented. Important benefits of comparative education on TE include widening the understanding of one’s own and other TE systems as well as gaining an understanding of international trends. However, uncritical use of such research may lead to decontextualised, ahistorical and standardised transfer and development of education and educational policies. The article concludes by urging researchers in the field of international comparative research on teacher education to address the questions: What is being compared? How is context addressed?     

墨家与亚里士多德指称论思想的比较研究

通过对墨家与亚里士多德指称论思想的比较研究，揭示出亚里士多德对语词的研究主要涉及的是上下义关系的词，这正是建立三段论的基础；而墨家却很少谈论上下义关系的词，所以形成了不同于亚里士多德的逻辑。     

社会整合的战略意义及其模式创新

当中国社会获得新的强大动力 ,步入到发展的快车道之后 ,社会结构的变化在加快 ,新的社会矛盾日渐增多 ,如何解决社会矛盾 ,优化社会结构 ,这类问题是关系中国社会能否实现稳定、持续发展的最高战略问题。邓小平关于社会整合的理论为我们正确认识和处理这类问题提供了科学的指导思想     

“三个代表”重要思想是邓小平理论发展的历史必然和逻辑必然

“三个代表”重要思想是对马克思列宁主义、毛泽东思想和邓小平理论的继承和发展 ;它反映了当代世界和中国的发展变化对党和国家工作的新要求 ,是加强和改进党的建设、推进我国社会主义自我完善和发展的强大理论武器 ,是全党集体智慧的结晶 ,是党必须长期坚持的指导思想。作为我们党理论创新的最新成果 ,“三个代表”重要思想是邓小平理论当代发展的历史必然和逻辑必然     

用教育技术引领教育改革——论我国教育技术的定位(二)

教育技术是一项解决教育问题的系统技术,可用于推动教育、教学的各个层面上的改革。但二十多年来,由于认识受限,定位不当,我国这一领域的工作偏重于硬件设施建设与服务、教育媒体制作、教学方法改革等方面,且这些活动大部分在战术层面上开展,教育技术没有发挥更大的作用。当前,我们应关注在战略层面上实施教育技术,追求“效果、效率和效益”,即教育绩效,这是我国穷国办大教育的国情所要求的。战略优先,战术配合,战略战术互动,促进教育整体改革,落实科学发展观,这应成为信息化进程中我国教育技术高起点新发展的指导思想,成为我国教育技术学科知识体系构建研究的基本思路。用教育技术引领教育改革,在宏观层面上应重视需要的评估和系统规划,确保“做对的事情”;在中观层面上要推广教学系统设计,在微观层面上要加强对研究成果的运用,确保“把事情做对”。目前我国教育技术界电教人员或计算机科学人员的工作仅是教育技术的一个组成部分,教育技术也是各级教育管理者和广大教师的共同事业。     

Metaphors we’re colonised by? The case of data-driven educational technologies in Brazil

ABSTRACT

This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation.     

设计性物理实验教学模式研究与探索

分析教学模式的实质和特点,针对传统物理实验教学模式存在的问题,结合设计性物理实验特点,研究适合设计性物理实验的教学模式,并在教学实践中进行探索和实践,以提高学生的实验能力和综合素质。     

经世学派概说

经世学派试图通过提倡“经世之学”来挽救中国封建社会的末世或寻找社会发展的新的出路。他们揭露黑暗、评击时政、批判君主专制制度、关心国计民生，要求改革。相对当时清朝官方提倡的“宋学”和“汉学”，具有明显的积极意义和进步意义。特别是鸦片战争后，他们立足现实，开眼看世界，提出了“师夷之长技以制夷”的思想主张，开近代学术之风气，对后来的洋务思潮和资产阶级改良思潮的产生和发展都起到了发轫和启迪作用。     

The one-in-ten: quantitative Critical Race Theory and the education of the ‘new (white) oppressed’

ABSTRACT

This paper challenges the notion that quantitative data – as a numeric truth – exist independent of a nation’s political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that ‘White working class’ children in England, especially boys, are ‘the new oppressed’ – as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or ‘QuantCrit’, an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being ‘oppressed’, White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of ‘equivalency’ in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world labour market. The analysis concludes that knowing misrepresentations of quantitative data are at the heart of an institutional process through which race and racism are produced, legitimised and perpetuated in education.     

Relational Maintenance in the Digital Age: Implicit Rules and Multiple Modalities

The present project utilized a mixed methods approach to examine how individuals use CMC to maintain proximal relationships. Nine different communication channels were examined concurrently to elucidate how frequently mediated relational maintenance is used and to examine what participants reported in terms of motives for use and avoidance of particular channels. Findings indicate that participants in proximal relationships are hyper-aware of the amount of intimacy implied by a particular communication channel and strategically engage channels to suit their needs. We propose that relationships will be difficult to maintain if people violate the implicit rules that appear to govern channel selection.