Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach

The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted.     

Exploring elementary students’ perceptions of disabilities using children's literature

The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third‐grade and one fourth‐grade class at three elementary schools. We video‐recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read‐aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses.     

对集团化学校管理组织结构变革的探讨

基础教育阶段的集团化学校从成型到整体优质，直至实现持续发展，必须积极应对管理挑战。学校高层管理者必须重视管理成长，保持竞争的警觉性。依据现代管理组织设计理念，根据集团化学校的发展程度，及时相应地调整管理结构与组织，实现集团化学校整体优质持续的发展。     

日本"五项原则"框架下的基础教育课程目标特点

在国际化、向终身教育体系过渡、多样化、信息化和重视人格化等教育改革“五项原则”指导下,日本基础教育课程目标呈现出重视提高学生基本素质、关注学生个性发展、着眼学生“生存能力”培养、强调培养学生良好道德、重视培养学生国际意识等特点。     

纳米晶体二氧化钛非水体系合成和光催化性能

钛酸丁酯和乙酐在低于100℃非水状态下生成非晶钛氧聚合物，经焙烧得到纳米二氧化钛晶体，焙烧失重46．55％，在314℃～389℃之间失去表面有机基团，389℃～405℃之间转化为锐钛矿型晶体。XRD和TEM研究了晶体颗粒的袁征。用苯胶的光催化降解评价了非水合成的纳米晶体二氧化钛的光催化活性。     

新课程标准与小学古诗教学

小学语文新课程标准的颁布和语文教学理论研究的发展,要求古诗教学体现其新理念和新方法,从具体感知、激活想象、触发情感等三方面入手,正确把握语文教学乃至古诗教学的特点.     

用稳态近似法推导反应速度方程时应注意的一个问题

用稳态近似法推导反应的速度方程时,最后所导出的速度方程有时会出现由不不同数值而组成的系数。针对这个问题,本文指出了两种避免出现该问题的方法。     

最大公因式的初等变换求法

文中给出了求最大公因式的初等变换法,这对于求多个多项式的最大公因式比辗转相除法更为简便.     

少数民族地区基础教育和职业教育课程的整合构想

鉴于少数民族地区经济和教育发展现状,尝试走基础教育与职业教育相结合的内涵发展道路,对加快少数民族地区人口素质的提高、经济的快速发展,有一定的现实意义。     

新疆维吾尔族基础教育教师质量成因探析

本研究通过对新疆维吾尔族基础教育教师的深度访谈,了解到教师素质不能满足维吾尔族基础教育所需的内在原因,一是民族师范教育及教师教育质量不高,二是外在客观环境条件的制约,三是教师自我反思、自我教育、自我提高不够,据此有针对性地提出了对策和建议。