民族文化保护场域的延异

民族文化保护场域各种力量的博弈角逐,体现了民族文化保护实体、主体、路径和旨归的延异,折射出现代性对人类文明的整体性挑战。对现代性话语体系的前提批判和超越,是民族文化保护视角转换和路径创新的一种探索。     

外语教学生活中学习者的参与及价值反思

参与式教学是一种将学习者置于教育教学生活的中心位置,教师通过组织生活体验、设计"活动"等形式,调动学习者积极投入、创造性学习与发展的教育模式、教育理念。在当前我国外语教学中普遍存在"应试教育"、"忽视语言运用能力培养"、语言与文化疏离等问题的现实情境中,将参与式教学全面引入外语教学生活就显得必要而适切。     

参与式理论在开放大学教学中的应用

开放大学的建设方兴未艾,新理论、新技术、新方法的应用研究日显重要。参与式理论在开放大学教学中的运用,还是一个全新的课题。基于参与式理论与方法的开放大学教学实施策略,主要包括教学设计的科学性、教学组织的合作性、教学手段的多样性、学生学习的主体性、教学氛围的民主性、教学过程的互动性等方面。     

促进职业教育集团健康发展的若干途径

集团化发展已逐渐成为我国职业教育主动适应经济社会发展的努力方向。梳理国内职教集团的发展进程,提出加快职业教育集团化发展的原则和途径。集团化发展应结合发挥政府的推动作用、行业协会的指导作用、企业的支撑作用和职业院校的主力作用,以促进职教集团健康发展。     

我国优秀女子短跑运动员陶宇佳后程加速能力的研究

摘 要：为探究影响高水平女子短跑运动员百米跑后程减速的因素,对我国优秀女子短跑运动员陶宇佳百米跑全程进行摄像以及对其全程跑的分段速度进行测试。运用文献资料法、观察法、实验法、专家访谈法、高速摄像法以及数理统计法分析影响高水平女子短跑运动员百米跑后程减速的原因,以及针对陶宇佳的训练寻求提高后程加速能力的方法手段。结果表明,针对影响高水平女子短跑运动员后程减速的因素采取有效的措施与对策,能提高高水平女子短跑运动员百米跑后程加速能力及专项运动成绩。     

少数民族地区高职学报发展途径分析——以内蒙古自治区高职院校为例

对自治区高职院校学报办刊情况进行调查,分析存在的问题,指出为提升民族地区高职学报的质量,需要从高职院校自身的特点出发,转变思想观念,提高对高职学报的认识,发挥自身院校的优势,探索适合高等职业教育发展的与民族地区经济社会发展相适应的学报发展道路,有利于促进高职院校学术水平的提高。同时,高职院校客观上也需要有学术支撑和学术交流的平台,通过学术水平的不断提升,以此来推动高等职业教育和高职院校学报的发展。     

The impact of standards-based reform on special education and the creation of the ‘dividual

An urban Pre-K through 5th grade school referred to as Westvale Elementary School was the focal point for this research study. Westvale was located within an urban district in New York State that was host to approximately 20,000 students. Both the school and the district were labeled as failing under the No Child Left Behind Act. Foucauldian conception of biopolitics and Deleuzian notion of the ‘dividual are the theoretical frameworks used to make meaning of qualitative data collected for this study. Interview, observation, and document data revealed how the structures of a biopolitical society hierarchized, segregated, and geographically shifted certain demographic groups of students throughout the school district based on their potential to succeed on high stakes examinations. Teachers and administrators were also linked to the demographics of the students they taught and mandates of standards-based reform (SBR) often required the turnover of school personnel, causing frustration and stigma for educators and students alike. Mandated teacher and leader evaluations were also found to increase fear of teaching students with disabilities because they were viewed as ‘dividuals within the biopolitical system that SBR exacerbated.     

Metamorphosis in distance learning: Setting new trends in special needs education by addressing existing curriculum challenges

Abstract

This paper describes the participatory development of a new curriculum for an Advanced Certificate in Education (ACE) (Inclusive and Special Needs Education) programme in the Faculty of Education, University of Pretoria. Several challenges in the existing programme necessitated curriculum re-design and development. These challenges included responding to policies regarding inclusive and special needs education; responding to revised higher education frameworks; revisiting the structure and content of modules in order to improve articulation; addressing an anticipated increase in student enrolment and a changing student profile; and incorporating current trends in distance education service delivery. Partners in this collaborative curriculum initiative included the Unit for Distance Education, the Department of Educational Psychology, the Department for Education Innovation and the South African Institute of Distance Education (SAIDE). Insights derived from this paper could possibly inform similar curriculum development initiatives, as well as extend knowledge on open and distance learning service delivery, in particular for in-service teacher training.     

Making learning support contextually responsive

Abstract

Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. The Western Cape Education Department (WCED) implemented a learning support model, designed to systemically deal with barriers to learning in some primary schools in the province. An evaluation of the WCED model established that this learning support model is not completely contextually responsive to the South African context with specific reference to resources, both human and physical. Although the WCED endeavours to distribute resources more even-handedly across schools in the Western Cape Province, there is still a general lack of resources and institutional capacity which hampers the successful implementation of inclusive education. This situation creates specific barriers that are responsible for the gap between current educational policies and the implementation thereof in schools.     

Creating inclusive communities through pedagogy at three elementary schools

This qualitative study investigated how pedagogy-driven schools create inclusive communities. From the analysis of open-ended interviews with members of 3 pedagogically driven public elementary schools (Core Knowledge, Experiential, and Montessori) in the United States of America, 3 themes emerged: (1) community and culture, (2) structure, and (3) responsibility and expectations. The emphasis on community building and conscious attention to culture was universal: Members wanted to be at that school, there was a strong belief in the pedagogy, and all school community members were clear that their most important outcome was student success. Each school had 3 essential building blocks in their pedagogy: academic education, affective education, and individualization of instruction. Each school expected adults and students to set and achieve high behavior and learning targets. Recommendations for applying these findings by practitioners and researchers are provided.