We make the road by walking together: New teachers and the collaborative and context-specific appropriation of shared social justice-oriented practices and concepts

This study examined the work of a collaborative group of six new United States-based social studies teachers from the same social justice-oriented teacher education program (SJOTEP). Shared practices and concepts introduced previously in the SJOTEP were developed and appropriated to their classrooms and schools in consideration of the local context, through the collaborative problem-solving process of the group. It is argued that SJOTEPs and TEPs committed to issues of diversity, democracy, inclusion, and/or equity should be collaboration-based, teach a coherent and consistent social justice-focused curriculum, and provide post-graduation collaborative support and research it.     

The 'new' politics of education in Britain's changing times

The British Labour Party has continued to make progress on education, following two broad policy paths and adopting a pragmatic approach that does not attempt to force these to cross or converge. One path is that of the quasi market inherited from the previous Conservative administration; the other is characterised as 'intervention' to support those for whom the market remains almost entirely irrelevant. Some observers regard this dual approach as 'opportunism' and Labour's education policy as a 'betrayal' of principle, by which is meant the principle of 'equal opportunity'. Of course, that principle provides equal opportunity to fail as much as to succeed. Rather than leaving education to the market, Labour has focused on the needs of those most likely to be failed by the principle of 'equal' opportunity in a quasi market.     

Cloning the Blairs: New Labour's programme for the re-socialization of working-class parents

In his speech to the Confederation of British Industry (CBI) in July 1999, the UK Secretary of State for Education, David Blunkett, set out New Labour's vision for a system of education in which there is ‘excellence for the many not just the few’. He outlined what is essentially a bi-focal strategy for achieving this vision. The first focus is on the education system itself, the structures and practices that New Labour believes need to be in place if schools and services are going to meet the needs of all children and not just a privileged minority. The second focus is on the need to promote ‘a culture of achievement’, as, according to Blunkett, the vision ‘depends on changing attitudes as well as the system itself’. This paper focuses on this second strategy, more specifically the government's attempts to change the attitudes of parents. It is argued that this strategy aims to eradicate class differences by reconstructing and transforming working-class parents into middle-class ones, that it represents possibly the most important and far-reaching aspect of New Labour's policy agenda, and that it has not so far received the attention it deserves. The paper is in two parts. The first part sets out what is involved in New Labour's programme of re-socialization and explores the mechanisms by which New Labour is attempting to universalize the values, attitudes and behaviour of a certain fraction of middle-class parents. The second part develops a critique of this programme.     

Complexity theory,the capability approach,and the sustainability of development initiatives in education

Abstract

We defend in this paper the importance of redistributing power in the field of education development by enhancing the self-sustainability of education initiatives and minimizing their roots in dependency – these as pre-requisites for improving their sustainable development outcomes. We do this by considering an education development initiative run by the Barefoot College in India, and then developing an explanatory model based in complexity theory (as expounded by Edgar Morin) and in the capability approach (as developed principally by Amartya Sen and Martha Nussbaum). We conclude that such a redistribution of power would help to ensure that education is better connected to its development context, more relevant to the interests and needs of the community it serves, and its quality enhanced. More generally, we reinforce existing arguments – but from the perspective and imperative of sustainability – why it is in the interests of policy-makers to devolve power and to provide resources to such initiatives. Doing so would enhance governments’ prospects of realizing their education and social development goals. The arrogation of power and resources towards the centre, an almost natural impulse in policy-making, is, in the end, counter-productive, and threatens sustainable education and social development.     

论结构主义课程论对电视教材编制的启示

计算机、网络技术的飞速发展,对电视教材在教育中的应用提出了严峻的挑战,电视教材的编制要有新的思路和方法,才能更好的适应当代教育。试解读布鲁纳结构主义课程论的内涵,提出电视教材编制的新思路和观点,以期为今后提高电视教材的编制质量提供参考。     

关于图书馆文化的理论研究

根据现有研究成果和相关实践构建了图书馆文化的结构模型，并且探讨了图书馆馆舍、图书馆馆藏和图书馆设备中蕴涵的各类典型的图书馆物质文化现象，图书馆管理体制和制度、图书馆组织结构、职业资格制度和职业道德规范等中特有的图书馆制度文化现象，以及图书馆服务活动、职业精神、职业使命和职业价值观等方面的图书馆精神文化现象。     

CAS理论与现代图书馆信息化服务工作研究

在简单介绍CAS理论的基本思想和特点的基础上，阐述了该理论对图书馆信息服务工作的启示。重点对如何将CAS理论应用到图书馆信息服务工作中去的创新思路和创新原则进行了积极、有益的研究探讨。     

文献编目再论

文献编目的差异是长期存在的,应予理性对待。文献编目中的三种符号形式相同而意义不同。客观性、规范性、逻辑性三项基本原则,是文献编目的精髓,贯穿于古今编目理论和技法之中,三者是对立统一、相辅相成的。表1。参考文献9。     

高校图书馆激励管理的应用及效果评价研究

运用激励理论在高校图书馆管理工作中作用，通过对激励理论的阐述和激励作用的诠释，从不同层面加以分析各种激励方式应对追求目标而产生的不同效果，进而达到实现图书馆管理工作目标的目的。     

略论运动生物力学的研究方法与测量技术

文章认为:1,仅依靠牛顿分析力学的研究方法,运动生物力学只能停留在“研究人体机械运动规律”的水平,“走出系统”的研究方法适合于对活体系统的生物力学研究;2,“理论模型”需数据支持才具有应用价值,“数据模型”需相应的数学化才具有理论意义;3,活体运动过程的测量应建立参数采集与测量的标准化和参数分析与评价的专家系统;4,应界定常规参数和敏感参数,并区别参数间的平行关系和因果关系,测量精度的提高主要应依靠测量参数数字化过程的分析方法的进步。