Reflective teaching: theory within classroom practices

The core of the Senate Bill 2042 (1998) was designed to provide the guidelines needed to prepare teachers who can meet the needs of a diverse K-12 student population in California. Following the guidelines marked by this bill, faculty working in Teacher Credential Programs across California are designing activities to prepare candidates with a deep understanding of effective pedagogies applicable to a full range of students. A key component in this preparation is to provide teacher candidates with opportunities to critically read and reflect on theory and research. Understanding the importance of this component, I designed an assignment, Quadruple Entry Journals (QEJ), which asks teacher candidates to first, critically read texts on theory; secondly, to reflect and analyze those texts; thirdly, to reflect on the reflections of their classmates; and, finally, to connect these theoretical reflections with practice. In this article, I explain the pedagogy followed when implementing QEJ with teacher candidates. Their feedback showed that when theory and research are cooperatively analyzed by teacher candidates, they better understand the connection between theory and practice, thus creating a deep understanding of what to teach and how to teach.     

A Paradigm of Normal Birth: Teaching Through the Healthy Birth Practices

Debra McAllister, a childbirth educator with 9 years of experience as a labor and delivery nurse, provides commentary on how she teaches through the Six Healthy Birth Practices as a paradigm for normal birth.     

Defining student diversity: categorizing and processes of marginalization in Swedish schools

The article presents an analysis of how diversity is defined and attended to in Swedish schools. The research reported has been carried out as a case study of categorizing practices that concern the uses of neuropsychiatric diagnoses, notably ADHD. The data were collected as part of a larger study. The interaction over a two-year period between the parents of a boy (William, aged 5.5 years) and representatives of the school (school psychologist, principal, teacher etc.) has been analysed. It is shown that parents and professionals provide different accounts of William’s difficulties. The parents, while not denying that their son causes problems in class, argue that the boy will mature and that the problems will disappear. The representatives of the school try to convince the parents that a neuropsychiatric examination of the boy will be beneficial to all parties. The long process of negotiation can be understood as a rhetorical drama, where the category ‘ADHD’ serves as the resolution of a complex institutional problem in the modern welfare state.     

Critical Discourse Analysis： A Theoretical Framework for Analyzing Mathematics Teaching in Multilingual Classrooms？

The purpose of this article is to develop a framework that can be used to describe and explain how mathematics teachers construct a multilingual classroom and the discourse practices being produced in a mathematics classroom. It conceptualizes the discourse practices used by mathematics teacher educators as they prepare student teachers to teach mathematics. The framework developed here is shaped by Critical Discourse Analysis （CDA） drawn from Fairclough. This provides the theoretical and conceptual tools to examine the discourse practices of mathematics teacher educators and how the）＇ make available these discourse practices for student teachers to draw on. In broad terms, this article examines the discourse practices of the mathematics teacher educators and how they support the student teachers develop discourse practices relevant for teaching and learning school mathematics in multilingual classrooms. This article is broken down into several sections. The first section discusses what it means for student teachers to develop discourse practices for mathematics teaching. The second section provides an introduction to CDA, followed by its origins, key terms, and elements of Fairclough＇s CDA. Thereafter, the author outlines the strategies involved in doing CDA. The last section discusses why CDA is relevant to the mathematics classroom.     

改进专家审稿方式提升刊物学术质量

结合《中国科技资源导刊》编辑部审理稿件的实践,分析专家审稿存在的问题,阐述增加稿件分类和集体审稿步骤后取得的成效,并对改进审稿方式和审稿内容提出了建议。     

浅谈经济类高职学生实践能力的培养

经济类高职学生在校学习期间，必须形成相应的实践能力。而培养学生具备这些实践能力需要通过改革课堂教学，利用模拟公司和加强产学合作等有效途径才能达到。     

Recordkeeping in local government in norway 1950–2000

In the Skandinavian countries local government agencies provide a big part of the puclic services and have a great impact on society. They are seldom considered in archival research. This paper discusses the practises of municipal recordkeeping in Norway 1950–2000, focusing on how the administrative, legal and technological factors may have affected the content and structures of the archives.     

“You Oughta Have My Life!”: The Story of Jamie,A Resistant Writer

This article offers ways to understand how a fifth‐grade resistant writer positioned himself socially and academically within classroom writing practices and how these positions influenced literacy learning. Classroom writing practices enabled the student to explore the possibilities of who he was as he determined what types of learning were socially available to him. The student's voice is heard to describe how he was using writing in creative ways to position himself. He engaged in positional writing practices to create spaces for himself to influence and to examine his and others' positions. Effective instructional approaches and implications for teaching are discussed.     

英语专业学生教育实习的问题探讨及应对建议

教育实习是高校教师教育人才培养体系不可或缺的重要组成部分,然而随着时代的发展,我国原有的教育实习理念和模式均受到了很大挑战。本文结合英语专业的特点,提出英语专业学生教育实习中出现的教育实习的定位与现实错位、教育实习形式过于单一、教育实习时间短、实习安排不够科学、主要实习形式各有弊端等问题,并就具体问题提出了相应的解决建议。     

人力资源实践与组织绩效关系综述:基于过程和多层次分析范式

人力资源实践与组织绩效的关系模式,一直是战略性人力资源管理研究领域内经典的研究主题与关注热点。从人力资源实践概念演化、人力资源实践对组织绩效的作用过程机制以及影响二者关系的行业情境因素等三方面进行文献梳理与总结,基于组织行为视角提出人力资源实践对组织绩效作用过程的一个多理论概念性分析框架。