“I'm not really that bad”: Alternative School Students,Stigma, and Identity Politics

Public schools in the United States are predicated upon some common, albeit contested, understanding of a “normal” child. Such an identity comes with corresponding rules of behavior. In this study, we use identity politics as the primary lens through which to interpret the experiences of students at an alternative middle and high school. Through ethnographic field observational data and student interviews over a four-month period, we examine student narratives to inform the theoretical framework of this research. We conclude that the alternative school in this case study is a stigmatized space for students with spoiled identities (Goffman, 1963 Goffman, E. 1963. Stigma: Notes on the management of spoiled identity, Englewood Cliffs, NJ: Prentice-Hall.  [Google Scholar]). We offer implications for alternative schools in general and suggest that their design, by definition, can reinforce the stigmatized identity and its corresponding “deviant” behavior.     

基于艺术素质教育的美术教学方法的改革研讨

依据美术教学的内在规律,分析了学校美术基础教学的三个层面,提出了在美术教学中,必须不断改革教学方法,更新教学手段,使美术教学再上新水平,从而推进素质教育的全面实施。     

浅析影响沥青路面平整度的因素

分析了影响沥青路面平整度的各种因素，并针对存在的各种因素在施工中应注意的问题提出了相应的建议。     

试论知识迁移的广义相似说与体育教学

综合各家迁移理论,应用广义相似原理在教材的选编、教法的选择和练习的设计等方面实现"为迁移而教"的 目的。展望未来,广义相似说在体育教学中的应用具有积极的意义。本文就广义相似说在教材的选编、教法的选择和练 习的设计中的应用作一尝试研究。     

NOMENs land: The place of eponyms in the anatomy classroom

The law of Non-Original Malappropriate Eponymous Nomenclature (NOMEN) states that no phenomenon is named after its discoverer. However, eponymous terms are rife in the anatomical and medical literature. In this viewpoint commentary, the authors discuss the history of anatomical eponyms, explain the additional cognitive load imposed by eponyms that can negatively impact student learning and explore the view that eponyms are “pale, male and stale” in the socially conscious 21st century. The authors probe two of the most common arguments used to keep eponyms in anatomy education: (1) clinicians use them because they are easy, and (2) eponyms remind us of anatomy's history. Educators, clinicians and students need to work together to progress this movement and bring a modern lens to this discussion. Based on the arguments presented in this commentary, the authors propose that eponyms should be removed from anatomy curricula, textbooks and have no place in the anatomy classroom.     

Radio and Television

Television and Children: Priorities for Research (New York: Ford Foundation, 1976—free on request, paper),

Bob Shanks' The Cool Fire: Flow to Make it in Television (New York: Norton, 1976—$9.95).

Clas Zilliacus' Beckett and Broadcasting: A Study of the Works of Samuel Beckett for and in Radio and Television(Acta Academiae Aboensis, Library, 20500 Abo 50, Finland—priced at 40 FmK, paper),

Edward N. McNulty's Television: A Guide for Christians (Nashville, Tenn.: Abingdon, 1976—$3.50, paper).     

如何制订面向全体学生的课堂教学目标

体育课的教学目标应该是面向全体学生的,考虑到学生的个体差异,教学目标应该表现为:方向目标与达成目标的统一;学生目标与教师目标的统一;个体目标与群体目标的统一.     

激励学习的学校领导--一份历时25年的研究报告

教育家很早就知道相对于其他校长。有些校长是非常有力的领导者。然而这些优秀的校长具有什么特点呢？很多年来。校长都知道他们必须要成为教育的领导者。但是．教育的领导者，是一个非常空泛的概念。没有什么具体的例子能够解释和说明这个概念。我们一直在试图去规定一些具体的能够让校长们成为有力的领导者的训练。大多数的教育者们认为尽管一些校长毕业于同一门课程或者接受了相同的专业训练。但是他们在各自的学校所获得的成功是不一样的。同样，我们要指出那些试图把别人成功的策略原原本本的用在自己学校的校长们。这样做不会得到任何好的效果，甚至会是负作用。     

Lockean Social Epistemology

Locke's reputation as a sceptic regarding testimony, and the resultant mockery by epistemologists with social inclinations, is well known. In particular Michael Welbourne, in his article ‘The Community of Knowledge’ (1981), depicts Lockean epistemology as fundamentally opposed to a social conception of knowledge, claiming that he ‘could not even conceive of the possibility of a community of knowledge’. This interpretation of Locke is flawed. Whilst Locke does not grant the honorific ‘knowledge’ to anything short of certainty, he nonetheless held what we would call ‘testimonial knowledge’ in appropriate esteem. This can be shown by his careful distinction between testimony and mere received opinion. Furthermore, this distinction is dependent upon a knowledge community which enables hearers of testimony to access alternative accounts. In view of this, we can consider Locke's Conduct of the Understanding in a new light. Dedicated to the autodidact adult, The Conduct directs the learner to reason clearly and well. One goal is to render adult students capable of assessing testimony. The advice given is social in nature. The student must not limit his study to ‘one sort of men or one sort of books’. Otherwise, he faces the sort of cognitive isolation which would render him a mere receiver of opinion. The picture of Locke that emerges is not that of a dyed‐in‐the‐wool sceptic regarding testimonial knowledge, but of a philosopher who formed an embryonic social epistemology embedded within a programme of adult education.     

Editorial

The purpose of this research was to determine whether or not a hypothesized Institutional orientation existed as a a learner orientation distinct from those previously identified by Houle (Goal, Activity, Learning) and Burgess (Religious). And if it exists, to what extent it played a significant role in determining the participatory behaviour of adult learners in three different adult education institutions (local church, community college, Red Cross). The data obtained from the 30‐item composite instrument (Reasons for participation in learning activities) were submitted to a one‐way ANOVA, the Scheffe‘t‐test and chi‐square analysis. The results indicated that the Institutional orientation does exist as a distinct adult learner orientation. Chi‐square analysis of the data indicated that the church‐sponsored group was significantly different from the other two groups in the degree to which the Institutional orientation of the adults affected participation, and in the reported degree of commitment to the sponsoring institution, as well as the reported frequency of attendance at educational activities sponsored by the institution. It was concluded that the Institutional orientation does play a significant role among some adult participants. Further, that sociological aspects of the study of adult participation need to be considered if we are to understand fully all of the dynamics at work that precipitate and sustain participation in voluntary educational activities.