Expressing the Voice of the Textbook—Insights Gained from Tagging Didactic Metadata

International Journal of Science and Mathematics Education - With the growing availability of technology, teachers are becoming significant co-designers of the curriculum—resequencing,...     

Legitimizing public schooling and innovative education policies in strict religious communities: the story of the new Haredi public education stream in Israel

The study explored how a group of private Haredi (ultra-Orthodox Jewish) schools legitimized an innovative non-mandatory reform. Specifically, it examined the circumstances that facilitated and hindered a coincidence of wants between the schools and the Ministry of Education, which resulted in signing agreements that changed the status of the schools from private to public. The study drew on interviews and on various documents, including contracts, summaries of meetings, and work plans. The conclusions portray the correspondence between the top-down and bottom-up processes that facilitated the reform. At their intersection, discursive interactions transpired between the Haredi inspectors at the Ministry of Education and school leaders, reflecting a mutual aspiration toward pragmatic legitimacy. The prominent barriers to the reform derived from the Ministry of Education’s strategic assumption that a quiet, unregulated reform would generate less resistance. However, this assumption led to actions that ultimately reduced the effectiveness of the discursive interactions and their ability to produce pragmatic legitimacy. We argue that to legitimize innovative non-mandatory educational reforms in strict religious groups, the State should speak in several voices: through discursive interactions led by cultural mediators, but also through official publications, regulations, and marketing campaigns that would strengthen the reform’s pragmatic legitimacy.     

Creating Futures: lessons from the development of a livelihood-strengthening curriculum for young people in eThekwini's informal settlements

Comprehending praxis is a critical step in developing interventions that can have a real-world impact on people's lives. In this paper, we reflect on the lessons learned in the development of a curriculum for young people living in informal settlements in eThekwini, who are exposed to numerous vulnerabilities, including HIV-related risks associated with precarious urban livelihoods. Behavioural interventions have not led to commensurate reductions in HIV incidence, and the impact of these approaches remains regulated by numerous contextual conditions affecting those participating. Our collaborative project tested the impact of implementing a combination of the well-tested gender transformation intervention, Stepping Stones, with a new livelihood transformation curriculum, Creating Futures, among young people in eThekwini's informal settlements. Creating Futures was grounded in the theory and practice of sustainable livelihoods, but equally in the experience of the multi-disciplinary project team members who have conducted both research and development work among youth in the eThekwini area. Our approach was founded on the work of Doug Kirby, and we are indebted to him for his inputs. His logical model approach ensured that the team remained orientated to specific curriculum outcomes. Analysis of the results at 12 months post-baseline indicates positive livelihood outcomes.     

木糖醇脱色液层析纯化的研究

采用732^#钙型树脂为层析剂，以不同pH的蒸馏水为洗脱液，用均匀设计法安排实验并考察在不同的实验条件下木糖和木糖酵的分离度及木糖酵的回收率，寻找较佳分离方法，确定较佳分离条件为洗脱液pH＝4．0．流速＝3．6m1／min，高径比H／D＝32，T＝50℃．在较佳条件下的分离度Rs＝0．29，木糖酵回收率为100％，色谱峰形较尖锐，峰宽窄，没有拖尾现象，可达到一定的纯化分离效果．     

Design of Classroom Discussions and the Role of the Expert in Fostering an Effective and Aware Use of Examples as a Means of Argumentation

International Journal of Science and Mathematics Education - Tasks that require students to construct examples that meet certain constraints are frequently used in mathematics education. Although...