关键词： 潘懋元   《高等教育学讲座》   价值重估  

摘要： 潘懋元先生是我国高教界的“泰斗”,也是我国为数不多的产生国际影响的高等教育研究专家。《高等教育学讲座》作为我国乃至世界第一本系统论述高等教育学的学术专著,较完美地结合了“学”与“术”,具有深入浅出、融会贯通的特色,出版后产生了巨大的社会影响和学术影响。作为学术专著,《高等教育学讲座》本身具有很高的价值。但是我国学术界对其价值并未做出充分研究,《高等教育学讲座》的价值与学术地位亟需重估。

关键词： Sociolinguistic < Theoretical perspectives   Sociocultural < Theoretical perspectives   Transformative < Theoretical perspectives   Critical pedagogy < Theoretical perspectives   Preservice < Teacher education   professional development   Home language practices < Oral language   Expectations < Motivation/engagement   Affective influences < Motivation/engagement   Adolescent/young adult literature   Multilingualism < Language learners   First   second   etc.   language (L1   L2   etc.) < Language learners   First   second   etc.   culture (C1   C2   etc.) < Language learners   English language learners   English learners   English as a second language   English for speakers of other languages < Language learners   Language learners   Intergenerational literacy < Family literacy   Home‐school connections < Family literacy   Community‐based programs   resources < Family literacy   New literacies < Digital/media literacies   Digital/media literacies   Family literacy   Teacher education   professional development   Gender/race/class/sexual orientation   Program development   3‐Early adolescence   4‐Adolescence   5‐College/university students   6‐Adult  

摘要： This department explores how teachers can sustain students' multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities.

关键词： Securitization   COVID-19   state of exception   desecuritization   emancipation  

摘要： The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials' advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory-with particular attention to the question of advocacy and the relationship of desecuritization to emancipation-grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes.

关键词： ELL K-12 studies   inquiry-based curriculum   L2 pedagogy   multiple literacies   teacher education  

摘要： Across curricular terrains in education in North America, the use of the term inquiry has become more prevalent than ever. This radical turn from traditional content curriculum toward inquiry-based approaches to teaching raises issues about the promise and potential challenges of contemporary curriculum in K-12 L2 settings. This explorative qualitative study investigated the following research question: What are the opportunities and challenges for inquiry-based approaches to English language learners' (ELLs) language, literacies, and content learning, as mandated in twenty-first-century curriculum? Semi-structured interviews, with eight expert language and literacy educators, were conducted to generate data and a thematic analysis of the data was undertaken. The recursive analysis revealed three themes concerning opportunities afforded by an inquiry-based approach: enhance ELLs' understanding of content knowledge, give prominence to ELLs' languages and literacies and promote respect for diversity, and utilize digital tools to support ELLs' language and content learning and amplify their voices. Three themes concerning challenges emerged: educator resistance to change, underestimating required resources, and communicating with parents/guardians of ELLs. Implications are discussed for policy and practices regarding inquiry-based pedagogies, multimodalities, and multilingualism in supporting English learner success.

关键词： edouard Glissant   Colonialism   Peter Sloterdijk   Globalization   Foam  

摘要： Through an educational reading of edouard Glissant and Peter Sloterdijk, this article draws out and develops latent pedagogical philosophies that bear distinct relationships to colonialism and struggles against and beyond colonialism. In particular, it identifies two related educational philosophies that propel colonization and, in turn, proposes a theory of errant learning that might undergird decolonization. It focuses on Glissant's minor remarks about different conceptions of understanding in order to identify the grasping drive (and its relationship to opacity and transparency) as the educational foundation of the colonizing apparatus. After articulating the other form of understanding he offers, giving-on-and-with (which turns away from enclosures and opens into Relation), I point to a potential contradiction in this division as it relates to his overall project. By freeing grasping from the grasping drive, I reconfigure the relationship between grasping and giving-on-and-with in a way that allows for certain kinds of enclosures. This introduces the question of pedagogical form, a question explored in Sloterdijk's sphereological investigations. Reading the colonizing phase of globalization through Sloterdijk's notion of lordly imagining-which I link with the grasping drive-the article draws out how different educational processes produce different kinds of spheres. Finally, it articulates errant learning as a pneumatic process of grasping and giving-on-and-with that values opacity over transparency to produce foam formations with attention to the history of inequality and injury through immune deprivation.

关键词： Critical pedagogy   Higher education   Learning management systems   Next generation digital learning environments  

摘要： Postsecondary instructors and students alike perceive the primary function of a learning management system (LMS) as a means of static information dissemination, particularly assessment-related information such as grades. Subsequently, the most-used LMS features are those that facilitate such information transfer. Perhaps because of these usage patterns and perceptions, a growing number of scholars and practitioners are calling for alternatives to the LMS. This article argues, however, that the LMS is not limited to (nor designed around) its current use as a grade delivery service, but can, rather, be leveraged as a vehicle for critical pedagogy and praxis through technology. Specifically, we seek to explore some of the current uses and perceptions of the LMS in higher education, as well as considerations and implications for faculty and educational technologists working with these systems in higher educational contexts. [ABSTRACT FROM AUTHOR]

关键词： Introductory programming   computational thinking   programming   K-12 education   instructional practices   curricula  

摘要： The number of computer science (CS) courses has been dramatically expanding in U.S. high schools (HS). In comparisonwithwell-established courses in mathematics and science, little is known about howthe decisions made by HS CS teachers regarding how and what to teach impact student performance later in introductory college CS courses. Drawing on a large sample of 2,871 introductory college CS students at 115 U.S. institutions who had taken a CS course in HS, we examined the topic coverage and prevailing instructional methods in the HS course and investigated how these experiences influenced student performance in college CS. Controlling for differences in student background, we find two predictors of higher grades in college CS: greater frequency of coding-related activities in HS (programming, debugging, studying algorithms) and lower frequency of "non-coding" computer use (e.g., data analysis, computer security). Interaction models revealed a more complex story. Coding-related activity more heavily benefited students who did not have coding help available at home. In the 28% of college CS courses in which instructors employed innovative pedagogies, students with higher ACT or SAT mathematics scores had a greater advantage than in traditionally taught courses. Finally, in the innovative college courses, students whose HS CS exams had typically included testing on vocabulary did worse than students whose exams had not included such tests.

关键词： art & design pedagogy   empathy   ambiguity   collaborative play   inclusive learning   universal design for learning   community engagement  

摘要： With the emergence of an entire generation of technologically infused learners comes a new challenge for educators to combat their desire for technologically enhanced isolation. The impact of social media on self-absorption and the ramifications of excessive screen time are already evident in our current generation of tech-native students. Meanwhile, the need for more empathetic employees who show compassion toward clients, exercise tolerance for co-workers and demonstrate cultural awareness in all aspects of their work is already being prioritised over discipline-specific skills and even STEM expertise by current business leaders. Similarly, the demand for more empathetic creatives is being catalysed by a design industry that now values human-centredness. Empathy brings the human component to user-experience and interface design and is now widely acknowledged as the first step in any design process. As a corollary, the development of empathy as a pedagogical deliverable will not only be necessary for the workplace of the future but for future generations to become fully-functioning members of society. This research explores how an inclusive art and design pedagogy can foster collaborative learner-centred approaches to develop empathy as a key component of emotional intelligence. Our methodology for triggering meaningful experiences and transformational growth harnesses collaborative play as a way to engage learners in stimulating, socially conscious teamwork. By becoming more intentional about designing the future of higher education in order to nurture more empathetic career creatives, we also lay the groundwork in preparation for educating the most technologically advanced, yet potentially socially isolated learners of any generation yet.

关键词： Canada   higher education   plurilingualism   teaching and learning   pedagogy  

摘要： I analyze data from a one-year study of plurilingualism across the disciplines in Canadian higher education. I focus on how instructors in different disciplines understand their students? plurilingual practices and how they respond pedagogically to teaching in linguistically diverse classes. I employ the theoretical lenses of plurilingualism and plurilingual competence. Selected data are presented from a broader project, namely, interviews with five instructors teaching linguistically diverse classes in the fields of Linguistics, Literature, and Applied Sciences. Data were analysed around three themes: English as an additional language (EAL) ? institutional backdrop, use of languages in class, and teaching strategies. Participants described classes that were characterised by high degrees of linguistic diversity, in which students frequently communicated in Chinese languages, Punjabi, and Korean. I suggest that instructors? perceptions, as well as their pedagogical responses, were framed by two key factors: pervasive institutional discourses that view students? plurilingualism more in terms of deficit than asset, and the tension between plurilingual process and monolingual product: that is, students using languages other than English during the learning process while they are assessed in monolingual academic English.

关键词： Digital technologies   ICT   teacher belief   technology integration   teacher technology use  

摘要： Digital technologies are a part of schooling, however, given the significant focus on using of digital technologies in teaching and learning, there is little evidence of wide scale transformation. It is within this context that this paper reports on a qualitative, explanatory case study of six teachers, with experience in enhancing pedagogies in a well-established ubiquitous technologies environment, consciously seeking to transform their practice to enact personalized digital learning. The findings indicate three interacting factors contributed to the degrees of transformation: teachers' frames of reference (beliefs and attitudes), habits of mind (prior experience), and modes of transformative learning. This paper highlights how diversification of classroom roles, relationships and actions created challenges for teachers with experience integrating digital technologies in teaching and learning.