关键词： Geography   Literature   Education  

摘要： Geography education has been relegated to a subset of social studies standards in most of the United States and has been overshadowed by a history-centered curriculum. Student achievement in geography has not improved for several decades due to the focus on history content in the social studies curriculum. Rooted in a conceptual framework encompassing elements of self-efficacy and the whole teacher approach, the purpose of this case study was to examine the impact of the West Virginia Geographic Alliance (WVGA) professional development workshop on teachers’ practices in delivering cross-disciplinary geography education. The research questions addressed teachers’ perceived self-efficacy in delivering cross-disciplinary geography and literature instruction and the long-term changes they made to their classroom pedagogy. Data collection involved open-ended, semistructured interviews with 6 teachers (3 geography and 3 literature) who attended the WVGA training. Analysis of interview transcripts with open and axial coding revealed that teachers perceived geography as an important discipline and an effective means of enhancing literature instruction. Perceived obstacles to cross-disciplinary geography instruction included rigid content standards, scheduling conflicts, and time constraints. Findings indicated that future geography professional development should be relevant to teachers’ needs and based on state standards for geography instruction. Findings may be used to promote cross-disciplinary geography instruction through professional development.

摘要： 2019年8月20日,由学位与研究生教育杂志社和北京理工大学研究生教育研究中心主办,《中国高教研究》编辑部、《清华大学教育研究》编辑部、《江苏高教》编辑部、《研究生教育研究》编辑部、北京大学中国博士教育研究中心、北京师范大学高等教育研究院、北京航空航天大学研究生教育中心和天津大学教育学院协办的第三届研究生教育学研究生学术论坛在北京隆重开幕.

关键词： 初中地理   教育学   重要性  

摘要： 地理学科是初中生学习生活中的一门重要科目,有的同学在小学就接触过地理这门功课,而有的地理在小学是科学课代替,教的内容较浅而且涉及范围较小,并没有真正地接触过地理知识的学习.因此,地理教学对初中生学习生涯有着大大小小的影响,是教育学中的重要组成部分,同时也是学生中考科目中的一门.学好地理,有利于学生注意环境变化,对自然有一个清晰的认识,可以帮助学生更好的定位环境,分析地理环境,解决地理问题,而且掌握地理知识是学生一种生活的基本的需要.此外,对提高学生的地理学科素养、观察问题及解决问题的能力具有极大的推动作用.地理教学活动在教育同时也是一项非常有意义的活动,通过地理教学,指导学生熟练地掌握地理知识,完成国家教育局地理教学目标,还能够让学生无论是在学习中还是在生活中,使用地理知识帮助自己逃脱困境,比如自然灾害,迷路,时间差等等一系列地理差异引起的地理现象,这样才能更好地引导学生学习与生活.

关键词： Constraints-led approach   physical literacy   physical education  

摘要： Background: Oversimplified, reductionist approaches to operationalising Physical Literacy (PL) have been a barrier to the development of a complex, dynamic and embodied understanding of the individual Physical Literacy journey. Further, there has been no appropriate approach that might allow practitioners to integrate Physical Literacy in Physical Education (PE). Whilst popular approaches, such as Teaching Games for Understanding (TGfU) and Game Sense (GS), for operationalising learner-centred and problem-based learning, have gained professional traction in the last three decades, the development of a comprehensive theoretical basis to underpin pedagogical principles has been neglected - particularly in Physical Education. Pedagogical approaches grounded in play have gained popularity as a vehicle for Physical Literacy development in Physical Education. Despite the prominence of a Constraint-Led Approach (CLA) in sport pedagogy to assist in developing the intelligent, autonomous individual' in sport, application to Physical Education is ***: In this article, we propose key pedagogical principles of a Constraints-Led Approach (CLA) in primary physical education, underpinned by the theoretical framework of Ecological Dynamics (ED). Driven by the challenge of designing affordance landscapes for learning, we present our reflections on a recently designed PE curriculum for primary schools, Boing, which could facilitate the development of movement capacities in play-based curricula designed to nurture the Physical Literacy journey for individuals. An articulation of support for the key theoretical ideas is provided in this ***: This is achieved through reflections on the play-based curriculum (BOING) founded on the principles of Ecological Dynamics (ED) underpinning a Constraints-Led approach (CLA) to better serve the implementation of a Physical Literacy focussed Physical Education in a Primary school setting based on key principles for ***

摘要： In an age of adultism in which children have been perceived as mere drains on society, schooling often has been viewed as a means to an end. Due to the fact that a capitalistic society requires future workers, children have been socialized in the necessary skills and knowledge required to fulfill their future job requirements. Consequently, schooling often has taken place in the form of the banking model in which students are treated as empty vessels to be filled up by the knowledgeable teachers, and then to regurgitate said knowledge on assessments to prove their understanding. I challenge this antiquated vision of education, especially in relation to what it has meant for young children in preschool through first grade. Using critical pedagogy and the Reggio Emilia approach as theoretical frameworks, I conducted a critical narrative study of eight early educators who have had experience working with students in early grades in emancipatory ways. I found that educators' own experiences and consciousness greatly affected their beliefs about young children as well as the liberatory practices they engaged. I present a proposal for a shift in thinking about the education of young children, a relational model of education that highlights the intersections of critical pedagogy and the Reggio Emilia approach in grounding the work of teaching in armed love, belief in the capabilities of children, and opportunities for students to work with educators as revolutionary partners and transformative change agents who have an active role in their education and their world.

关键词： Language arts   Educational sociology   Pedagogy  

摘要： This mixed-methods phenomenological bounded case study sought to uncover how who teachers are as people impacts what they do in their classrooms. The study examined how teachers’ personal lives (e.g., backgrounds and prior knowledge), their experiences with intersectionality (e.g., race, class, gender, and sexual orientation), and professional lives (e.g., pedagogical beliefs and curricular choices) influence one another. The sample for this student consisted of seven high school female English Language Arts teachers who were teaching the required text, To Kill a Mockingbird, by Lee (1960). Through the use of survey questionnaires, interviews, document analysis of unit lesson plans, and a focus group, a portrait of the relationship between teachers’ pedagogical beliefs and curriculum design choices emerged. Four key themes emerged in relation to the research questions for this study: (a) whether teachers are teaching with the students in mind, (b) uncovering the power structure of the teaching experience, (c) the role of teaching versus facilitating, and (d) curriculum design focusing on the process of learning versus end products.

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关键词： Pedagogy   Science education  

摘要： Students attending schools in poor and historically marginalized communities lack access to curricula that combines both relevant science content and investigative practices—components the National Research Council (2012) has identified as necessary for effective learning. This lack of curricular access is also problematic in that it: (1) undermines student interest and value of the discipline; (2) fails to educate students about science issues relevant to their lived experience; and (3) hinders student preparation to convert science content into actionable knowledge (Basu & Barton, 2007; Buxton, 2010; Brkich, 2014). I have designed a pedagogical model for geoscience learning as an attempt to address this educational opportunity gap. Geoscience as a content area is particularly important because students attending schools in poor and historically marginalized communities are more likely to be exposed to poor indoor and outdoor air quality (Pastor, Morello-Frosch & Sadd, 2006), have access to poor quality drinking water (Balazs, Morello-Frosch, Hubbard, & Ray, 2011; Balazs & Ray, 2014), and attend schools located near or on brown fields (areas of high exposure to environmental hazards) (Pastor, Sadd & Morello-Frosch, 2004). Given an overall concern for environmental justice (Pais, Crowder & Downey, 2014) and more specific concerns about recent cases of water quality in Flint, Michigan (BBC, 2016) and the greater Philadelphia area (Milman & Glenza, 2016; Rumpler & Schlegel, 2017), the topic of water quality has curricular relevance and potential to engage students in learning geoscience. Based on the pedagogical model, I designed both a water-quality themed transformative learning experience (intervention), and a comparison experience focused on exploration of geoscience careers. Each experience consisted of activities totaling 220 minutes of instruction that can be completed within 5–6 traditional class periods. I applied a mixed methods approach to examine the stude

关键词： 特色学科   双一流   湖南省  

摘要： 衡阳师范学院教育学于2018年获批为湖南省双一流应用特色学科,形成了以唐芳贵教授为带头人的三个学科方向:青少年发展与教育、教师发展与教育政策、学科课程与教学。"青少年发展与教育"在青少年具身道德机制及其教育应用、乡村学生健康危险行为及其干预、高校思想政治工作评价及其应用方面处于国内先进水平;"教师发展与教育政策"在乡村教师专业发展模式及其应用实践、不良教育行政行为及其治理方面处于国内先进水平;"学科课程与教

关键词： 教育学   高校教师   思政教育  

摘要： 高校教师本身拥有着传授知识的使命,所以他拥有的这项特殊的身份能给思政教育活动带来许多的便利,但同时也给思政教育活动陷入了困顿之中.产生这一现象的主要原因是由于传统的教育方式没有与时代的精神进行相关的结合.当前,高校教师再由思政学习者向教育者进行身份的转变,在重新构建教育活动的各项关系,能够更好的促进高校教师达成思政的目的.