关键词： Pedagogy   Rhetoric   Curriculum development  

摘要： This dissertation applies participatory action research and feminist ethnographic methods to study The Conversation Workshops, which teaches strategies for interpersonal antiracist activism using concepts from invitational rhetoric and writing center pedagogy. The Conversation Workshops are a grassroots project created by the researcher and three collaborators for the Oklahoma City community and piloted, with the support of our writing center, at a university. Data was collected from this pilot to examine the process of collaboratively developing, implementing, and reflecting upon the workshop using the methods of autoethnography (AE) and institutional ethnography (IE), which are combined to produce a critical auto-/institutional ethnography (AIE). Foss and Griffin’s concept of feminist invitational rhetoric is central to the workshop curriculum and informs the analysis, and, in addition to the writing center scholarship that undergirded the workshop curriculum, including that of Denny, Condon, Eodice, and Rousculp, the analysis and resulting implications draw upon and contribute to interdisciplinary conversations about collaboration and public pedagogies (Rousculp; Cushman; Grobman; Jackson), critical research methods (Pillow; McKinnon; Patel; Powell and Takayoshi), and pedagogies of antiracism (Ahmed; Green; Martinez; Condon and Young; Carrillo Rowe; Ore; Kristensen; Richardson), decolonization (Tuck and Yang; Grande; Powell; Dutta; Jackson), and whiteness (Applebaum; Lensmire; Bell; Potter). The findings that emerge from the AIE produce an approach called accountable collaboration, which introduces an approach to collaboration rooted in equitable valuation, critical reflexivity, relational equity, and reciprocal trust. With a view to accountable collaboration, this study proposes a vision of collaboration that resists assumptions and invites partnership, one which is based on an invitational model that treats participants more like collaborators than passive audi

关键词： Teacher professional development   Early literacy   Pedagogical content knowledge   Classroom practices   Print environment   International development  

摘要： This study investigates the impact of a teacher professional development (PD) program in rural Rwanda, part of a randomized controlled trial of Save the Children's early literacy intervention, "Literacy Boost." We focus on the impact of training on teachers' pedagogical content knowledge (PCK), classroom practices, and classroom print environment. Teachers in sectors assigned to receive PD had significantly higher levels of early literacy PCK than teachers in control sectors, and they reported using significantly more research-based literacy pedagogical practices. Classroom observations also suggested increases in desired pedagogical practices, but differences were not statistically significant. The impact on classroom print environments was large and significant. We discuss implications for improving the quality of early literacy instruction in the least developed countries.

关键词： 教育学   心理学   基础心理学  

ISBN: (纸本)9787550031012

摘要： 《滚蛋吧！抑郁君——心的重建》是以病人身份进行叙述，引发读者的同感和共鸣。作品《滚蛋吧！抑郁君——心的重建》中运用很多自我的心理分析，读者可以看到作者是怎样一步步走出抑郁。《滚蛋吧！抑郁君——心的重建》抓住当下人们心中的痛点：比如寒门如何出贵子？小白菜如何长成参天大树？等。

关键词： 思想政治教育学   基础理论   研究方法  

摘要： 思想政治教育学是一门不断发展的学科,比如在研究教育观,揭露教育本质的基础上进而研究人的思想品质形成、发展和应用方面,思想政治教育学都表现出自身的发展性.思想政治教育学科对学科理论进行一些概括,也就是学科限定,为学科发展打好基础的同时对推动学科未来的发展具有重要意义.

关键词： 教育学课程   价值取向   教学实践  

摘要： 近几年来,随着新课程改革的不断推进,教学方面的问题也开始被社会大众所关注。对教育学这门课程来说,在实际的教学过程中,只有注重实践与理论的有效结合,才能充分地实现教学课程的基本价值。从本质上来说,教育学本身就是一门兼具理论性和实践性的学科。因此,在实际的教学过程中,也应该要兼顾这两个方面来进行教学,而实践教学其实就是以教育学课程的价值取向来进行的。

关键词： 音乐教育学   质性研究   定量研究  

摘要： 音乐教育学是音乐和教育交叉融合、理论和实践有机统一的新型学科类别,对于丰富精神生活和提高人文涵养具有重要意义.我们要全面认识音乐教育的发展脉络,认真把握研究原理和主要方法,特别是运用质性和定量方法获取研究内容,推动音乐教育学科学发展.

摘要： Many academic programs struggle to keep pace with the rate of industry innovation. Design programs are no exception. When it comes to design innovation jobs, many firms require students to be knowledgeable in trend research methods in order to be relevant. This reality is evident in analysis of quantitative job placement data which indicated the number of positions that include the terms “trend,” “trend analysis,” and “innovation” are growing at a faster rate than design students are able to secure those positions. These positions require students to not just be able to address “what” are we designing for the future, but “why” are we designing. Trend Forecasting is a research method used frequently in the field of design to inspire innovation. It is historically rooted in apparel design, but the design field has become increasingly intradisciplinary in the past several years blurring the distinctions between fields such as apparel, interaction, and product design. As such, Trend Forecasting has evolved to include practices borrowing from scientific inquiry, design anthropology, and quantitative data analysis. Pedagogically, Trend Forecasting is often taught as a theory for understanding “what if” a design situation were different, or disrupted, and critically thinking about the implications of future shifts across social, cultural, political, and economic contexts. To identify what skills students may be lacking when pursuing design innovation positions and how that profession is changing, qualitative, semi-structured interviews were conducted with School of Design Co-Operative education employers as well as expert industry practitioners of Trend Forecasting. The results of these interviews indicated that while the design industry is growing in their use of trend reports, the profession of Trend Forecasting is expanding as well. There is now a necessity in industry trend research to include trend translation as a method to apply or activate forecasts directly to des

关键词： Pedagogy   Educational administration   Ethnic studies  

摘要： Ethnic Studies has emerged as highly impactful for bolstering academic expectations and outcomes for students of color in K-12 education. In 2018, Oakland Unified School District (OUSD) implemented a mandatory elective ninth-grade Ethnic Studies course, citing research that affirms its positive impacts, including higher GPAs, better attendance and lower suspension rates. This qualitative study explores the impact of Ethnic Studies on African American high school students’ perceptions of their own academic and cultural identities. Utilizing Ethnic Studies pedagogy as a conceptual framework, data collected from curriculum planning documents, professional development sessions, and student focus groups were analyzed to explore the impact of the course on students’ perspectives, and whether the goals, purposes, and design of the OUSD Ethnic Studies program aligned with their experiences. This study offers insights that will help educators bolster African American student success with an effective Ethnic Studies curriculum and pedagogy.

摘要： This paper invites us to move beyond an elite, "pedagogical" view of Third World diplomatic non-alignment, by examining trade unions as sites of "subaltern internationalism" in the early Cold War. Trade unions were targets of both communist and anticommunist pedagogical programs, spearheaded principally by the World Federation of Trade Unions (WFTU) and the rival International Confederation of Free Trade Unions (ICFTU), both of which competed to teach Asians how to be good trade unionists. But despite their ideological designs, I argue that these internationalist structures of the "Cold War classroom" facilitated, instead, unexpected encounters and fraternal connections that were experienced, and are best seen, at the level of the personal. After offering an overview of these Cold War macrostructures, the paper moves to the microhistorical scale to highlight one such set of personal networks that coalesced around a single "trade union expert." George L-P Weaver was an African-American trade unionist whose pedagogical work took him to Okinawa and Singapore in the 1950s but whose dialogical encounters with Asian trade unionists had transformative effects on his ideological convictions afterward, challenging, in particular, his views on the role of the People's Republic of China in the Cold War and of the "communism" of Chinese overseas communities in Singapore. In all, this paper suggests that trade unions offer us a rich site in which to recover individual dynamics that challenge and complicate, from below, the binary logics of the Cold War in Asia.

关键词： 工学结合   职业学校   学前教育学   课程改革  

摘要： 学前教育学是职业学校学前教育专业中的一门必修课程,其作用是为了培养提高职业学校学前教育专业学生的职业素养,也是为了能锻炼学生未来的保教能力。但是该课程在职业学校学前教育专业中的重要地位并没有被突出,因此对职业学校幼教人才的培养产生不利影响。对于职业学校学前教育学专业学生来说,他们在接受相关幼教知识的同时,更应该联系实际,将所学知识用到未来的教学工作中。鉴于此,本文将围绕职业学校学前教育专业教学,从学前教育学改革的角度,探索在"工学结合"模式下职业学校学前教育学课程应如何发挥其应有的作用。