bluuebunny/crossref_metadata_2025 huggingface dataset:
Rights and Education
Authors: Rich John Martin
Published: September 2024

The issue of human rights, both in education and the larger society, has grown increasingly as a matter of widespread concern. The analysis that follows represents an attempt to deal with the issue of rights in a meaningful fashion. Many writers have held that for every right there is a duty, and for every duty there is a right. If a person has a right to act, he also has a duty to recognize the rights of others and not restrain them in the execution of their rights. Rights and duties generally are held to be correlative.
Conventional Systems of Classroom Discipline (The Patriarchy Speaks)
Authors: Blumenfeld-Jones Donald S.
Published: September 2024

Classroom discipline systems are considered as patriarchal moral systems focused on hyper-individuality and dependent upon rules, consequences, and principles focused through authoritarian structures. Three example systems (Assertive Discipline, Glasser's Control Theory, and Discipline with Dignity) are critiqued using Noddings' analysis of evil and Welch's liberation theology. As an alternative grounding freedom of responsibility is proposed, moved forward through Noddings' mediation and care and Welch's dangerous memory and solidarity with oppressed peoples.
Woman as Artifact: Sexual Scrip and a Female Education From th Reformation to Monique Witt
Authors: Rooke Patricia T.
Published: September 2024

This essay postulates that the gendering of women in Western societies has assumed a conscious, systematic, therefore educational form over the last 500 years. Given the proliferation of advice literature whose intention was to domesticate women into a new heterosexualized bourgeois family model which reflected a burgeoning capitalist socio-economic policy the sites of female experience have become increasingly privatized. This educational discourse, made potent through recourse to the proliferation of the printed word, emphasised a sexual script which reflected a trope of separate spheres which socially constructed women into social roles at the same time as it narrowed their productive contributions by emphasising their reproductive functions . The author analyses these historical processes then addresses radical feminist positions whose ideological assumptions suggest the transformative possibilities of a new sexual script. The conclusion to this argument is that such separatist views do not, in fact, effectively break with the discourse of the last centuries despite the deconstructionist reversal postulated by contemporary gender-theorists such as Monique Wittig.
Researching Teaching: Learning From Each Other's Stories
Authors: Dhamborvorn Nophanet
Published: September 2024

In this paper I give a narrative account of my experiences of struggling as a researcher working with two kindergarten teachers. I describe how the research was shaped by my own search for what it means to be a teacher. I tell how working with Michael and Carol helped me name the conflicts I had experienced in my own teaching, conflicts which were reflected in the research process, as dilemmas. I also show how paying close attention to other people's lived stories can help teachers explore their own lived stories of their teaching.
De la creativite a la creation ou des mythes a l 'experience
Authors: Comeau Gilles
Published: September 2024

Creativity is a widely used term in education, but the meaning of the concept remains vague and imprecise. Humanistic psychology proposes a conception of creativity directly linked to self-actualization and personal growth. Experimental psychology studies the way creativity functions, explaining the process and the product in scientific terms. Piaget and Vygotsky, two cognitive psychologists, studied how we elaborate and develop the cognitive elements that make it possible to use our imaginations and construct something new in the act of creating. The author has tried to bring out as clearly as possible the meanings attached to the concept of creativity in order to analyze the degree to which they encompass certain myths or ideologies which could have a significant impact on education.
Challenges in Inclusive Research
Authors: Tom Allison
Published: September 2024

As qualitative researchers, we have been increasingly attracted to incorporating techniques that increase the involvement of former research subjects in research projects. This attraction springs from a deepening understanding of the importance of the human relationships we create with those we study. Such increased inclusivity, however, has not proven to be easy. My experiences as director of a large collaborative ethnographic evaluation project are examined in light of the conflicting pulls I experienced between the desire to create more inclusive research and the simultaneous limits on the possibilities for certain kinds of players to be fully involved. The roles of university researcher, program administrator, teacher, and learner in two adult education programs are examined in terms of the possibilities for and limitations on inclusivity.
Frameworks for Interaction and Disbandments: A Case Study
Authors: Johnson J. David
Published: September 2024

Frameworks for interaction provide a basic context for communication within organizations. This case study examines the utility of this concept for examining the circumstances surrounding the proposed disbandment of a department at a university. The issue of downsizing to address organizational decline is an increasingly important one. This study suggests that frameworks for interaction shape the dialogue between interested parties m these often trying organizational events.
L'Evaluation des habiletes metacognitives chez des eleves du primaire plac;:es en situation de production de texte
Authors: Poissant Helene , Schleifer Michael , Neveu Francois
Published: September 2024

Our project is based upon recently expressed concerns, notably by the Quebec Superior Council of Education (1991a, 1991b, 1991c) that requests educators to place greater emphasis on the development of thinking tools which will prepare people to cope with a society which is caught up in increasing rapid technological and cultural change. It is now essential, not only to transmit knowledge which may quickly become obsolete, but also "ways of thinking" which will facilitate a more effective adaptation and better transfer of knowledge in situations which are more and more novel. In spite of these recommendations which prescribe educational programs which are based on the processes and competencies of learning, we note that most programs which are in place have a tendency to favor static models of knowledge. For our part, we favor an approach which emphasizes the "process of learning" rather than a simple transmission of knowledge. The themes of reflective thinking and of metacognition seem to reflect this approach to learning.
Edna, Epicurus, and Education
Authors: Morse Jane Fowler
Published: September 2024

Although she seemed to have everything, Edna's great dissatisfaction in Chopin's novel, The Awakening (1 899/198 1). Led to suicide. Epicurus might have been able to help her. Epicurus believed that people are motivated by pleasure, but distinguished between lasting and fleeting pleasures; people ought to prefer the lasting pleasures. Epicureans ought tranquility through detachment from the things Edna's society valued. Understanding atomic physics would provide the knowledge needed to obtain both freedom from mental disturbances and freedom from bodily pain. Epicurus· advice - to live simply in accordance with nature - s till h olds. Why not be eclectic in philosophy of education? Although he does not have all the answers. Epicurus has some ideas useful for educators.
Le Professionnalisme chez le enseignants et l'exercice de la profession
Authors: Desjardins Richard
Published: September 2024

The theme of teacher professionalism is an issue often discussed. However, it is usually dealt with a long with issues of teachers' discontent and the teaching crisis. Indeed, since the 1970s, many questions have been raised concerning the professional culture of teaching. According to Fullan and Connelly (1987), education is still dominated by administrative control. That constitutes the bureaucratic dilemma which teachers' professionalism and educational reform is confronted with. On the contrary, according to Lessard (1990). Members of the teaching body are convinced that the characteristics of their professional competencies, acquired through training and experience, are the greatest guarantees of quality in education. These competencies lead them to claim more professional autonomy and responsibility, which are, indeed, essential characteristics for any profession.
Meanings of Culture in Multicultural Education: A Response to Anthropological Critiques
Authors: Boyle-Baise Marilynne
Published: September 2024

This paper explores the meanings of culture in multicultural education, as used within discourse in the United States. The paper examines anthropological criticism of cultural usage in multicultural education, responds based on multicultural education literature, and considers implications of this exchange for multicultural education. Anthropological literature related to multicultural education over the last 20 years, is reviewed. Multicultural education literature for the same time frame is considered. Several questions, raised within anthropological literature, frame the analysis and the response. Is culture treated simplistically within multicultural education discourse? Is multiculturalism the normal human experience? Is culture ultimately located in the individual? Is support for cultural pluralism antithetical to multiculturalism? Is culture a response to social, political, and material conditions? Implications for multicultural education focus on ways anthropologists and multicultural educators can join forces to explore these questions in ways pertinent to them both.
L'integration des savoirs theoriques a la pratique par !'analyse reflexive: Formation a la gestion de classe
Authors: Bourgeois Noella
Published: September 2024

The purpose of this action-research project is to verify if reflective analysis promotes the integration of theoretical knowledge presented in a course on motivation, with the practice of classroom management during a practice teaching round. The methodology consisted of the analysis of narrative accounts of practice in which subjects recorded their observations and reflections of their experiences. The practicum reports of seven students were analyzed. In general, the results indicate the presence of the principle themes taught in the course. In the conclusion there is a discussion of the outcomes and some indications for future research.
Political Doctrine, Philosophy, and the Value of Education: The Legacy of Isocrates and the Socratic Alternative
Authors: Muir J. R.
Published: September 2024

This paper is concerned with the question, How ought the value of education be decided and defined? There are, in Western educational thought and practice, two answers to this question, the Isocratic and the Socratic. Contrary to most textbooks in the history of education, the Isocratic tradition of educational thought has most influenced Western education, and now constitutes the accepted view even among those who seek to critique the Western tradition. In the dominant Isocratic tradition, education is regarded as a political enterprise, and the value of education is defined relative to political doctrine. In the Socratic view, education is defined as a philosophic enterprise, and the value of education is defined as autonomous and internal to it. The structure of these two modes of examining educational value is outlined. The paper concludes that the question of how we decide what the value of education ought to be must once be asked from the perspective of these two alternatives, and that a recovery of the neglected history of educational philosophy and ideas will be a necessary part of this.
Problematics of Interrogating Experiences into Classrooms
Authors: Filax Gloria , Shogan Debra
Published: September 2024

In contrast to some writers in critical pedagogy who see interrogation of identity as an improvement on mere telling of experiences of identity, we argue that theorists who advocate interrogation of experience in classrooms take for granted that everyone can participate in this exercise in the same way. While we agree that experience is not transparent and cannot be taken at face value, we have difficulty advocating a project that assumes that interrogation of experiences that comprise identity is a neutral project in classrooms. Questions must be asked about the differential ways in which a project of identity interrogation can be taken up. These questions would address personal and political costs to those expected to do this work in classrooms as well as epistemological assumptions about the possibility of understanding across discourses.
Technology and Inequality Within the United States School Systems
Authors: Maxwell D. Jackson
Published: September 2024

As technology becomes an increasingly important tool that students will need to succeed in life, it falls upon educators, parents, and society as a whole to make sure that students are being taught these skills. Through analysis of existing research, data, and publications, this article examines some of the reasons why not all students are afforded equal opportunities to acquire technology skills. Three main impediments to technological equalization in the United States school systems are examined: a) gender bias, b) geographical location bias, and c) racial bias. The overview afforded by this article attempts to show how these biases individually and together tend to work to prevent all students from receiving equal opportunities to learn and master the technological skills that will be required of them upon graduation from high school. Implications for the future action and research are discussed.
Soft Disability in Schools: Assisting or Confining At Risk Children and Youth?
Authors: Karagiannis Anastasios
Published: September 2024

The aim in this article is to examine the institutional construction of soft or mild disability by special education as a process of pre-incarceration in schools. Soft disability includes the categories of specific learning disabilities (LD), speech and language impairments (SLI), emotional and behavioural disorders (EBD), and mild mental retardation (MMR). Based on Foucault's (1975/1977) view of the link between prison and delinquency and Skrtic's (1995) critical-pragmatic perspective of disability and special education , I argue that labels of soft disability reflect a process of suspending the educational and citizenship participation of disadvantaged students. Similarly to what Foucault described as the production of delinquency by the prison, special education, by applying inconsistent identification criteria, increases the occurrence of soft disability. Variation and inquiry are outlined as alternative concepts whose implementation may r e verse the negative school dynamic between soft dis ability and (p r e) incarceration.
The Use of Language in Reflective Teaching: Implications for Self-Understanding
Authors: Webb P. Taylor
Published: September 2024

Monologic models of reflection do not adequately explain how teachers come to know. Monologic conceptions of reflection use language in individual and isolated ways. This paper critiques these conceptions of reflection and suggests that individual cognitive models of reflection can perpetuate poor pedagogy. I argue that this pedagogical irony is established once reflection is conceived of as a state of cogito where language is subjugated to an objective and rationalistic function within independent pedagogical queries. Alternatively, it is with biases, I argue, that teachers initially frame events to reflect upon. Through language - dialogue - I suggest that teachers can better understand their reflections, t heir practice, and eventually themselves. I draw largely on three arguments that challenge agent- centered epistemologies that, in turn, implicate the beliefs of teachers and the norm a lizing discourse of education in teachers' pedagogical decisions. I conclude with aspects of Hans-Georg Gadamer's thoughts towards the development of a richer conception of reflective practice and self understanding.
Recherche empirique sur les processus de reequilibrage de l'attention dans le traitement des problemes educatifs
Authors: Wasserstein-Warnet Marc M.
Published: September 2024

A growing number of researchers are reopening the issue of traditional conceptions related to strategies of problem treatment. Strictly deductive and ration a l approaches are described as inadequate for an educational world that must face up to, in many cases , a complexity of meanings : ill -structured situations, multiple objectives, conflicting and affective issue. The difficulty derives from the muddle of significances, diverse points of view on basic da ta, and thus from ways to address the problem. Efforts of centring/recentring and of heurism are required. This article suggests one unique method or mode of problem treatment, based on the identification and management of redirecting processes of attention. The article presents a discussion on data resulting from a research program on educational problem solving. The results of the study support theories which contend that, in the understanding of situations, a representation may work either as a tool or as an obstacle. Practically, the article identifies the main factor blocking understanding of a problem, and suggests four strategic ways to redirect attention: overcoming a ninstant or linear perception of time, interaction between the problem's components and its whole, search for the meaning or sense of a problem, and studying the potential influence of the give ns of a problem.
A Critical Assessment of Dewey's Attack on Dualism
Authors: Carson Robert N. , Rowlands Stuart
Published: September 2024

This paper examines John Dewey's critique of idealism in The Quest for Certainty (1929) and other works and argues that his case was overstated and pedagogically misleading. While dualism has often been regarded primarily as a metaphysical doctrine, its positive value historically has been as a heuristic device, a mode of intellectual scaffolding that reifies thought itself and makes possible instruction in logic, reflective thought, and formal argumentation. A more sympathetic reading of the history looks at classical philosophers and their modern counterparts as workers who contributed to the world rather than hid from it in a realm of idealized perfection. The consequences for education of Dewey's attack on idealism are also examined.
Instructional Supervision: The Policy-Practice Rift
Authors: Tunison Scott D.
Published: September 2024

If school superintendents were polled as to the level of agreement between the behaviors outlined in school division policy manuals and actual behaviours in schools, one might expect them to respond that there was, in fact, a high level of agreement. In fact, in today's site-based managed schools, it seems critically important that the level of agreement be high since schools operated under this management philosophy often have a great deal of autonomy with less day to day contact with superintendents. This article r elates the results of a recent study in which the perceptions of superintendents, principals, and teachers were analyzed and compared in order to determine the actual level of agreement between the practices for instructional supervision outlined in the school division's policy manual and the actual practice in the schools governed by those policies.
Educational Thoughts of Aristotle and Confucius
Authors: Lee Jeong-Kyu
Published: September 2024

This study examines the educational principles and aims of Aristotle and Confucius. Through a descriptive analysis, the research questions of the study are assessed. Both philosophers subscribed to the common educational principles that emphasize ethical education for building individual cultivation, social harmony, and the ideal state. The individual and social aims of education are: (a) to provide the proper method of training the virtuous persons who have ideal characters through self-cultivation, and (b) to build the harmonious community and the good state through development of a gentleman or a nobleman. On the other hand, differences include: Confucius emphasized his ethical and political principles without supporting the metaphysical and epistemological theories, which was unlike Aristotle's approach; he did not use a set of tools like Aristotle's Organ on to justify his ethical and political thought. Finally, the article claims that Confucius generally stressed self cultivation through humanity and ritual, while Aristotle primarily emphasized self-actualization through habit and reason.
Attention Deficit/ Hyperactivity Disorder: Perspectives of Participants in the Identification and Treatment Process
Authors: Davison Judy C.
Published: September 2024

There is a need to study possible explanations for the increasing numbers of children being diagnosed as Attention Deficit/ Hyperactivity Disorder (AD/ HD) within the past decade. The following is a qualitative examination of the perspectives and understandings about AD/ HD which are held by individuals who are regularly involved in the process of identifying and/ or treating children for this commonly accepted disorder. An examination of the data revealed incongruencies in participants' understanding of the etiology of AD/ HD. I suggest that these incongruencies have the potentiality to contribute to the increased numbers of students identified as AD/ HD while teachers seek solutions in their struggle to educate these children.
The Power of Social Theory: The Anti-Colonial Discursive Framework
Authors: Sefa Dei George J. , Asgharzadeh Alireza
Published: September 2024

This paper introduces the anti-colonial discourse as a guiding framework for forming alliances and partnerships among anti-oppression activists in the academia and the larger society. To this end, it builds upon insights from narratives of "indigeneity" and traditions of anti-racism theory and praxis. Thanks to the spaces created by Marxist, feminist, post-colonialist, and deconstructionist struggles, the anti-colonial discourse seeks to reclaim a new independent space strongly interconnected with and heavily interlocked to those other spaces. This paper illustrates the interconnectivities, similarities, and dissimilarities between this new anti-colonial space and the spaces created by those other rich traditions . Its aim is to envision a common zone of resistance in which the oppressed and marginalized groups are enabled to form alliances in resisting various colonial tendencies.
Collaboration école-famille-communauté: Étude sur la perception des connaissances et le sentiment de compétence des étudiants inscrits en formation initiale en enseignement
Authors: DesLandes Rollande , Rousseau Nadia , Royer Nicole
Published: September 2024

This article discusses pre-service teachers' perceptions of their knowledge level and their self-efficacy regarding family-school-community collaboration. The study included a sample of 222 students (preschool and elementary: 105; special education: 47; high school : 77) enlisted in the fourth year of the Bachelor degree in Education at l'Université du Québec à Trois-Rivières . Data indicates that a significant number of students reported a lack of knowledge and low self-efficacy regarding parent teacher conferences, workshops for parents, effective strategies for increased parental involvement, impact of family demographic characteristics on parental involvement, and understanding the community's role in promoting and sustaining the school mission. The lack of preparation was more salient with high school pre-service teachers than the other participants. Topics to be included in a structured teacher training program on family-school-community collaboration are suggested.
Paradigm Parallel Pedagogy: The Significance of Parallel Paradigms
Authors: Bucci Terri Teal
Published: September 2024

Paradigm pedagogy incorporates the ontological (question of reality), epistemological (question of relationship), and methodological (question of process) structures of research paradigms onto teaching and the classroom . This multifaceted perspective relates the characteristics of the research paradigms of positivism, interpretivism, and critical theory to teacher pedagogy, initiating innovative discussions about teaching and teacher education.
In Search of an Ethical Imperative: Exploring Medicine's Standard of Care as a Concept for Higher Education
Authors: Rice Daniel R.
Published: September 2024

In a time when higher education faces a growing array of delivery formats such as interactive television and on-line courses, what ethical standards do we have to guide our profession? The purpose of this paper is to suggest that we might benefit from the medical field's concept of standard of care and the ethical obligations it implies. We now have the research-base to establish a standard of care for undergraduate education for traditional-age students and it is the thesis of this paper that this concept should form the basis for informing our practices and policies. The paper will also include some of the sources for developing a standard of care based on this body of research. Contrasting the way the medical profession has approached tele-medicine to how higher education has approached distance education is offered as an example of the implications for the application of the concept of standard of care to higher education.
Teaching as a Primordial Act of Friendship
Authors: Klonski Richard J.
Published: September 2024

The central claim of this article is that through the activity of teaching, most especially that associated with moral education, teachers and students can enter into a unique friendship. It will be argued that teaching embodies many of the essential characteristics traditionally associated with friendship. In both teacher/student relationships and in friendships there must be frankness, critical self-assessment and self-understanding, a sense of duty to seek the perfection of the soul, to care for the world, and to express love and respect for humanity. Against the view that teachers and students cannot or should not be friends, because friendship is of necessity a private, intimate, and highly individualized relationship, Hannah Arendt will be enlisted to conclude that friendship between teachers and student is neither intimate nor private but is rather a public and political relationship and that teaching is indeed a primordial act of friendship.
The Pedagogical Power of Myth in Teacher Education
Authors: Goldstein Lisa S.
Published: September 2024

The contributions of myth to human life have been immeasurable; bringing myth into the process of preservice teacher education provides our students access to humanity's most powerful ideas and ideals. In this article I share the results of a recent study of the ways in which the mythic theme of the hero's journey supported a cohort of preservice elementary school teachers during their first field placement experience. I explore the ways myth can be used to affirm preservice teachers' goals and purposes, to encourage their creativity and exploration, and to nurture their imaginations, passions, and personal and professional growth.
Constituting Conventions of Practice: An Analysis of Academic Literacy and Computer Mediated Communication
Authors: Mitchell Jane , Erikson Gaalen
Published: September 2024

In this article we examine the use of computer mediated communication (CMC) with respect to the academic practices of students and instructors in university settings. Two questions framed this study: How are the literacy practices traditionally associated with academic work changing in light of new communicative technologies? And secondly, How do people learn to engage in these practices, particularly when the practice is new or developing and does not have clear rules or standards? An analysis of the relationship between language, technology and academic practice provides a key to responding to these questions. We examine this relationship in an academic context where a web based hypertext program was used as part of a doctoral seminar program. Based on our analysis we argue that an understanding of the language and literacy associated with CMC is essential if we are to learn how to engage thoughtfully and critically in this form of communicative practice. Further, we need to consider the educational value of new forms of reading and writing in a university setting, to take responsibility for making explicit the conventions and norms of these practices, and to make judgments about the pedagogical and social values associated with this technology.
A Case Study of Adolescent Female Leadership: Exploring the "Light" of Change
Authors: Mullen Carol A. , Tuten Elizabeth M.
Published: September 2024

The topic of this article is the possible changing trends involving adolescent female leadership. This qualitative case study focuses on ideas and practices related to leadership roles assumed by female youth and their male counterparts. The researchers investigate this topic in a secondary school in the United States, explain their methodological approaches, review the literature on gender and leadership, explore various solutions to gender inequity, and consider broader implications. Although the authors expected that male students would have higher leadership involvement, it was found that the sexes were similarly committed. In fact, recent female-dominated patterns of leadership in the realms of governance and sports became evident. Analysis of the feedback suggests that unprecedented change in favor of gender equality might be gradually occurring even while sex-based stereotyping continues. However, contradictions and ambiguities play a significant role in the analysis, suggesting that paradoxes of change continue despite progress. A metaphor of light and dark is used herein to capture this issue of gender equity and inequity, respectively.
Boat Building: A Metaphor for Teaching as a Creative Enterprise
Authors: Dwyer Sonya Corbin , Dwyer Paul
Published: September 2024

A boat building metaphor is presented as a way of exploring teachers' development of pedagogy and teaching methods. People in these two professions create their own knowledge of what makes a good product. Construction and use influence design on the part of both teachers and boat builders as they incorporate changes in their future designs, depending on how successful they determine their current product to be. This is also accomplished by interpreting rules, that act as guides, from their own community of practice. By using a new context, that of boat building, educators may construct uncommon meanings and view teaching in a way that is new to them.
The Move to a Pluralistic Political Vision of Education
Authors: Parkison Paul T.
Published: September 2024

Democratic pluralism requires individuals who can evaluate the groups with which they are associated and critically examine the identity that these groups help them to develop. The importance of creating institutions that do not socialize their members based upon epistemological systems that assert certainty and validity for one specific world-view coincides with the demands of pluralist democracy. Education plays a vital role in the facilitation of this type of critique and identity formation. Being able to critique our individual and group identities is crucial to the democratic mission. Shifting to an educational paradigm that prioritizes the democratic mission and the demands of a pluralist society is essential to the well-being of society. A hermeneutic paradigm provides the necessary shift in perspective and foundation. The discussion presented attempts to demonstrate the potentiality of this paradigm shift for transforming education within a pluralist democracy.
Ethical Dilemmas Facing Action Researchers
Authors: Bourot-Trites Monique , Belanger Joe
Published: September 2024

The Tri-Council Policy Statement, which has its roots in the Nuremberg Code, specifies ethical obligations of Canadian researchers. The need for such regulations is evident in a number of studies which have shown complete disregard for the rights of human beings, studies which have continued into the current millennium. Teachers who conduct research in their own classrooms encounter ethical dilemmas in common with external researchers, but they also face unique challenges. Following a summary of 13 ethical issues facing educational researchers in general (e.g., students' ownership of their written work; anonymity vs. acknowledgment of accomplishments), this paper explores problems which are particularly troublesome for teacher-researchers: the ability of students to refuse to participate, and students' rights to the best instruction, be it experimental or control. For some types of teacher research, the problems surrounding informed consent can be addressed by having a third party manage the consent forms and data collection.
School Management in Transition: Schooling on the Edge
Authors: Becker Paul H.
Published: September 2024

Becker reviews School Management in Transition: Schooling on the Edge by Dale E. Shuttleworth.
The Scholar as Educator? A Nietzschean View
Authors: Hillesheim James W.
Published: September 2024

Today's educators are witness to a paradox: in the midst of scientific successes, technical wonders and scholarly advances the very institution that has made all this possible — the modern research-oriented university — is increasingly the object of criticism and even of outright physical attack. The health of the university is being questioned by an ever widening audience. However, for those who were perceptive enough to read them, the signs of malignancy have long been present.
On the Meaning of Modernization
Authors: Lipkin John P.
Published: September 2024

In recent years numerous social scientists and historians have reached beyond the boundaries imposed by their disciplines and national borders in an effort to comprehend the vast and profound social change which has fundamentally altered human existence in the Twentieth Century. As a result of their multidisciplinary and comparative studies, they have formulated a powerful tool for analysis embodied in the concept of "modernization". While not all of these scholars have used the specific term, modernization, and those that have, have defined it in various ways; still a remarkable consensus has been reached with respect to what constitutes modernity and the process by which it is attained.
An Immodest Proposal: Dialogue on Dialogue
Authors: McGowan William H.
Published: September 2024

"The hungry sheep look up, and are not fed." The students in our educational institutions are intellectually undernourished. Half a cen­tury ago Whitehead noticed the usual indifference to this problem.
The Status of Students
Authors: Burbridge M.
Published: September 2024

During the winter of 1967 /68 an article entitled "The Student as Nigger" was printed in a number of student newspapers in North America. As far as I know this article was never included in any of the more popular family publications which are currently engaged in exploring student unrest, presumably because the author, Gerry Farber, used a large number of taboo words in making his point. Yet he made it very well indeed, and it is a pity that his piece is not generally avail­able to the popular reader who is presently struggling to understand student behaviour.
The Commonwealth of Learning
Authors: Campbell Malcolm B.
Published: September 2024

In the forward to this collection of twenty-three of his articles and lectures on education authored over the past seventeen years, Professor Commager claims that much of what he has advocated in educational reform continues to be prophetic of current upheavals in American education. The accuracy of his remark will become readily apparent to the reader of this most welcome selection of essays, edited by Professor Commager's son, Professor Steele Commager.
Educational Viability and Development: A Sub-Saharan Experience
Authors: Folson Rose B.
Published: September 2024

Education within the general concept of development has become a common article of faith worldwide. While education has been seen as the most appropriate strategy for eliminating underdevelopment, social inequality, and injustice in the Third World, development is understood as personal and social growth as well as micro and macro economic advancement. Concepts of globalization and how they impact on education and its outcomes in different societies and diversified economic contexts is receiving increasing attention. This paper will explore the role of education (primary, secondary, and higher education) in enhancing processes of economic and social development in Ghana. I will also examine how theories of human capital and equity apply to Ghana the context of global economy.
Toward Appropriate Preparation for Standardized Achievement Testing
Authors: Volante Louis
Published: September 2024

Standardized achievement testing has become a pervasive feature of schooling in Canada. Unfortunately, the pressure to do well on these tests has facilitated teachers' utilization of inappropriate test preparation practices. This paper distinguishes between appropriate and inappropriate test preparation by examining three key issues: time spent directly on test preparation, content of preparation instruction, and the teaching of test-taking skills. Steps are proposed for test developers as well as individuals at the policy, district, and school level, to help facilitate teachers' utilization of appropriate strategies. The latter are essential if we are to promote authentic learning and strengthen the validity of standardized achievement measures.
L'immersion française en Alberta: Les sciences sont-elles enseignées en français au secondaire?
Authors: D'Entremont Yvette , Garneau Annie
Published: September 2024

Les statistiques des inscriptions des programmes d'immersion et de français langue seconde (Alberta Learning, 2002), démontrent une baisse substantielle dans le nombre d'élèves qui sont inscrits dans le programme d'immersion en 7^sup e^ année et qui terminent leur deuxième cycle du secondaire dans le même programme. Pendant l'année scolaire 2001-2002, la commission scolaire Edmonton Public Schools à initié une l'étude Renewal of French Language Programs in Edmonton Public Schools dans le but de promouvoir les programmes en français (immersion française et français langue seconde) et d'augmenter les inscriptions dans ces programmes (Edmonton Public Schools, 2002a, 2002b).
Enseignants que faites-vous? L'encadrement des futurs enseignants du secondaire. Récits de pratique
Authors: Roy Sylvie
Published: September 2024

Ce recueil, qui peut se lire en quelques heures, donne un portrait d'expériences vécues par des enseignants associés.
Crisis as a Vehicle for Educational Reform: The Case of Citizenship Education
Authors: Sears Alan M. , Hyslop-Margison Emery J.
Published: September 2024

The authors argue that much of the discourse and reform in the area of citizenship education presently reflects a cult mentality that fails to consider the nuances of reasoned educational reform. Although the pattern of ill-conceived changes is endemic to the history of educational reform, it is notoriously unhelpful in producing substantial, lasting, or effective curricular change that understands and fosters democratic citizenship. The authors suggest that a more careful and nuanced examination of citizenship education is required to understand and promote participatory democratic citizenship. They also suggest this examination ought to include some consideration of the necessary psychological dispositions that promote active democratic participation.
The Autobiographical Metaphor: An Invaluable Approach to Teacher Development
Authors: Bérci Margaret E.
Published: September 2024

The study addresses the problem of how to make implicit teacher self-knowledge explicit, by introducing a unique perspective on the use of the autobiographical metaphor. Data sources representing the voices of students of "Advanced Studies in Teaching Secondary Social Studies," allow for an inside and an outside view of practicing teachers as they work, create, produce, and at the same time present autobiographical understandings of what it means to teach. The findings suggest that: a) learning to teach and learning to teach better, is a philosophical journey during which the educator travels through various "forms of educator," as the self strives to be understood; b) teaching needs to be taken up as identity rather than as role in context of practical problems that need to be solved; and c) there is a distinction between identities that are imposed and those that are constructed. The conclusions and the inferences drawn from the study have implications for those who are engaged in the processes of teaching about teaching.
Scientific Thinking, Mathematical Thinking, Historical Thinking, and Thinking Well About the Present and the Future
Authors: Winchester Ian
Published: September 2024

A teacher in the elementary schools of the United States, Canada, and Britain, at least since the Second World War, would be expected to think of themselves in possession of certain scientifically sound teaching methods and a certain amount of definite scientific knowledge as an absolute necessity.
On the Grounding of Teacher Education in the Human Condition
Authors: Falkenberg Thomas
Published: September 2024

Teaching is and should be conceptualized as a moral enterprise. However, in order to derive a view of teaching practice from such conceptualization, our understanding of the moral dimensions of teaching needs to be embedded in the framework of a theory of morality. Hence, teacher education that wants to prepare teacher candidates for such teaching practice needs to be grounded in a theory of morality. Discussing three different approaches to morality, I not only argue that they each have different implications for teaching practice - and, thus, teacher education - but that central to their differences are their different assumptions about "the human condition". The article concludes with a discussion of what this means for teacher education that strives to prepare teacher candidates for teaching as a moral enterprise.
Living Well in a Changing World: What Korean Teachers of English say About a Study Abroad Program in Canada
Authors: Bilash Olenka , Kang Joooyeon
Published: September 2024

This article explores the experiences of Korean teachers of English-as-a Second Language participating in a one-month study abroad program situated in Alberta, Canada. Issues of language learning, pedagogical content knowledge, and cross-cultural awareness are discussed, as well as the applicability of such new knowledge in the Korean ESL context, as perceived by participants.
Aboriginal Students and Canadian Citizenship Education
Authors: Deer Frank
Published: September 2024

Canada's Aboriginal population represent identities that are divergent from that which can be regarded as Canadian. The implication of this state of affairs is that the development of a shared identity with other Canadians in a collective, democratic community may be difficult. Aboriginal students, who are frequently taught by non-Aboriginal teachers with the use of government-developed curriculum and Eurocentric pedagogical practices, may be caught in a struggle of competing values when involved in citizenship development. The following article is a discussion of Aboriginal education and its relationship with accepted conceptions of Canadian citizenship that are used in contemporary schooling.
Philosophical Orientation in Pre-Service
Authors: Ryan Thomas G.
Published: September 2024

This investigation involved pre-service education students who were enrolled in a one-year full -time professional Bachelor of Education program in Ontario, Canada. Each of the students completed an educational philosophy survey to identify their current philosophical orientation. Overwhelmingly, most preservice students selected and identified with the statements emanating from the progressivist school. The majority (+90%) of pre-service student teachers who completed the survey strongly agreed with the statements underpinning progressivism. A minority (3%) or 15 of the 520 surveyed indicated they were Social Reconstructionists (an outgrowth of progressivism) and only 1 % or five participants indicated that they strongly identified with Existentialist statements.
Four Explanatory Hypotheses on the Relationship Between University Research and Teaching: A Reflection Based on Empirical Data
Authors: Martín Santiago Nieto
Published: September 2024

The aim of the present article is to respond to the formulation of hypotheses about the relationship between University teaching and research. To do so, we analyzed some empirical data on the activity and thoughts of university professors in response to the following four hypotheses: first, university teachers require and need their research; second, the relationship between research and teaching is significantly mediated by the professional category of the professor; third, the different areas of knowledge show different profiles as regards the teaching-research relationship, and fourth, there is a greater relationship between teaching and basic research than between teaching and applied research. The results obtained reveal the depth of interest of the discussion posed, a discussion that is still ongoing, and offer important delimitations based on our analysis and reflection.
Teaching for Mathematical Dispositions as Well as for Understanding: The Difference Between Reacting to and Advocating for Dispositional Learning
Authors: Merz Alice
Published: September 2024

Mathematics teachers know the value of teaching for understanding and to listen for students' sense-making. However, the importance of teaching for a mathematical disposition needs to be recognized as equally valuable and we need to explore more aspects of developing it. In previous studies, the work with dispositions has focused on using rich problems to enable positive dispositions. This study, however, emphasizes the importance of teachers thinking about students as dispositional learners. More specifically, two vignettes are presented in which the teacher's role and perceptions played an equally important role in noticing and developing the students' mathematical dispositions.
Listening to the Sound Deep Within Critique in Critical Literacy
Authors: Lee Cheu-Jey George
Published: September 2024

How far is a credible critique away from a playful rhetoric? Is there any distinguishable boundary between them? This paper is concerned with the problematic of critique in critical literacy. Critique plays a crucial role in arousing awareness of, and resistance against, social and political oppression. Therefore, its legitimacy should be subject to careful scrutiny. Although there is an extensive literature with regard to revealing oppressive practices and calling for transformative reforms, the legitimacy of critique is often backgrounded. Thus, the central question addressed in this paper is "Do we have any criteria for evaluating critique?" It is shown that certain communicative features appropriated from Jurgen Habermas's theory of communicative action provide a viable framework to ground critique.