This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the breadth of social practices, settings, ...purposes & tools that influence students.
Utopian pedagogy Day, Richard J. F; De Peuter, Greig; Coté, Mark
Utopian pedagogy,
c2007, 2007, 20070310, 2019, 2000, 2007-12-31
eBook, Book
Utopian Pedagogyis a challenge to the developing world order that will stimulate debate in the fields of education and beyond, and encourage the development of socially sustainable alternatives.
Reorganized for easy use, this book provides an up-to-date reference to the tools, techniques, and science for predicting oil reservoir performance even in the most difficult fields. Topics covered ...in the handbook include: Processes to enhance production, Well modification to maximize oil and gas recovery, and Completion and evaluation of wells, well testing, and well surveys. This book provides solid information and insight for engineers and students alike on maximizing production from a field in order to obtain the best possible economic return. With this handbook, professionals will find a valuable reference for understanding the key relationships among the different operating variables. Examples contained in this reference demonstrate the performance of processes under forceful conditions through a wide variety of applications.
This book analyzes the notions that are "fashionable" in the humanities today, arguing against the orthodoxy that has installed race, gender, and class perspectives at the center of college ...humanities curricula. The book contends that humanistic education today, far from being historically aware, relies on anachronistic thinking; far from being skeptical of Western values, represents a "ruthless and unskeptical" Western extremism; far from being valuable in bringing political perspectives to bear, presents politics that are "unreal"; far from being sophisticated in matters of "theory," is largely "ignorant" of the range and history of critical theory; and far from valuing diversity, is unable to respond to the great sweep of literature. Following an introduction, the book's chapters are titled: (1) The Origins of Political Correctness; (2) The Diversity of Literature; (3) Gender, Politics, and Criticism; (4) The Academic Politics of Race; (5) Class and Perfect Egalitarianism; (6) Activism and Knowledge; (7) Power, Objectivity, and PC Logic; (8) Is Theory to Blame?; and (9) How Did It All Happen--And What Comes Next? The conclusion examines the prospects for future change. (NKA)
This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for ...understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts.
Mathematics and science education has been slow to respond to issues of diversity and equity. Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy helps to begin a network for support and collaboration among teacher educators in science and mathematics who work for multicultural education and equity.
A unique and much-needed contribution, this book is an essential resource for teacher educators, K-12 teachers who work as student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses.
Contents: Foreword. Preface. A.J. Rodriguez, Teachers' Resistance to Ideological and Pedagogical Change: Definitions, Theoretical Framework, and Significance. A.J. Rodriguez, Using Sociotransformative Constructivism to Respond to Teachers' Resistance to Ideological and Pedagogical Change. R.S. Kitchen, Making Equity and Multiculturalism Explicit to Transform Mathematics Education. M.B. Barnes, L.W. Barnes, Using Inquiry Processes to Investigate Knowledge, Skills, and Perceptions of Diverse Learners: An Approach to Working With Prospective and Current Science Teachers. J. Leonard, S.J. Dantley, Breaking Through the Ice: Dealing With Issues of Diversity in Mathematics and Science Education Courses. A. Luykx, P. Cuevas, J. Lambert, O. Lee, Unpacking Teachers' "Resistance" to Integrating Students' Language and Culture Into Elementary Science Instruction. T.K. Dunn, Engaging Prospective Teachers in Critical Reflection: Facilitating a Disposition to Teach Mathematics for Diversity. P.W.U. Chinn, "Eh, Mus' Be Smart Class": Race, Social Class, Language, and Access to Academic Resources. J. Moore, Transformative Mathematics Pedagogy: From Theory to Practice, Research, and Beyond. R. Yerrick, Seeing IT in the Lives of Children: Strategies for Promoting Equitable Practices Among Tomorrow's Science Teachers. J. Ensign, Helping Teachers Use Students' Home Cultures in Mathematics Lessons: Developmental Stages of Becoming Effective Teachers of Diverse Students. C. Brandt, Examining the "Script" in Science Education: Critical Literacy in the Classroom.
"Much has been written about teachers’ resistance to change and practices that "work." In contrast to books that describe teachers’ experiences, Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy provides models that can be used by methods and content instructors to elicit conversations about supporting diverse students in the classroom. "-- Jo Clay Olson, Journal for Research in Mathematics Education , July 2009
By delving into the complex, cross-generational exchanges that characterize any political project as rampant as empire, this thought-provoking study focuses on children and their ambivalent, intimate ...relationships with maps and practices of mapping at the dawn of the "American Century." Considering children as students, map and puzzle makers, letter writers, and playmates, Mahshid Mayar interrogates the ways turn-of-the-century American children encountered, made sense of, and produced spatial narratives and cognitive maps of the United States and the world. Mayar further probes how children's diverse patterns of consuming, relating to, and appropriating the "truths" that maps represent turned cartography into a site of personal and political contention. To investigate where in the world the United States imagined itself at the end of the nineteenth century, this book calls for new modes of mapping the United States as it studies the nation on regional, hemispheric, and global scales. By examining the multilayered liaison between imperial pedagogy and geopolitical literacy across a wide range of archival evidence, Mayar delivers a careful microhistorical study of U.S. empire.
This book presents different practices and strategies for the English as an additional language classroom as well as units that could be adapted to various grade levels, English language proficiency ...levels, and linguistic and cultural backgrounds. The research, lessons, and concepts included in the book present innovative ideas in EAL education.The chapters are the result of a professional learning program for 30 English as a Foreign Language (EFL) teachers from Brazil, held at the University of Miami's School of Education and Human Development in the Spring semester of 2018. The program, entitled "Six-Week English Language Certificate Program for High School English Teachers from Brazil (PDPI)," contained several components related to language development and methodology, including orality, reading, writing, linguistic and grammatical knowledge, and interculturality. The program was guided by the principle of multiliteracies, with a focus on English language development through new possibilities to participate in meaning making that incorporates verbal, visual, body language, gestures, and audiovisual resources.
"The article examines the role and significance of violin etudes of the 19th century in the evolution of European performing art. The contribution of the figure of N. Paganini and his creative work ...in the process of transition between the eras of classicism and romanticism has been determined. It has been noted that the artistic and aesthetic views of the Genoese virtuoso, which significantly exceeded the capabilities of his contemporaries, reoriented the didactic material. On the example of the etude collections of P. Rode and J. Dont – representatives of schools of various musical arts – it has been found that the opuses of the educational direction usually reflect the real state of performance of a certain historical period, the complex process of coexistence of the established tradition and innovations, reassessment of ideas about the semantic and technical potential of the violin. Keywords: violin etude, violin performance, 19th century, 24 Caprices in the Form of Etudes op. 22 by P. Rode, Etudes and Caprices op. 35 by J. Dont."
Les réseaux de neurones génératifs sont un outil très prometteur afin de résoudre le problème de manque de données en imagerie. RADIOGAN est une nouvelle architecture profonde conditionnelle basée ...sur des réseaux génératifs antagonistes (GAN- Generative Adversial Network) et entraîné sur des images TEP au FDG pour la synthétisation d’examens TEP comprenant des fixations physiologiques et/ou pathologiques. Nous montrons qu’une marche dans un espace latent peut servir d’outil pour évaluer la qualité des images générées. Une base de données multicentriques de 1606 patients a été utilisée (422 cancers ORL, 189 cancers du poumon, 97 cancers de l’œsophage, 225 lymphomes et 675 sans fixation pathologique (normaux)). Les images MIP TEP ont été normalisées spatialement à une résolution isotrope de 2mm3 puis normalisées entre 0 30 SUV puis entre 0 1 pour être utilisée par RADIOGAN. L’architecture RADIOGAN a été construite de façon à profiter à la fois des DCGAN (Deep Convolutional Generative Adversial Network) et des CGAN pour créer une nouvelle architecture DCCGAN (Conditional Generative Adversial Network). En plus de l’image, il utilise la classe de celle-ci comme information. Le générateur génère une nouvelle image TEP à partir d’un vecteur aléatoire Z, mais en précisant la classe de l’image C. Il sera conditionné à générer une image appartenant à la même classe que C (patient normal, cancer de l’œsophage, poumon…). Le modèle est entrainé pour 300 itérations avec un optimiseur Adam et un taux d’apprentissage à 0,0002. La métrique est la performance. RADIOGAN a été entraîné pour générer des images réalistes, en excluant des images non réalistes (demi patient, patient à 3 jambes ou une tête au lieu de l’estomac, etc…). Le générateur prend en entrée un vecteur aléatoire et la classe souhaitée. La marche dans un espace latent est une séquence d’images réalistes de patients qui se transforment lentement d’une classe à une autre (patient normal vers cancer ORL, par exemple). RADIOGAN a été comparé avec deux architectures de l’état de l’art DCGAN et CGAN. RADIOGAN a surpassé les autres architectures en synthétisant des images réalistes de haute qualité. RADIOGAN a montré des résultats très prometteurs pour être étendu à un apprentissage 3D corps entier.
