学汉语(英文)

Shíyòng Hàn yǔKǒu yǔ实用汉语口语Basic Chinese Sentences现在几点? Xiàn zài jǐdiǎn? What time is it now?今天几号? Jīn tiān jǐhào? What is the date today?明天星期几? Míng tiān xīng qījǐ? What day is tomorrow?     

学汉语

俚语是通俗的口头语,它可以帮助读者更好地体味汉语语言的丰富性和佳妙之处,更有效地进行沟通与交流。     

Learning Difference

SUMMARY

This paper explores some of the relationships between the ways in which (White) dominant group children learn about racial differences and the ways in which difference is represented within gay and lesbian families. Research in the latter area has typically provided two dominant (though contrasting) accounts of difference within gay or lesbian families: (1) that children of gay or lesbian parents will have a better understanding of difference; and (2) that there are no significant differences between heterosexual and gay or lesbian families. In order to explore the implications of this current research in regards to constructions of difference within predominantly White gay and lesbian families, an analysis of storybooks aimed at children with gay or lesbian parents was conducted. The findings suggest that representations of difference within such books often reinforce a White heterosexual norm for parenting. To counter this, it is proposed that a shift is required in research focusing on gay and lesbian families, the intent being both to examine the simultaneous ways in which race privilege and sexuality-based discrimination shape the lives of White lesbian or gay parents and to broaden the scope of research in this area to more adequately reflect the diverse communities it seeks to represent.     

学汉语

俚语是通俗的口头语,它可以帮助读者更好地体味汉语语言的丰富性和佳妙之处,更有效地进行沟通与交流。     

Learning for the Twenty-First Century: Maximising Learning Transfer from Learning and Development Activity

This article builds on the learning gathered from the evaluation of a Scotland-wide child protection training programme. Based on Kirkpatrick's four-level framework, the study aimed to evaluate the impact of the learning programme on the practice of participants in the workplace. The study prompted the authors to examine the literature on maximising learning transfer across a range of occupations. This literature is discussed in the light of the findings from the evaluation and the experience of the authors in designing and implementing continuous professional development programmes in social services.

The practice of inspection, monitoring and audit seems to have impacted negatively on staff's willingness to participate in data collection, and coupled with what appeared to be confusion about data protection legislation, the perceived burden of audit and inspection has significant implications for research and evaluation activity.

Suggestions are made for the future design, delivery and evaluation of learning and development activity, and the role of managers is explored in relation to their responsibility for preparation, support and follow-up of workplace learning.     

Situated Learning and Cognition: Theoretical Learning and Cognition

The aim of this article is to analyze how schoolchildren's thinking and concept formation generated in classroom teaching can relate to daily life situations. Situated thinking and learning and theoretical thinking and learning are discussed as learning forms that can accomplish this integration. According to Vygotsky, subject-matter concepts are transformed into personal concepts through children's ability to use them in daily life. The relation between skill and content has to be presupposed in this transformation of subject-matter concepts into everyday concepts, because everyday or daily-life concepts are learned through and interwoven with practical activities in cooperation with other people. The analyses are based on distinctions between (a) societal and personal knowledge, (b) subject-matter and everyday concepts, (c) subject-matter methods and content, and (d) thinking as related to subject-matter methods and concepts as related to subject-matter content. For the personal aspect of knowledge, everyday concepts are located within the life setting of a person; therefore, the relation between subject-matter concepts and personal concepts is often much weaker for immigrants and refugees coming to a new country than for children with generations of ancestors in a society. A project with Puerto Rican children is sketched to discuss how classroom teaching can relate subject-matter knowledge of social science with children' s everyday concepts and thereby enhance the children's theoretical concepts and thinking.     

Learning From Reform as Learning: Lessons at the Intersection of Implementation Research and Learning Theories

This article discusses how to analyze educational reforms in which information and communications technology (ICT) is used as a central catalyst to change practises. We explore the relationship between theoretical conceptualizations and empirical findings drawing on the work of Larry Cuban and Yrjö Engeström. We claim that reform research has traditionally been too preoccupied with looking for the intended changes. One problem with this “top-down” approach is that it conceals changes that happen at the microlevel. As a result, we are left with little understanding of how educational practises change in relation to ICT reform interventions at the interactional level. As an illustrative case, we draw on the analysis of a reform program that focused on the use of ICT in teacher education and show how this reform took place and examine what was interactionally accomplished across the institutions that took part.     

Learning to Care

Practice simulation exercises involve interaction with people who portray standardized clients in typical social work practice contexts. They are followed by feedback from these “clients” and from peers and instructors. This article delineates the conceptual background and previous use of this educational methodology and illustrates its application within a graduate health social work practice class. A preliminary evaluation found enthusiastic endorsement of this approach among students, with very strong agreement that all three components of the project-interaction with simulated clients, receipt of feedback, and participation as observers-prove useful. Practice simulations can allow transformative learning for participants and provide a useful classroom method for incorporating conceptual foundations into practice behaviors.     

Learning to respect

In this article, "learning to respect" is considered both as a condition for the creation of a safe learning environment and as a condition for "learning to live together" in a democratic society. Learning to respect is not a subject like mathematics or history. As far as the school is concerned, pupils learn to respect through experiences with interactions within the classroom and the school. This paper explores some of the consequences for school policy and teachers' skills.     

Illusions of Learning

An argument is made that American social distress is exacerbated by the decline of public education, a decline fostered and maintained by systematic self-deception. Americans hold cherished beliefs about education, teaching, and learning that they know are not now, or cannot be, true. America's educational policies both reflect popular beliefs and give direction. Baffling public policy can make sense when seen in the broader context of public perceptions, beliefs, sentiments, ideologies, values, and opinions. This context shifts over time, circumstance, and group. Although this conceptual mix varies with geographic location and media attention, in this paper I have tried to touch on widely accepted, thus potent, national illusions that have confounded our understanding of public education and have misdirected educational policy.     

Engaging through Learning—Learning through Engaging: An Alternative Approach to Professional Learning about Human Diversity

This paper presents an alternative framework for construing learning about human diversity as an ongoing, socially constructed, contextual process based in relational learning. The approach enables shifts in understanding for teachers, students, practitioners, client groups and organizations. Conceived to strengthen professional social workers' capacity for on the job learning, this approach provides another entry point for social work faculty to conceptualize the learning process as relational, contextual and process based. It seeks to capitalize on the learning process itself as a mechanism through which learners simultaneously engage one another around issues of culture, identity, and difference and learn through the engagement. The approach is guided by four conceptual touchstones, 14 years of social work practice in a global context, and eight iterations of teaching a masters level diversity course. Eight constructs animate this process approach. They include: exposure, engagement, emotion, empathy, narrative, personal disposition, the learning environment, and a sense of ‘self‐in‐relation’. In addition to illuminating the social structures and social processes that construct diversity, the approach can also engender the sense of relational solidarity among learners necessary for prolonged commitment to social change.     

Learning Through Partnering

Abstract

Organizational partnerships offer a variety of benefits to participants. Besides being able to leverage resources and accomplish broad objectives, organizations can also learn about themselves through the experience of partnering. The article addresses how partnerships, especially those involving universities and community organizations, can best benefit from the learning potential in a partnership. Drawing from the 13 conference presentations of successful partnerships, we conclude that significant organizational learning can occur within these four frameworks: formulating shared objectives; managing personal relationships; creating structures and processes to support, rather than impede, collaboration; and reflecting on purpose and consulting data to assess outcomes.