Research on the Cultivation Path of High Quality Farmers

The cultivation of high-quality farmers is the key to promoting the revitalization of rural talents. Through the shortcomings of rural human capital, it is proposed that high-quality farmers are important human capital in rural areas. On the basis of summarizing the guidance theory of high-quality farmer cultivation, drawing on the successful experience of professional farmer cultivation in developed countries, exploring the “four three two one” high-quality farmer cultivation path that fits the local demands, that is, the “four in one”, and optimizing vocational training System; “Three Educations Synergy” to build a multi-level agricultural education system; “Two drives together” to improve the quality of community education; “A game of chess”to build a lifelong education “overpass” to promote life-long learning and other multi-integrated high-quality farmer cultivation paths

English Composition 100: Best Practices for Online Instruction

The objective of this dissertation is to explore the process of teaching English Composition in the asynchronous online format and to make recommendations for the best possible approach for continued student success. The teaching of English Composition is a complex subject and no two teachers will have the same approach. This matter is further complicated when online instruction is explored. An instructor cannot transplant an in-class course into the online format and expect the same results. This dissertation explores the best possible approach to teaching English Composition in an online environment with the use of multimedia applications. This exploration will address current methods of teaching English Composition online, will evaluate what seems to work well, will explore the concerns highlighted by educators and practitioners involved with English Composition online, and will highlight additional recommended advancements, both in methods of approach and technological innovations, that can bring to light instructional practices for further evaluation. This study will lead to an understanding of what these new emerging technologies are and the specifics of their use by both instructors and students alike online, and it will identify best practices in teaching English Composition online for the immediate future

Teachers as recontextualization agents: a study of expert teachers' knowledge and their role in the recontextualization process across different subjects

This thesis investigates the knowledge that shapes the practice of expert teachers in physics, geography and history. The principal intention of this research is to illuminate the impact that the different knowledge structures and aims of these subjects have on teachers’ decision making in their classrooms. I argue that far from being implementers of the curriculum in their classroom, the teachers in my study are actively engaged in recontextualising their discipline into school subjects, drawing on two levels of knowledge to do so. The first level consists of their knowledge of their subject, the students they teach and wider social and educational goals. These combine to shape the aims that underpin the second level of practical curricular and pedagogic knowledge. Together, these two levels of knowledge form the basis of the teachers’ planning and teaching decisions and are shaped by their subject in profound ways. Furthermore, I argue that the recontextualising process evident in the teachers’ lessons was also shaped by variations in the closeness of the relationship between subjects in schools and disciplines in universities. The evidence for these claims was generated primarily through interviews and detailed lesson observations of three expert classroom teachers. Whilst across the subjects there were similarities in their pedagogic approaches, the aims underpinning these approaches reflected differences across subjects in two principal ways. First, there was variation in the extent to which the teachers drew on a conceptual structure deriving from the discipline and sought to make its epistemology visible. Second, the way in which the students and wider social goals influenced teachers’ practice differed. Finally, as expert teachers in their subject, it was interesting to discern variation in how far they were able to make curricula in their classrooms that reflected Young and Muller’s (2010) ‘Future 3’ scenario

"Low-Income Students of Color in the U.S. Neoliberal Public Education System: An Examination of Federal and State Intervention Policies”

In this thesis I will use a critical policy analysis approach to examine US education reform and its effects on social inequality. I situate my analysis within the rise of neoliberal ideology which prioritizes market-driven values, champions individualism, diminishes social responsibility, and promotes deregulation. I seek to answer research questions such as: how does the United States’ neoliberal agenda create, maintain, and reproduce the marginalization of low-income students of color? How is the neoliberal agenda embedded in US education policy and law at state and federal levels? And, how might students of color conceptualize themselves within the larger framework of neoliberalism? As evidence I draw on theory, policy analysis, and existing empirical data on one of the most underperforming public schools in San Diego, California, with most of the students being minorities and low-income: Abraham Lincoln High School

Between Formenlehre and Cognition: A Puzzle-Based Investigation into the Perceptibility of Classical Syntax

A hybrid of theory-based analysis and empirical enquiry, this dissertation seeks to investigate the perceptibility of Classical syntax, ultimately striving to bridge the knowledge gaps that have long existed between the fields of analysis and cognitive science. In particular, the study looks to address the following unknowns: 1) recognition of initial tonic; 2) recognition of tight-knit and loose thematic constructions; and 3) understanding of the contextual nature of cadence. The study centres on the reconstruction of Classical piano sonatas that have been segmented into puzzle pieces using form-functional and sonata theories, an approach that enables the application of syntactical and formal perspectives in an empirical setting, thus giving this study its novelty. The following were hypothesised: 1) sequential accuracy, the ability to process Classical syntax and level of formal training are linearly related; 2) functional recognition, however, is found in any individual familiar with Western musical style regardless of educational background; 3) understanding of Classical syntax is largely Mozartean. The experiments were carried out virtually and were targeted at subjects that were representative of the spectrum of theoretical expertise. Results collected confirm the ability of subjects to organise formal functions, discern initial tonic given a random mix of harmonic shades, recognise the difference between tight-knit and loose themes and their significance, as well as the prevalence of Mozartean idiom in the cognitive faculty and the linear relationship between expertise and accuracy. Inasmuch as these findings strongly suggest that form-functional relationships are audible, the dissertation argues for the incorporation of both analysis and empirical science in music education, a combination that results in a richer understanding and deeper appreciation of musical processes

A determination of the applications of the principles of biology found in four textbooks of biology for the senior high school

Thesis (M.A.)--Boston University, 1947. This item was digitized by the Internet Archive

The Sociomateriality of Literacy - a Study of the Relationship Between Institutions, Identity and the Internet in a Primary Classroom

This paper is about the relationship between schooled literacy practices, identity and digital technology. It is a case study carried out by a teacher to examine the impact of using an online technology platform (wikispaces) in a year 4 classroom. In line with recent thinking in investigating literacy in the digital age, it looks for new ways to theorize literacy which go beyond the notion of a literacy event to allow for the study of literacy practices across time and space. It posits a theory of the sociomateriality of literacy, drawing on recent developments in the field of IS (Information Systems). Researchers in this field have used theories such as structuration and agential realism to underpin investigations. However these theories, which see structure and agency as inseparable, have made the analysis of empirical data difficult. More recent thinking uses the concept of sociomateriality underpinned by social or critical realism, following the sociologist, Margaret Archer, in seeing the ‘people’ and the ‘parts’ as separate. Such a theory allows for empirical research which can explain how the social and material imbricate or overlap over time and space. Using the concept of sociomateriality, this study finds that, given the right social environment and using the affordances which the technological intervention offers, new literacy practices which are more collaborative, decentred and linked to children’s identity can develop. Because of the constraints of the school environment, the majority of these practices take place outside school. This paper argues that there is a possibility to harness and reconceptualise the Third Space through the use of digital technology, making a link between schooled norms and home. However not all children will thrive in this space. Part of the work of the thesis is to analyse the mechanisms which account for this