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'Ambition for All'? Competing Visions of 'Ambition' and Recognising Language Learning and Teaching as a Geo-Historically Situated Social Practice
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Coffey, Simon – Language Learning Journal, 2022
This article reflects on the epistemological steamrolling that the 2021 Ofsted Curriculum Research Review (OCRR) accomplishes: in part, by the positioning of the problem and solution through highly selective cherry-picking (omitting key causal factors); in part, through the discursive move of acknowledging complexity before offering simple and…
Descriptors: National Curriculum, Curriculum Development, Foreign Countries, Second Language Learning
On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs
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Treagust, David F.; Duit, Reinders – International Journal of Science Education, 2015
The role of analogies and metaphors has played a significant part in the work on teaching and learning science. This commentary discusses three papers from this current issue that cover a wide range of studies in the spirit of conceptual metaphors--ranging from a study somewhat similar to "classical" conceptual change, to a teacher…
Descriptors: Science Instruction, Figurative Language, Concept Formation, Faculty Development
From Metaphorically Speaking to Acting Boldly: A Commentary on the Special Issue
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Rock, Marcia L.; Billingsley, Bonnie – Teacher Education and Special Education, 2014
Casting special education teacher development as an avatar living in a virtual and changing landscape is a creative way to consider the current state of the field and project possible futures. In this commentary, the authors consider areas that may help strengthen the Avatar, including conceptualizing and identifying the outcomes of teacher…
Descriptors: Special Education Teachers, Faculty Development, Alignment (Education), Beginning Teacher Induction