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As part of a larger project on effective numeracy teaching practice a number of teachers took turns to teach a small group of students in front of their peers who were located on the other side of a one-way window. Observing teachers were asked to comment on what they noticed "in-the-moment" and suggest labels or metaphors that captured the essence of the teacher's acts to support learning. Twelve scaffolding practices were identified as a result of this activity suggesting that it is a valuable tool for making explicit what teachers know and exercise intuitively in the context of primary mathematics classrooms. Here, we describe the activity and illustrate its potential for building a meaningful, accessible language that teachers can use to actively reflect on their practice. [For complete proceedings, see ED489597.]

This study examined a fifth year teacher, who had participated in an original project assessing the effectiveness of metaphor within collaborative reflection to help prospective teachers define, explain, and challenge their beliefs about learning and teaching science. Results found that using metaphor as a tool for reflection helped the teacher articulate beliefs and put them into practice during student teaching. The study investigated, after 5 years, the extent to which he continued using an inquiry stance, metaphor remained part of his personal reflection, and other changes impacted his learning to teach. Results indicated that he had found a reflection tool in metaphor, and the inquiry stance to go with it, to help him systematically study classroom problems and possibilities. He continued collaborative reflection within learning communities of new colleagues, who shared similar philosophies of teaching and learning and with a peer and roommate, who shared the context of first year teacher. He also continued using metaphor as a tool to maintain a student-centered focus. After several years, some critical events led to his becoming a teacher leader (e.g., supporting a new principal whom he knew, and developing a math innovation). He began using metaphor to a greater extent within the classroom to help students learn new ideas by connecting to familiar circumstances. (SM)

This paper discusses the use of metaphors in describing relationships with indigenous languages, focusing on native and newly-fluent speakers of Maori in Aotearoa/New Zealand. Data come from interviews with male and female Maori speakers age 19-44 years who discussed their commitment to becoming fluent speakers of Maori and used a range of metaphors to explain how they perceived the language. Their images were supplemented with information from a variety of other sources, such as contemporary rhetoric, proverbs, and song. The paper discusses four principal metaphors employed in talking about the Maori language, comparing them with similar metaphors used in the Native American situation: language as a treasure, language as a journey, language as water (diving into the water), and language as sustenance (namely food) and as growth. Overall, among the relatively large group of newly fluent speakers of Maori, there was a tendency to emphasize the benefit to the individual of learning the language. These speakers did not see themselves as part of a language revitalization movement, but were learning the language for themselves. However, native speakers who were estranged from the language tended to use metaphors to emphasize the benefits for the language. (Contains 52 references.) (SM)

The Agent-action-Objective (AaO) axiom and the theory of rotational dynamics constitute the frame of reference for the study of the metaphor as instrument for the direct perception of events. The major hypothesis of this frame of reference refers to the event structure embedded in the ground of a metaphor. Since the ground is implicit in the linguistic manifestation, an invariant representation of textual movement patterns is assumed to capture the event structure. Experimentally, it is demonstrated that an event is perceivable only through structure. To capture the event means to conserve its structure through informational invariants. As a result, it is demonstrated that the functional symmetry of a metaphor can be established in the form of state attractors evolving in attractor spaces. (Contains 3 figures and 34 references.) (Author/SLD)

This paper briefly describes the WebNize system and how it applies a Metro Map metaphor for organizing guided tours in Web based resources. Then, experiences in using the Metro Map based tours in a Knowledge Sharing project at the library at Aarhus School of Business (ASB) in Denmark, are discussed. The Library has been involved in establishing a Learning Resource Center (LRC). The LRC serves as an exploratorium for the development and the testing of new forms of communication and learning, at the same time as it integrates the information resources of the electronic research library. The objective is to create models for Intelligent Knowledge Solutions that can contribute to form the learning environments of the School in the 21st century. The WebNize system is used for sharing of knowledge through metro maps for specific subject areas made available in the Learning Resource Centre at ASB. The metro maps now serve as the entrance to learning resources for several hundred students. (Contains 14 references and 5 figures.) (Author)

As online education becomes more pervasive and increasingly acceptable in society, there is a need to critically examine the merits and underlying assumptions driving the justification, design, and teaching of such courses. This paper explores some of the symbolisms, namely myths and metaphors, pertaining to online higher education, with the ultimate goal of investigating if and how they apply specifically to information systems education. The first step in discovering the myths and metaphors utilized to describe online education involved the selection of articles for analysis, using Pro-Quest Direct and ERIC. Twenty-one articles were chosen for review. The second step in the analysis was to examine each article in search of common myths and metaphors embedded in the discourse on online education. Finally, after making a comprehensive list of the myths and metaphors found in these works, they were sorted in order to determine which myths and metaphors were the most prominent throughout these articles. (Contains 47 references.) (AEF)

Learners' views on their progress and achievement in literacy and numeracy were examined in a study during which practitioners from eight further education colleges in England interviewed 70 adults (ages 16 to over 60 years) enrolled in literacy, numeracy, or English-for-speakers-of-other-languages programs. The metaphor of traveling on a learning journey was used to facilitate discussion between learners and researchers. The following were among the study's key findings and implications: (1) the learning journey metaphor is an effective tool for stimulating discussions of learning experiences; (2) tutors should take deliberate steps to develop equal working relationships with learners that recognize and value the strengths and knowledge each can bring to the process; (3) learners' confidence and skills to participate in learning processes develop as learning progresses; (4) learning programs should include learning outcomes relating to learners' aims that are not specified in the national curricula; and (5) strategies for measuring and validating learning gain that reflect learners' ways of knowing should be developed and piloted. The following items are appended: a discussion of the learning journey metaphor and suggestions for using it; the interview framework; and lists of the research team members, steering group members, and learning and skills research networks. (Contains 11 references.) (MN)

This document contains three papers from a symposium on emotional intelligence, identity salience, and metaphors in human resource development (HRD). "Applying Client and Consultant Generated Metaphors in HRD: Lessons from Psychotherapy" (Darren Short) reviews some techniques that psychotherapists have devised for using their own metaphors and the metaphoric language of their clients as part of a process for understanding and transforming behavior and explores how they could be transferred to the helping relationship role of HRD consultants in organizations. "Emotional Intelligence: Review and Recommendations for Human Resource Development Research and Theory" (Lisa A. Weinberger) reviews the current state of research in emotional intelligence, explores the applicability of research on emotional intelligence to HRD, and concludes that the study of emotional intelligence and its relationship to leadership, management, teamwork, and team performance are areas ripe for further research in HRD. "Toward a More Harmonized View of Emotion Management: The Influence of Identity Salience" (C. Leanne Wells, Jamie L. Callahan) reviews the control distinction model of emotion management that was proposed by Callahan and McCollum and suggests that the concept of identity plays a useful role in further understanding the application and implications of emotion management in organizations. All three papers contain substantial bibliographies. (MN)

This paper focuses on in-service teacher professional development. The purpose of this paper is to: reexamine the definitions and characteristics that are often associated with the community of practice metaphor; clarify that this metaphor is a theoretical tool for educational researchers to make sense of interactions that take place in educational settings; and use the community of practice metaphor as a theoretical lens to reflect on interactions that took place at a rural Midwestern school district that was involved in a teacher professional development program. The paper concludes with suggestions on how to use community of practice as an instruction design tool for supporting and enhancing organizational learning. The data presented in this paper was extracted from a larger multiple case study that took place in 2 rural Midwestern school districts during August 1998 to May 2000. (Contains 18 references.) (Author/AEF)

At West Virginia State College, the majority of women one professor teaches are first generation college students who arrive in the classroom full of rich cultural stories. These Appalachian women use what they already know as a frame of reference to explore and process the new material of their teacher education program. As part of the final exam each semester, the students are asked to select and describe a metaphor whose characteristics (as they know them) best fit their perceptions of a classroom. This "exercise in metaphors" provides a way for the students to stretch their thinking and refresh their conventional mindsets about the kind of teacher they hope to become and the kind of classroom they want to design. The responses in this paper present a blend of both past and present experiences as these future teachers revisit the truths of their upbringing to inform and shape their emerging understanding of the teaching and learning process. (Author/SM)

This paper presents a Knowledge Sharing project at the Aarhus School of Business (Denmark). As a result of a close cooperation between the Faculty of Modern Languages and the Library of the Aarhus School of Business, a Learning Resource Centre (LRC) is being established. The LRC serves as an exploratorium for the development and testing of new forms of communication and learning, at the same time as it integrates the information resources of the electronic research library. The Library of the Aarhus School of Business acts as a facilitator and is the hub of the learning environment responsible for the development of methods and tools for the common platform of knowledge sharing. In an interaction between the professional learning environments, the library, and an external information technology development environment, the objective is to create models for Intelligent Knowledge Solutions that can contribute to form the learning environments of the school in the 21st century. (Author/MES)

One ethical dilemma for psychologists is finding methods to share test results with their clients in such a way that the client is not deleteriously labeled, but is encouraged by the knowledge of assessed strength and growth areas. This paper offers one answer by presenting a structured protocol that draws on an iceberg metaphor for categorizing the Millon Clinical Multiaxial Inventory-III (MCMI-III) results. Although based on the theoretical underpinnings of Millon, the Iceberg Model is visually simple and understandable for clients, and available as a handout that can be taken home with them. It also aids the psychologists in treatment planning with clear clinical, childhood, personality, cultural, and situational therapeutic targets. (Contains 2 tables and 14 references.) (Author/JDM)

This paper reviews the use of metaphor analysis as a research tool in education, specifically second or foreign language (L2/FL) education, recommending the application of sociocultural theory as a coherent framework to explain how L2/FL teachers construct metaphorical conceptualizations of their profession. It presents examples from a study supporting the view of metaphor as a socially grounded cognitive tool mediating the way English as a Second Language (ESL) teachers speak and think about their field. The study examined the extent to which teachers appropriated metaphors and used them for constructing their own personal belief systems. Teachers read the prompt, "An ESL teacher is like..." then wrote an original metaphor that best represented how they saw themselves as ESL teachers, also identifying assumptions and theories underlying the metaphors. Results revealed a complex process of appropriation and transformation, whereby the conventional metaphors of the group were adopted in a largely intact fashion, but with varying underlying conceptualizations reflecting differences in individual mappings across conceptual domains and in the influence of both multiple social voices and personal teaching experience. The paper recommends the use of metaphor as a tool to increase self-reflection among L2/FL teachers. Appendix includes table of conceptual metaphors, exemplar metaphors, and examines defining what "an ESL teacher is like." (Contains 44 references.) (SM)

Cooperation Metaphors are sets of rules to support interaction and collaboration between users who want to explore complex content and information together. The rules determine how the collaborative community can be created and managed, how members of the community can operate on their own, or cooperate with other members. Different types of situations, tasks and user roles determine different behaviors and therefore need different metaphors. The paper describes in general what cooperation metaphors are and how they can be defined. A number of examples, related to typical activities for virtual museums (museums on the Web) are used in order to give a practical understanding of what cooperation is, or can be. The paper also suggests that virtual metaphors lack some of the features of real-life cooperation, but, on the other hand, can also offer unexpected, powerful and effective possibilities not available in (traditional) real-life. Finally, the paper describes how collaborative activities for virtual museums can be implemented using today's tools and applications for collaboration on the Web, such as Net2gether, Microsoft Research's Virtual Worlds, and the WebTalk series. Includes three figures. (Contains 25 references.) (Author)

This paper reviews a set of studies designed to test the hypothesis that the presence of animated pedagogical agents in multimedia environments can promote deep learning. This was done by first comparing the learning and motivational outcomes of students who learned in the context of social-agency to students who learned in a more traditional text and graphics context. Second, the particular features of the social-agency environment were manipulated to examine which of its attributes (e.g., visual and auditory presence, students' interaction, and agents' learning style) are most important in the promotion of meaningful learning. The theoretical and practical implications of the findings are discussed. (Contains 23 references.) (MES)

Previous research in the field of student learning in higher education has mostly focused on conceptual issues of students at the individual concept or task level. There has been little research of students' conceptions of whole subjects, and virtually no previous research of students' feelings of their conceptual experiences. This paper aims to analyze students' experiences of studying a whole subject and their feelings associated with those experiences. The sample consisted of two interviews with twenty-four first year university physics students. In analyzing students' experiences, two related methodological approaches were used. The first phase of analysis adopted a phenomenographic approach, resulting in the development of categories of description of the variation within students' meaning of understanding. The second phase of the analysis adopted a metaphoric approach, where the variation within students' feelings associated with their meanings of understanding were analyzed. In this paper, the authors present the set of categories of description they developed to describe the variation in the way students conceive of understanding. In presenting these categories of description, the discussion will point towards the (Contains 24 references and 3 tables.) (Author/ASK)

Metaphor-making is a universal human endeavor that manifests across cultures in various ways. Analyzing metaphors enables educators to gain a greater understanding of many social and cultural issues. Teaching children to write through metaphor based upon their emotional landscapes can reveal much of their inner worlds. Such texts can have a cathartic emotional, spiritual and intellectual value. (Contains 20 references and 8 poems written by students.) (Author/RS)

This paper gives a brief introduction to a discipline called the cognitive science of mathematics. The theoretical background of the arguments is based on embodied cognition and findings in cognitive linguistics. It discusses Mathematical Idea Analysis, a set of techniques for studying implicit structures in mathematics. Particular attention is paid to everyday cognitive mechanisms such as image schemas and conceptual metaphors. Some implications for mathematics education are discussed. (Contains 36 references.) (DDR)

This paper explores how the concept of caring relates to the pedagogical imagination of North American and Argentinean preservice teachers. It is guided by the assumption that pedagogical imaginations about schooling, manifested in the form of spoken, written, and drawn expressions, metaphors, and images, may help in the process of grasping students' ideas about caring and their sensitivities and inclinations. Section 1 reviews the works of Nel Noddings, who developed an extensive framework around the concept of caring and its pedagogical values. Section 2 presents the methods used in this project. Weekly classroom observations of 10 groups of Argentinean and American preservice elementary teachers were conducted over 6 months. Faculty, administrators, and students were interviewed, and students completed questionnaires. The researcher observed workshops in which students explored pedagogical imaginations. Sections 3 and 4 report results and conclusions. Many participants in both countries imagined ideal classrooms in traditional patterns. Their ideal classroom was mainly a response to their diagnosis of current classrooms as chaotic spaces deeply embedded in gender dynamics. The notions of caring derived from Noddings' framework were very close to the functions of caring in the pedagogical imagination of preservice teachers in both countries. (Contains 34 references.) (SM)

The objective of this study was to investigate effective applications of portfolios based on research literature and practice in two distinct teacher education programs. During the study it quickly became apparent that the metaphors used to describe portfolios help elucidate how the profession perceives their appropriate use. In fact, the term "portfolio" is a metaphor educators have borrowed from artists. In some cases, the portfolio becomes a metaphor for statistical references. A second metaphor is the portfolio as tool, and another is the portfolio as conversation. At one school of education, portfolio use was well-established, and descriptions of portfolio use were very complete. At the second site, there was a strong focus on affective factors in learning, and there was considerable uncertainty about the direction state requirements for accreditation would take. In many ways, at both schools, the portfolio became the context for learning how to interact professionally. Conceptualizing the portfolio as tool and as conversation were the metaphors most commonly found at both schools. The challenge for teacher preparation programs is to find ways of implementing the portfolio in ways that promote professional growth and program enhancement while maintaining conversations that are succinct and scintillating. (Contains 35 references.) (SLD)

This paper explains how a World Wide Web site was designed to assist preservice teacher education students in reflecting upon their learning and to assist a teacher educator to reflect upon his teaching in university classes. The students reflected on their learning experiences in university classes using a three-phase reflective framework: (1) analysis; (2) synthesis; and (3) theorizing. In the last phase, the students developed a metaphor to represent an optimum classroom learning environment. The Web site was designed using a FileMaker Pro database with a template for each influence on learning (personal, teaching, peer, and situational) to assist students in managing, sharing, and theorizing about their reflections. Students claimed that the Web site supported their reflections and the metaphor helped them to conceptualize the dynamics of classroom relationships, which also provided ongoing data for teacher reflection. (Contains 17 references.) (Author/SM)

This document contains three papers from a symposium on images of human resource development (HRD) that was conducted as part of a conference on HRD. "Analyzing HRD through Metaphor: Why, How, and Some Likely Findings" (Darren C. Short) examines the question of what the uses of metaphor in HRD say about how those in the field view the world and how that view might be limiting and presents an argument for completing an analysis of HRD metaphor, a framework for the analysis, and examples of what such an analysis might reveal. "Scientific Paradigms and Their Implications for a Vision of HR/HRD" (Alice E. McAndrew) discusses how paradigms from the fields of physics, biology, and chemistry can provide "new lenses" through which to view the field of HR/HRD by echoing themes of increasing roles for consciousness, holism, and interconnectedness in our universe. "The Meaning of the Meaning of Work: A Literature Review Analysis" (Neal Chalofsky), examines the state of research concerning the concept of the meaning of work by proceeding from the theoretical foundation of the content motivation theorists and focuses on what research reveals about the meaning of work as a motivational construct. All three papers contain substantial bibliographies. (MN)

This paper focuses teachers' images of their own computer-integrated teaching: the way the teaching process is structured by teachers' relationships with computer technology and how this relationship defines their work and their thoughts, voices, and experiences. It also examines how teachers themselves comprehend and convey their roles and thus search for a new paradigm of opportunities that encompass these roles. Image is proposed in this study as a construct to understand teachers' particularistic knowledge in the context of teaching with computer technology. This study incorporates the utilization of teachers' metaphors as a tool to investigate teachers' images of computer-assisted instruction. Data were collected in three steps. Teachers were instructed to write down personally constructed metaphors in the form of explicit metaphorical statements. This was followed by their creation of narratives of selected metaphorical statements. The last step involved the teachers' derivation of metaphors for the statements. Findings indicate that these underlying images are significant and should be embraced by technology trainers and teacher educators to help better prepare teachers for using technology in instruction. Contains 35 references. (AEF)

The Arabic language used in Egypt is traditionally divided into two major types: classical and colloquial. The idea is that classical or literary Arabic is to be found mostly in formal writing and speaking, whereas colloquial Arabic is used mainly in daily conversation. When it comes to actual usage, however, this distinction is not always clearly observed. In this study an attempt is made to describe the general characteristics of the language, its humor, proverbs, metaphors, euphemisms, and common expressions as actually used by educated Egyptians in both oral and written communication. Examples are provided from recent periodicals, newspapers, and popular literature. A well-organized sampling of different kinds of modern Egyptian Arabic writing with the literal English translation and the English language equivalent is provided--for example, the Arab proverb "in repetition there is learning" and "practice makes perfect." (KFT)

The relationship between life history, gender, and the discourse of modernization was examined from the perspective of a researcher with extensive experience performing evaluations about modernization within human services in Denmark. Three stories about site-based management in two human service institutionsa youth center and a boarding school for autistic childrenwere presented to illuminate fragments of the complex condition that modernization represents. One story, which was told by a female superintendent, reflects feelings of skepticism and professional pride and discusses modernization in terms of development. A second story, which was told by a male superintendent, stresses the challenges and criticism encountered during modernization. In analyzing the stories, the author explored the following themes: (1) the discourse of modernization; (2) pre-existing or interpretive narratives; (3) the notion of the dialectical, liberated, and dispersed subject and the various theoretical forms in which life histories emerge; (4) the concepts of subject and surface and their relationship to the discourse of life history and modernization; (5) fluent and fixed icons of life history; (6) lost virginity and floating space as images of modernization; and (7) rituals of passage, storytelling, imagination, and the researcher's voice. (Fourteen endnotes and 27 references are included.) (MN)

Hypothesizing that metaphoric portrayals of students as consumers/customers should cause consternation, this paper constitutes a pragmatic examination of metaphor and focuses on how the choice of metaphors implicates policies and practices. It begins by tracing the philosophical development of the description of students as consumers/customers, and explains its antithetical nature with relation to the service-learning initiative. The paper suggests that several alternative metaphoric possibilities and invigoration of participatory learning may reduce the pernicious implications of the student-as-customer metaphor, through such practices as enriching the metaphoric repertoire surrounding education and broadening the vision of students by recognizing their roles in service-learning. Contains 35 references. (RS)

The role of metaphors in communicating the meaning of vocation and career is explored in the work of Frank Parsons (author of the 1909 classic, Choosing a Vocation), among career clients, and among contemporary career counselors. Exemplars of metaphors for career are provided across these three sources. Recommendations are made for the incorporation of metaphors into career counseling and the development of novel career assessment instruments. (Contains 26 references.) (Author)