共查询到20条相似文献，搜索用时 15 毫秒
1.
During the early 1980s in Australia there was a new wave of expectancy about primary science as new curricula were being considered or introduced and research findings were beginning to identify new directions for both teaching and research. In an expression of this, six authors were invited to present papers to a symposium on primary science held in 1984 to address the question: “What do you believe should be the state of primary science (in Australia) in 1995 and what are the steps which need to be taken to achieve the desired state?” This study set out to identify what had been said at that time, to compare that with actual developments, and to identify possible future directions for research. Relevant publications includingResearch in Science Education were analysed as a means of comparing what had happened since 1984 with the hopes of those authors. It was only in the latter half of the decade that some of the scenarios painted by the authors in 1984 began to emerge. A key implication for the research community drawn from the analysis shows that science education researchers have tended to neglect working in collaboration with education departments and authorities for the improvement of primary science education. 相似文献
2.
This paper focuses on the need to further environmental education research within a context in which local government, local business and tertiary institutions are viewed as interlinked components of the development process. Research and interaction with local stakeholders offers an opportunity to chart a path that intersects and then fuses environmental education with that of environmental and development practice. The paper focuses on three research initiatives that highlight the intrinsic need to create a learning society and how to gain more robust recognition for the role of environmental education research as a developmental process. The three research initiatives deal with the integration of environmental management systems thinking in local government (case 1), how a local government envisaged environmental education campaign constitutes challenges for environmental education research (case 2), and how pollution highlights the need for partnerships in addressing the Polluter Pays Principle (case 3). Findings from the research underscore the lack of environmental concerns within the decision-making process in local government. Paucity of capacity to monitor and act on challenges within this sector also point to the need for coordinated action against industrial misdemeanours, where self-regulation is still far from a reality. Most importantly, we argue that environmental education research and practice should contribute to the strengthening of facilitation skills and systems thinking amongst researchers who work within networks of stakeholders who must ensure sustainable urban places in the future. 相似文献
3.
Gareth Rees Stephen Baron Ruth Boyask Chris Taylor 《British Educational Research Journal》2007,33(5):761-779
There have been numerous attempts in the past few years within education research—and social science research more generally—to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of ‘research‐capacity building’ initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways in which different modes of professional learning are implicated in the social practices of education research. These considerations lead to the conclusion that the currently dominant approaches to research‐capacity building are based on an underestimation of the difficulties in influencing the professional learning of educational researchers significantly and, thereby, changing the practices of educational research. More realistic expectations of these forms of research‐capacity building, in turn, suggest the need to develop alternative approaches that acknowledge the exigencies of the current social organisation of educational research more fully. 相似文献
4.
William E. “Brit” Kirwan 《Innovative Higher Education》2010,35(2):101-111
Higher education in America has experienced periodic “inflection points” that have served to significantly alter the higher
education landscape and dramatically change the focus and actions of the American research university community. We are on
the leading edge of a new inflection point that could be—despite prevailing economic challenges—an opportunity for higher
education to meet and address some of the great challenges facing our nation, such as economic competitiveness, health care
and health care delivery, and environmental sustainability. These are challenges higher education is, in fact, uniquely suited
to address. 相似文献
5.
Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher’s own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for such collaboration and focus on how a teacher and a researcher performed their roles when collaboratively implementing mathematical modeling tasks within a context of in situ professional development. Using multi-tier design-based research, as a framework, a researcher worked in a teacher’s classroom to implement a series of research-based mathematical modeling activities. A broad corpus of data from this interaction was analyzed, including audio recordings of interviews with the teacher, video recordings of three mathematical modeling lessons, researcher field notes and journal reflections, instructional materials, and students’ written work using the principles for designing activities for teachers. The emerging roles and relationships between the teacher and the researcher were documented, as (1) the researcher implemented the professional development, (2) the teacher shared her concerns, (3) the researcher responded to the teacher’s challenges, and (3) the teacher reflected on student development. As a case study of collaboration, the participants’ roles and strategies to overcome challenges and achieve shared objectives can benefit teachers and researchers who plan to collaboratively implement modeling in the classroom. The study supports the value and viability of this form of in situ professional development, indicating that significant changes in teachers’ thinking about their students’ mathematical model development can occur in relatively short periods of time. 相似文献
6.
Sandie Wong E. Murray C. Rivalland H. Monk L. Piazza-McFarland G. Daniel 《The Australian Educational Researcher》2014,41(3):243-259
Growing recognition of the complexity of children’s lives has led to strong advocacy in education research literature for greater collaboration between researchers from different paradigms to address the ‘wicked’ problems that face contemporary children and families. There is little literature, however, exploring how collaboration works in practice. This paper, drawing on researcher reflective narrative, and using Cultural Historical Activity Theory as a heuristic framework, describes and critiques the formative stages of an educational research collaborative group of five early and one mid-career early childhood education researchers (the authors), from two universities, and with quite different epistemological and ontological understandings. It outlines, from an insider perspective, some of the outcomes, challenges and tensions associated with participating in the research group, and concludes by providing some implications for policy and considerations for those contemplating forming a collaborative group. 相似文献
7.
Linda J. Harrison Myra Dunn Kennece Coombe 《Journal of Early Childhood Teacher Education》2013,34(3):217-229
Increasingly, researchers, teacher educators and governmental agencies underline the need for early childhood professionals to be able to conduct and use relevant research in their practice. In contrast, early childhood teachers tend to draw exclusively on practical advice rather than research evidence to evaluate and develop their teaching. To address these contradictions in expectations, recently developed preservice early childhood teacher education programs have included a core research subject that aims to foster an appreciation of the value of research and its contributions to professional practice. This study examines the effectiveness of teaching and learning approaches designed to make research relevant to undergraduates at an Australian regional university by tracking students' changing views about research during a one-semester teaching period. The findings of this study show that relevant learning experiences, such as designing and conducting a simple research project, modeling research, collaborative inquiry, focused reading, and organizing a research conference, significantly changed student perceptions of the relevance of research to their teaching and their future role as early childhood professionals. 相似文献
8.
Ongoing globalisation processes call forth a need to foster students' intercultural competences and language skills. Simultaneously, teachers face an increasing diversity of students' first languages and cultures within classrooms, demanding responsive and integrative practices from them which address all students. Bilingual education is one possible format in which these challenges can be met; however, it requires a high level of teacher professionalism. This systematic literature review harvests international research on bilingual education teachers published between 1995 and 2020. It compares frameworks and research on bilingual education teachers’ required competences for secondary education and generates a professional competence model for bilingual education teachers. This systematic review of 79 individual reports identifies a total of 16 converging competences, many focusing on language proficiency and pedagogical/psychological knowledge. Furthermore, it yields important implications for bilingual teacher training such as the fostering of (academic) language proficiency, cooperation skills and knowledge of bilingual education research. 相似文献
9.
Valentina C. Tassone Catherine O’Mahony Emma McKenna Hansje J. Eppink Arjen E. J. Wals 《Higher Education》2018,76(2):337-352
There is an urgent need to address the grand sustainability challenges of our time, and to explore new and more responsible ways of operating, researching, and innovating that enable society to respond to these challenges. The emergent Responsible Research and Innovation (RRI) policy agenda can act as a catalyst towards the development of new and more responsible research and innovation efforts. Inevitably, higher education needs to be closely attuned to this need and agenda, by preparing students to engage in RRI efforts. This paper makes a first step towards guiding the embedding of RRI within higher education. It does so by bringing together academic knowledge with phronesis or practical knowledge about what should be done in an ethical, political, and practical sense. It draws on a literature review and on the reflective practices of partners in the European Commission funded project EnRRICH (Enhancing Responsible Research and Innovation through Curricula in Higher Education), as well as on interviews and case studies gathered as part of the project. The paper suggests elements, especially design principles and a competence framework, for (re)designing curricula and pedagogies to equip higher education students to be and to become responsible actors, researchers, and innovators in a complex world, and to address grand sustainability challenges. In addition, this paper proposes that contemporary higher education teaching and learning policies and strategies, especially those promoting neoliberal agendas and marketized practices, need to adopt a more responsible and responsive ethos to foster the renewal of higher education in times of systemic dysfunction. 相似文献
10.
Eva Pölzl-Stefanec 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2192-2208
Practitioner notes
What is already known about this topic- Online professional development has already a very long tradition in the field of adult vocational training but not in Early Childhood Education.
- The possibility of attending online professional development programmes independent of a participant's time constraints or location is viewed as a particularly beneficial advantage.
- Online professional development programmes positively affect the professionalisation of educators. For this reason, they must increasingly be integrated into the field of early childhood education.
- In the field of early childhood education in German-speaking regions, online professional development training courses are only beginning to be developed.
- This paper examines the challenges and barriers for early childhood educators associated with implementing online professional development programmes for early childhood educators.
- The survey was conducted during the COVID-19 pandemic and includes current data on the ongoing digitalisation boom.
- Online professional development courses should not be understood as competition for conventional face-to-face programmes. Instead, they act as a useful supplement.
- Media competencies are a fundamental prerequisite for everyday professional life—early childhood educators need functional media devices, stable internet connections, and support structures in IT and computer literacy.
- Early childhood educators require effective instruction in using online professional development programmes to expand online professional development programmes in their field. They must also address compelling topics in early childhood education relevant to educators' practise.
11.
Christopher Brown 《Early education and development》2013,24(1):151-177
Research Findings: The emergence of standards-based accountability reforms in early childhood education has created new challenges for the field. This article presents findings from a case study that explored how stakeholders in a large urban pre-kindergarten program struggled to implement an assessment tool that aligned the normative academic achievement expectations found among their teachers and administrators with the absolute measures of this construct found in their state policymakers' high-stakes standards-based accountability reforms. Analyzing the tension that emerged in this process of alignment highlights the challenges early educators face as they fold their child-centered programs into these larger high-stakes standards-based kindergarten through grade 12 education systems. Practice and Policy: The findings from this study illuminate the need for early childhood education programs to understand how high-stakes standards-based accountability reforms define student achievement. Furthermore, as early childhood programs and personnel address these reforms, their responses need to be explicit about how their assessment measures are connected to their normative conceptualizations of student achievement and what this means for the education of children in their programs. 相似文献
12.
Joseph Henderson David Long Paul Berger Constance Russell Andrea Drewes 《Educational Studies A Journal of the American Educational Studies Association》2017,53(4):412-425
Human-caused climate change is a dominant global challenge. Unlike other disciplines and fields, there has as yet been only limited attention to climate change in educational research generally, and in educational foundations in particular. Education is key to assisting humanity in mitigating and adapting to climate change, and educational researchers working within diverse disciplinary and methodological traditions and a broad array of research contexts need to engage in this most pressing of challenges. We argue that the field needs a new commitment to a form of educational justice appropriately scaled to the size of the challenge we face. We address this gap by reviewing current thinking on the human dimensions of climate change and summarizing what research has been conducted in the area of climate change education as a means of identifying a range of possibilities for educational research and praxis. 相似文献
13.
In South Africa the challenges facing the post-school vocational education system are daunting. There is a lack of coherence, resulting in fragmentation of the system. A Training Needs Assessment Study commissioned in 2014 revealed several major academic challenges facing college leadership. The most pressing issues were poor leadership and management skills and challenges facing lecturers in various aspects of teaching and learning, amongst which were blatant shortcomings in their capabilities to meet the competencies required for effective lecturing. This realisation led the researchers to hypothesise that ineffective and fragmented leadership and management practices may be to blame for this state of affairs. The researchers wondered whether an integrated and focused leadership model aimed at distributing ownership for student achievement should be implemented to produce better results. The overarching research question was: What are the main stumbling blocks in improving National Certificate: Vocational (NC(V)) students’ performance at technical and vocational education and training (TVET) colleges; and how can a distributed instructional leadership approach be conceptualised to address the problems at institutional level? A qualitative research approach was used, which was mainly inductive, providing a clear understanding of the participants’ views and capturing their perceptions in their own words. A phenomenological design was used as strategy of inquiry. The findings created an awareness for considering collaboration and the distribution of powers and capabilities to bring about a shared leadership vision in the quest for challenging poor performance at institutional level in a sector that is in dire need of positive outcomes. 相似文献
14.
Dianne Bills 《International Journal for Academic Development》2013,18(1):85-97
Teaching reform in higher education has frequently been informed by investigations into conceptions of learning held by students and by teachers. Such work has been extended into research education, with the study of experienced researchers' conceptions of research providing a basis for enquiry into the way research is experienced by the various participants in research education. This paper reports research designed to investigate research supervisors' conceptions of research as they were produced in focus group conversations. Using techniques of membership categorisation analysis, discourses are identified that privileged university‐based research and researchers over other forms of research and other ways of knowing, in particular over the interests of professional/practitioner researchers and over the legitimacy of research conducted in workplaces outside the university. It is argued that such discourses have the potential to be problematic for professional and industry‐based practitioner researchers as they seek to construct authoritative researcher identities. Further interrogation of the categorisation work that sustains these discourses offers the opportunity to make their assumptions explicit, which has implications for supervisors' reflective practice and professional development. 相似文献
15.
Morgan Chitiyo Elizabeth M. Hughes Darlington M. Changara George Chitiyo Kristen M. Montgomery 《International Journal of Inclusive Education》2017,21(1):48-62
Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education, researchers have suggested the need for professional development in the area of special education. The purpose of this study was to identify the special education professional development needs of both special and general education in-service teachers in Zimbabwe. A semi-structured survey instrument, developed by the first and second authors, which included open- and closed-end questions was used in this study. The sample consisted of 204 schoolteachers drawn from two school districts of Zvishavane and Gwanda. The participating schoolteachers overwhelmingly expressed the need for more professional development in the area of special education. The schoolteachers also identified several topics that they considered to be important for professional development. 相似文献
16.
There is growing recognition of the significance of learning within debates about sustainable development. Within the field of environmental education research, however, there has been insufficient attention given to questions of learners and learning. In the light of this situation, this paper reports findings from two studies (one in England, the other in Sweden) that focused specifically on learners' experiences of and responses to environmental curricula in secondary school and higher education. Three kinds of learning challenges that can be experienced by students on environmental education courses are outlined and discussed. The main purpose of the paper is to highlight the complexity of the learning experience within environmental education and to draw attention to the need for improved research‐based understandings of environmental learning processes. 相似文献
17.
Debra J. Ackerman 《Journal of Early Childhood Teacher Education》2013,34(4):291-301
Abstract Because of the link between teacher training and higher‐quality classroom practice, early childhood researchers and professional organizations have placed an increasing emphasis on all early childhood teachers—including those in early care and education (ECE) settings—obtaining a minimum of a Bachelor's degree as part of their professional development. Given the differing licensure requirements for ECE teachers, the variety of settings early childhood teachers work in, and the creativity needed to respond to the changing roles teachers play in those settings, however, this paper offers an additional perspective that is sometimes left out of the discussion regarding what teachers need: that of the early childhood practitioner. Using conversations with both a certified, public school teacher and a non‐certified teacher in a private ECE setting in New Jersey, this article reports on these teachers’ professional development experiences, as well as the implications of their experiences for future considerations of what teachers need in order to enhance their growth as educators. 相似文献
18.
Abstract The widely used New Environmental Paradigm (NEP) scale was recently revised to address concerns about its dimensionality and validity. As an ever larger number of researchers from an increasing variety of disciplines incorporate environmental issues into their research, the need for environmental concern measures such as the NEP will broaden. The authors evaluated the predictive validity of the original and revised versions of the NEP scale, some abbreviated NEP-derived scales, and a non-NEP environmental attitudes scale. All of these scales explained a significant amount of the variance in a measure of intention to engage in proenvi-ronmental behavior. Based on the results, the authors suggest how researchers should use these scales in their research. 相似文献
19.
Shirley Chan 《Journal of Further & Higher Education》2018,42(3):327-338
This article is predominantly concerned with the global challenges associated with managing an academic workforce in an era characterised by increased demand for higher education. In scrutinising global trends in higher education and academic workforce management, the article will address two research questions. First, what are the global trends that most affect education in the twenty-first century? Second, what are the transformations that have taken place in the academic workforce amid these trends? Last, the article calls for a need for researchers to profoundly explore the management of the academic workforce cross-nationally between developed and developing economies, with a particular focus on Australia, Malaysia and Singapore. 相似文献