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1.
Explorations in policy enactment: feminist thought experiments with Basil Bernstein’s code theory 总被引：1，自引：0，他引：1
This paper builds on feminist elaborations of Bernstein’s code theory to engage in a series of thought experiments with interview data produced during a co-inquiry design-based research intervention project. It presents three accounts of thinking/writing with data. Our purpose in presenting three different accounts of interview data is to demonstrate the relation between theory and empirical data. In the first two accounts, interview data are interpreted and performed through the lens of theory. By contrast, in the third account attention is paid to the ways in which care is practised not only in terms of policy enactment, but also research enactment. Empirical data are not moulded to fit generalisable theoretical frameworks. Rather, empirical data push back on theoretical concepts in a collaborative thought experiment. 相似文献
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Stuart Powell 《教育心理学》1987,7(3):169-185
Abstract This review paper sets out some of the questions that arise when considering critical thinking and its place in the process of education. Key issues are identified and discussed including the meaning of the term ‘critical thought’, the possibility of devising effective ways of facilitating critical thinking skills and the generalisability of those skills. This review is followed by an analysis of how children use thinking skills in problem‐solving situations and the kind of factors that teachers need to consider when designing problem‐solving activities. In conclusion, observations are made about the direction of research. 相似文献
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HANAN A. ALEXANDER 《Journal of Philosophy of Education》2006,40(2):205-221
In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings. 相似文献
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Sue Gerber Logan Scott 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):842-849
Gaming is purported to hold promise for education, in part, because it is thought to develop 21st century skills such as critical thinking. To date, there has been a dearth of generalisable research investigating the relationship between gaming and critical thinking. Results of a survey of 121 adults found that gamers and non‐gamers do not differ significantly on critical thinking dispositions. However, gamers who play strategy games scored higher on actively open‐minded thinking than did other types of gamers. In addition, low compared with high involvement in the gaming community was associated with higher open‐minded thinking. Implications for educators and for further research are discussed. 相似文献
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Klaus‐E. Jaritz 《Environmental Education Research》1996,2(1):51-62
This paper consists of two parts, the first one sets out the place of the case studies in the context of environmental education in German colleges and universities [1]. The case studies reported here should initiate inter‐university discussions on the objectives of, and the ways to incorporate, environmental education into the training for the pedagogical professions at German academic institutions. The second part tries to deduce generalisable aspects from the studies carried out in order to make some provisional conclusions about environmental education in pre‐service teacher education and the necessary research work in this field. Here use is made of the EEITE characteristics which Country Project Representatives agreed during their Summer Conference in 1993 as criteria to analyse the outcomes of the case studies [2]. 相似文献
7.
Prof. Dr. Johannes König PD Dr. Martin Rothland Kerstin Darge Melanie Lünnemann Dr. Sarantis Tachtsoglou 《Zeitschrift für Erziehungswissenschaft》2013,16(3):553-577
The career choice motivations of potential teachers, their interests and other factors relevant to their choice of career are studied in order to achieve the best possible recruitment of new entrants to the teaching profession. However, the research and findings which are already available in this field are inadequate. The article is the first study which aims to analyse the structure and applicability of the internationally accessible FIT-Choice instrument to detect the relevant factors for teaching as a career choice in Germany, Austria and Switzerland on the basis of representative samples (n = 6,601) in order to create a data basis which will enable the previously unconnected research initiatives in German-speaking countries to be combined. In addition, teaching experience is taken into account and used to check how valid the career choice motives stated by the students are. The overall objective is to explore the extent to which measurements of career choice motives and teaching experience and analysis of two areas can be generalised across different institutions and countries and can go beyond the limited significance of the previously available findings, and eventually to formulate generalisable assumptions about the ideas which influence teaching as a career choice, and especially the motivation which leads to this career choice. 相似文献
8.
In a keynote address to the Teacher Training Agency Annual Conference, Professor David Hargreaves suggested that teaching could become an evidence-based profession if educational researchers were made more accountable to teachers. This systematic literature review set out to explore: how teachers use research; which features of research encourage teachers to use research findings in their own practice; whether medical practitioners make greater use of research findings than teachers; and approaches to dissemination. Two key ideas emerge from this review. First, there appear to be common barriers to research use in both medicine and in education. Findings suggest that there is a need to create a culture in the public sector which supports and values research. There are, however, a number of factors, which appear to be more specific to the education field. Key differences in the way that research knowledge is constructed in the social sciences has led to researchers being challenged about their findings, particularly in relation to the context, generalisability and validity of the research. For these reasons the development of communication networks, links between researchers and practitioners, and greater involvement of practitioners in the research process, have emerged as strategies for improving research impact. 相似文献
9.
《British Journal of Educational Studies》2012,60(4):369-389
ABSTRACT:? This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon ‘post-modern’ conceptualisations of practice, setting these against research concerned with generalisability that veers towards traditional positivist claims. The paper concludes by suggesting that such arguments readily fold back into a conservative empiricism and a more appropriate position should be based upon dialogue across a range of constituents. However, such a notion needs to recognise social antagonism as well as aspirations towards the deepening of notions of social justice. 相似文献
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《International Journal of Lifelong Education》2012,31(3):261-275
This case study focuses on Walking Home Carrall Street, a series of walks with youth that took place in the autumn of 2010 on and around Carrall Street in Vancouver, BC. Through participant observations, interviews and analysis of the written reviews submitted by the youth, the purpose of the study is not to provide generalisable insights, but rather to discern with which category or categories of educational programmes it may share certain features. The central question guiding the study, therefore, was: How might Walking Home Carrall Street best be characterised as an educational programme? By drawing out connections to educational, philosophical and geographical literature, I discuss obvious features explicitly mentioned by the programme’s organisers, such as its nonformal and experiential character, as well as less obvious ones, such as the ways in which the programme constitutes an intervention in public space and the ways in which it offers youth opportunities to manifest their intelligence. I also discuss curricular features, such as the deliberate use rather than avoidance of repetition and the relevance of emergent and unplanned curriculum. 相似文献
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In recent years, it has become fashionable to demand of research that it produces ‘evidence’ that can be turned into easily generalisable findings. Ever more elaborate sets of managerial standards and pre-defined learning outcomes have been imposed, and English teachers are encouraged to see their practice as merely an implementation of ‘what works’. What gets lost in such discourse is the messy and wonderfully productive complexity of classrooms and the layered and deeply historied character of the interactions that take place in them. This article considers a different kind of research, one that is clearly located within particular contexts and is always attentive to the lives and capacities of the students and their teachers. At the heart of this article is the collaboration between a university academic and a practising English teacher, a collaboration that is both documented and enacted in Confronting Practice, Classroom Investigations into Language and Learning by Brenton Doecke and Douglas McClenaghan. 相似文献
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With equal access requirements and increasing rates of enrolment of students with disabilities in higher education, universities must find appropriate and efficient ways to create accessible materials which benefit and support all students. In response to cuts to disability funding, issues relating to the provision of an inclusive curriculum are now dominating institutional policy and educational discourses. This paper reports on a trans-Atlantic project which utilised student employees to convert and develop inclusive learning materials for their peers, with the expressed purpose of piloting a sustainable intervention method generalisable to meeting similar needs of diverse universities for inclusive material provision and a future workforce aware of disability issues and accommodations. Qualitative in-depth interviews with ten students (eight UK and two US) find that involving student employees in the delivery of inclusive materials improves partnerships and attitudes around disability and accessibility measures. 相似文献
15.
Janet McIntyre‐Mills 《Educational Action Research》2013,21(2):245-251
The aim of this action research project was to identify criteria that would best represent competent teaching and incorporate these within an effective teaching appraisal process. An initial literature review provided broad criteria of the process of teaching which had been shown by research to have fostered student learning. These criteria were structured within an initial proposal for an appraisal framework and were shared with staff at. a seminar in the Faculty of Health Studies at the Auckland Institute of Technology. Twelve staff representing six of the departments subsequently volunteered to participate in a research group to further develop this appraisal framework and the appraisal processes. The researcher used the action research processes of collaboration, power sharing and critical reflection to maximise the quality of and the commitment to the new appraisal procedures. This appraisal model features four dimensions of the teaching process which have been differentiated from the wider duties of a teacher's role. It was implemented in the Faculty promotion round, evaluated, and further upgraded for re‐implementation in the following year. The project has resolved several theoretical problems related to evaluating teaching. It has also produced a framework of valid appraisal criteria which can be used to effectively evaluate the quality of teaching. This appraisal process is considered to be based upon generalisable knowledge which could be utilised by other teaching organisations. 相似文献
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《Journal of Further & Higher Education》2012,36(3):349-357
Since the incorporation of the further education (FE) sector student drop-out has become an issue for policy makers, and colleges with higher than average rates of non-completion have been penalised. This process, which is consistent with the 'new managerialist' approach described by Randle and Brady (1997) in an earlier volume of this Journal, results in a loss of funding and 'naming and shaming' via inspection reports and performance tables. It is suggested that this policy response to student drop-out represents a mechanistic reaction to the 'standards' agenda and could impede other policy priorities such as widening participation. The paper examines the growing body of research evidence which challenges the view that drop-out is caused by colleges which 'don't care'. Studies of the influence of factors external to colleges, such as financial hardship, feeder schools and the impact of 'habitus' on a student's disposition, illustrate the problem of trying to reduce the complex issue of drop-out to a single, generalisable cause. The paper concludes that the development of a more sophisticated analytical model is necessary if student retention is to be improved. 相似文献
17.
Arlindo Silva Marco Leite João Vilas-Boas Ricardo Simões 《European Journal of Engineering Education》2019,44(4):545-569
ABSTRACTProduct design and development (PDD) is a current topic of academic and industrial research. Emphasis on innovation and entrepreneurship, as well as design thinking and creativity has been recently pulled together into the teaching and research on PDD. This paper looks into a multidisciplinary setting made up of three similar but independent PDD masters courses taught at three higher education institutions, having the same assessment, syllabus, assignments and outcomes. As expected, students’ projects foci are different. The outcomes of this experience were confronted with an ex-post literature review, which generated thorough guidelines that supported an innovative proposal for PDD education, to be implemented into an interdisciplinary Summer School. Significant generalisable contributions for educating modern engineers, designers and business entrepreneurs are expected, instead of just teaching methods of engineering, design and entrepreneurship at the case universities. The limitation of the used inductive reasoning concerns ‘truth’ being suggested but not assured. 相似文献
18.
Marc A. Brackett James L. Floman Claire Ashton-James Lillia Cherkasskiy Peter Salovey 《Teachers and Teaching》2013,19(6):634-646
The evaluation of student work is a central aspect of the teaching profession that can affect students in significant ways. Although teachers use multiple criteria for assessing student work, it is not yet known if emotions are a factor in their grading decisions as has been found in other instances of professional evaluations. Reason to believe that this might be the case not only comes from emotion-congruent judgment research, but also from the emerging field of teacher emotion research which is beginning to reveal that emotion may be an important element in various teacher cognitions and practices. The present study provides initial evidence that emotions may bias the grades teachers assign to their students, such that positive and negative emotions influence grade assignment in emotion-congruent ways. This research offers empirical contributions to research on emotion and cognition as well as on teacher emotion. 相似文献
19.
Helen Burchell 《Educational Action Research》2013,21(3):435-450
In the context of teaching in higher education story writing as an aid to reflection on practice would seem to be a little-used research tool. We examine its value as part of an action research project focusing on dissertation supervision, in which five lecturers were invited to write stories on this theme. The ways in which this dimension was introduced into the project are explored, and its distinctive contribution to the research, together with the use of interviews and group discussion, is discussed. We consider the purposes of story writing within action research, and the ways in which it might benefit both writer and readers, and offer suggestions for how others might develop this aspect of action research into teaching in higher education. 相似文献
20.
Gertrude N. Smit Henk T. Van Der Molen 《Assessment & Evaluation in Higher Education》1996,21(4):335-345
Assessment of students’ communication skills after a course in counselling, in which the students are prepared for work practice, requires another assessment method than the traditional written examination. In this paper we describe the construction and evaluation of simulations. The results of an investigation into the quality of the simulations show that they enable objective assessment of students’ mastery of skills in the situation which is simulated. In order to achieve generalisable scores, i.e. scores which indicate how well a student will perform in counselling interviews in general, more than one simulation has to be administered. Although the simulation is not an efficient instrument, its benefits are high: weaknesses in students’ performances will be detected so that remedial teaching can be offered, and clinical practice can be preserved for counsellors with a less than sufficient ability in counselling skills 相似文献