共查询到20条相似文献，搜索用时 31 毫秒
1.
The main aim of this study is to shed light on the issue of how children learn to identify what is meant by what is said in communicative practices. The study replicates and extends the well-known work on what is referred to as children's 'theories of other minds'. The focus in the present study is on the interplay between the adult and the child, the nature of the task and the child's position in the communicative encounter. Rather than assuming that children have or do not have 'theories of other minds', we explore the communicative conditions under which children can be made sensitive to the nature of other people's (mistaken) beliefs. The empirical work was carried out amongst children aged three to five, since this is the critical age at which it is claimed that children become sensitive to the fact that other people's perspectives of a situation may differ from their own. The results show that whether or not children 'are able' to adopt other people's perspectives is very much a situated affair and reflects the manner in which they are brought into a position where they can share the framing of the adult. The questions posed are interpreted differently by the children in ways that go beyond the intended difference that concerns perspectivity. The test situation is polysemous in many respects and the variation in responses cannot be reduced to such a simple distinction as the one implied in the theory of mind research paradigm, which represents a monological conception of communication. 相似文献
2.
《International Journal of Research & Method in Education》2013,36(2):206-222
Assumptions about a child's competence to voice an opinion often inhibit efforts to find effective methods for participation. Answers to questions are sought from the significant adults who surround a child [Morris, J. 2003. “Including All Children: Finding Out about the Experiences of Children with Communication and/or Cognitive Impairments.” Children and Society 17: 337–348.]. Indeed, methods that ask adults rather than children about children's lives have often been justified as the only way in which a ‘truth’ [Westcott, H. L., and K. S. Littleton. 2005. “Exploring Meaning in Interviews with Children.” In Researching Children's Experience: Approaches and Methods. London: Sage] may be established as to how it feels to be that child, whatever their age. This stance has been increasingly challenged [Clark, A., and P. Moss 2001. Listening to Young Children the Mosaic Approach. Norwich: National Children's Bureau] with the argument that only by ‘giving them a direct and unfettered voice’ [Winter, K. 2006. “Widening Our Knowledge Concerning Young Looked After Children: The Case for Research Using Sociological Models of Childhood.” Child and Family Social Work 11: 55–64; Winter, K. 2010. “Ascertaining the Perspectives of Young Children in Care: Case Studies using Reality Boxes.” Children and Society: The International Journal of Childhood and Children's Services 61] can children's views be properly sought and represented. Research looking at the experiences of children when they were taken into the care of the local authority meant that some difficult, complex, sometimes painful questions may be asked. In this paper, I explore the development and use of creative, interactive methods with children aged 4–13 that facilitated their participation and avoided causing undue distress. I also debate the importance of engaging with children where their circumstances and past experiences are distressful arguing that a relationship where listening carefully is paramount enables the child's voice to be heard. 相似文献
3.
4.
Kenneth A. Feldman 《Research in higher education》1983,18(1):3-124
A review of relevant research shows that many studies have found the academic rank, age, and extent of instructional experience of college teachers to be unrelated to their students' global evaluation of them. Yet many other studies have found these indicators of the teacher's seniority and instructional experience to be related to the overall evaluation of teachers, and with a consistent pattern. In this latter group of studies, the teacher's academic rank is positively associated with the overall evaluation of the teacher, whereas both the teacher's age and extent of instructional experience are inversely associated with overall evaluation. Although these associations are generally weak in strength, they are robust enough to hold under a variety of controls (including the size of course enrollment and the gender of the teacher). Also, at least for extent of instructional experience, the number and strength of the associations may be underestimated by considering the relationship in question as linear when in fact it may be curvilinear. Just as the teachers' age and extent of instructional experience in general have been either not related or inversely related to the global evaluation of teachers, so they have been for more specific evaluations of teachers. When academic rank has been found to be related to specific evaluations, the relationships tend to be positive for only certain specific rating dimensions while being inverse for others. This being so, it is puzzling that the associations that have been found between academic rank and global evaluations have generally been positive only. A possible explanation for this is offered and supportive evidence marshaled. Finally, several reasons why associations between any of the indicators of seniority or instructional experience and either specific or overall evaluations may be inverse, positive, or curvilinear in the first place are advanced. These hinge on such factors as the teacher's motivation and career circumstances, the pedagogical training and abilities of different cohorts of teachers, as well as the criteria and practices of colleges in their recruitment of teachers, the extent of an age (or generation) gap between students and teachers, and students' expectations and perceptions of teachers and pedagogical characteristics attributed to them. Those reasons having the greater support empirically as well as those that seem the most plausible are noted. 相似文献
5.
The more people are urged to 'think globally' and to see themselves as 'citizens of the world', the more taken-for granted notions of national belonging (national identity) are called into question. Nowhere has this been more evident than in Australia where, in recent times, a number of events have caused Australians to think most carefully about what it means to be Australian. While there have been plenty of opportunities for adults to debate these issues, little attention has been paid to the way children are now conceptualising their senses of 'belonging'. Do children see themselves as global citizens, an identity they are increasingly encouraged to embrace through mass media, mass communications and the Internet, or do they see themselves as belonging to an entity called 'Australia', or are they juggling with both identities? This study examines how 28 young Australian children are thinking about what it means to be 'Australian' and 'a citizen' in global times. 相似文献
6.
Galit Caduri 《Journal of Philosophy of Education》2013,47(1):37-52
The purpose of this article is to explore the epistemological foundations of narrative research in education. In particular, I seek to explain how one can obtain knowledge, given its origin in teachers' subjective experiences. The problem with rhetorical and aesthetic criteria that narrative researchers use to warrant their knowledge claims is not that they don't meet a correspondence criterion of truth as post‐positivists contend, but rather that they fail to connect teachers' ethical views with their practice. Since narrative research is aimed at understanding teachers' actions and not at seeking some kind of mechanism in teachers' behaviour, the link between past experiences and present teaching practice is not causal but teleological. I suggest that although the knowledge claims of narrative researchers may not be justified (because they don't meet the criteria of truth as correspondence theory), we might nonetheless be intellectually entitled to accept them. Entitlement is an epistemic right or warrant that constitutes knowledge as justification, but uses different reasons—teleological not causal explanations. I offer three criteria to establish entitlement to accept narrative researchers' findings: (1) the meeting of rhetorical standards such as plausibility, adequacy, and persuasion; (2) the inclusion of teachers' stories about their pedagogical practice; (3) the meeting of ethical criteria that connects a teacher's actions to an articulate and defensible end‐in‐view or vision of the good. 相似文献
7.
This essay is an updating of one that was published exactlytwo decades ago; in the intervening years there has been a revival of interest in positivism as a historical phenomenon in epistemology and philosophy of science (some references to which are given), but there also has been heightened awareness of the various weaknesses of the positivist position. But the main themes of the original essay are still valid – the tendencypersists (and may even have grown stronger) for individuals to charge their opponents indiscriminately with being ``positivists'' without being clear what actually characterizes this position; and there is still a failure to recognize that positivism was a complex ``position'' some of whose theses can be held by individuals who strongly oppose other theses and thus often do not deserve this label. Indeed, some present-day opponents of positivism do not realize that they share its important anti-realism or instrumentalism. 相似文献
8.
Lya Kremer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(1):37-46
The study aimed to define the role of principalship, necessary because of the conflicting loyalties and responsibilities inherent in this role. Four ‘facets’ were used to classify areas of principals' activities, from which a questionnaire was constructed. Ninety principals, representing most of those in the northern part of Israel, participated in the project. On the basis of the questionnaire, they related their role activities to the degree of autonomy they felt they were granted. The findings identify the main factors in the role of the principal and show that principals' activities may be defined according to (a) the degree to which they have been planned in advance or carried outad hoc; (b) their professional or bureaucratic character; (c) the goals which they are meant to serve and whether their aim is task/product-or person-orientated. In all of these areas the principal can act with varying degrees of autonomy. The techniques employed in obtaining and analyzing the results offer a means of creating and comparing principals' profiles, hence also of indicating the position of the principal in the more general system; producing a typology of administrative styles; and identifying personal styles of principalship. 相似文献
9.
Kay Livingston 《European Journal of Education》2014,49(2):218-232
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold. 相似文献
10.
Dianne Bloomfield 《Asia-Pacific Journal of Teacher Education》2000,28(3):199-212
Student teachers studying by distance or external mode occupy a marginal and potentially isolated position with respect to the university. When undertaking a practicum experience, they individually enter a space within their placement school in which they may once more be presented with the challenge of operating from the margins. Using the Web and a 'bulletin board' facility, external Graduate Diploma in Education students were provided with the opportunity to 'chat' on-line during their recent practicum experience. The 'visible voices' of those students who participated in this Web link provide an interesting background to considerations of the ongoing negotiation within these marginal spaces by student teachers with respect to their emerging teaching identities. The extent to which the Web can provide students with a new notion of a learning community or a site for a critical or resistant dialogue and implications for broader issues concerning student 'voice' and subjectivities are considered within this article. 相似文献
11.
This article looks at the stories mature students tell about the risks of higher education, in terms of its effects on identity and the implications for relationships with their families and former friends. Two sources of risk are highlighted in their stories; firstly, risks stemming from challenges to established gender roles in the family, which are mediated by the effects of social class; and secondly, risks that accompany the movement away from working class habitus which is an inevitable consequence of being in higher education. To be 'educated' is to stake a claim to a new identity which can be threatening both to one's own sense of self or to others. This may be experienced either as being seen by others as superior, or as feeling superior to others, but in both cases, there is an implicit challenge to former relationships. In their accounts, students describe how they try to manage relationships with families and former friends in order to minimise the disruption to their lives. Whatever strategy they adopt has consequences for their self-identity, which is experienced as fragmented and compartmentalised. In this process of becoming a different person, gender and class interact to produce specifically gendered and classed experiences of this painful transition. 相似文献
12.
Hugh Gash 《欧洲特需教育杂志》2013,28(2):146-155
ABSTRACT How might teachers think about moving to challenge prejudice against persons with handicap? Drawing on Piaget's and Bateson's constructivist theories, prejudices are examined in terms of the processes by which they are formed within the individual, the role they play in identity, and the reasons they may be resistant to change. Consideration is then given to strategies which may be useful in inviting reconsideration of cognitive items of this type. Looking at the learner's experience these include certain types of questioning strategies and counterexamples. Looking at the teacher's experience a number of techniques are recommended including, neutrality, circular questioning, and parenthesising. 相似文献
13.
HARRY C BOYTE 《Cambridge Journal of Education》2003,33(1):85-100
This study analyzes the theoretical and practical political frameworks behind the two main approaches to civic education in America, 'civics' and 'service'. The first focuses on educating students about the formal political process. It is associated with liberal political theory and also with a justice-oriented, distributive politics that in practice has increasingly become consumer-oriented--fights over 'who gets what'. The second, 'service' (or community service or service learning) is associated with communitarian political theory and also with politics known internationally as neo-liberalism or the 'Third Way'. Neither liberalism nor communitarianism has been able to mount a significant alternative to what editors of a recent CJE issue call 'educational Darwinism' in education, in which less powerful groups are losers; to the spread generally of marketplace ways of thinking in every arena of society; or to the increasingly militarist and unilateralist foreign policy of the United States and the UK. Only the articulation of a different politics--best described as populist or civic populist in the United States, and 'popular democratic' in South Africa and elsewhere--can generate the power, political energy, and vision of a serious alternative. Populist politics has a different definition of politics itself, including productive as well as distributive dimensions. It has a different view of civic education, focused on the habits of public work, the skills of empowerment, and democratic organizing for cultural change in government, as well as educational and other mediating institutions. Finally, it has a different foreign policy, based on a patriotism that is internationally oriented and cognizant of global interdependence. 相似文献
14.
Maria Tamboukou Stephen Ball 《Discourse: Studies in the Cultural Politics of Education》2002,23(3):267-284
This paper reads the fragmented life stories of four young black women in the UK, at a transitional point of their lives, when they are making decisions about their post-compulsory education. We argue that the notion of nomadism is a useful, albeit not unproblematic, tool to theorize the multifarious ways that these black young women negotiate subject positions, make choices and shape their lives. We further trace how these women are struggling against fixity and unity and attempting to speak and act outside or beyond the positions available within the collectivities to which they belong. Finally, we point out that in travelling around unstable and contradictory subject positions they are sometimes caught up within fears of distortion, and ultimately choose to remain 'at home'. This 'home', however, is rather formless and uncentred and, far from being easily localizable and defined, interrogates ideas and perceptions about territories and borders. It is through this 'new image', that we can perhaps start thinking about 'being at home' in different ways, beyond restrictions and limitations of families, classes, gender groups, races or nations. 相似文献
15.
Tina Jarvis Anthony Pell Frankie McKeon 《Research in Science & Technological Education》2013,31(1):17-42
A test to assess teachers' science knowledge and understanding was developed to monitor change over two years of a primary science in-service programme in 31 schools. Two cohorts took a six-month core course on 'Developing and Assessing Investigations'. The 70 teachers' science understanding was measured by multi-choice and open-ended questions on electricity; melting, dissolving and evaporation; forces; and investigations. Three sub-scales were developed that provide good discrimination. Despite the moves to improve primary teachers' subject knowledge, many still have the typical misconceptions that have been identified in the past. Teachers also had a poor understanding of variables and their control. The analysis of the results has enabled a pattern of development to be identified. While the in-service programme enabled the majority of teachers to progress through these stages, this progress did not always take the teachers to the scientific stage. It was clear that teachers need a thorough understanding of interrelated concepts beyond the requirements of the children's National Curriculum, as without it they may develop misconceptions that might interfere with children's understanding. This indicates that in-service education needs to be sustained over a considerable length of time. 相似文献
16.
《British Educational Research Journal》2005,31(6):697-722
There is a growing concern that governmental calls for parental involvement in children's school mathematics learning have not been underpinned by research. In this article the authors aim to offer a contribution to this debate. Links between children's home and school mathematical practices have been researched in sociocultural studies, but the origins of differences within the same cultural group are not well understood. The authors have explored the notion that parents' representations of school mathematics and associated practices at home may play a part in the development of these differences. This article reports an analysis of interviews with parents of 24 children of Pakistani and White origin enrolled in primary schools in England, including high and low achievers in school mathematics. The extent to which the parents represented their own school mathematics and their child's school mathematics as the ‘same’ or ‘different’ are examined. In addition, ways in which these representations influenced how they tried to support their children's learning of school mathematics are examined. The article concludes with reflections on the implications of the study for education policy. 相似文献
17.
Eila Estola 《Scandinavian Journal of Educational Research》2013,57(2):181-203
This article examines how student teachers construct their teacher identities by using (auto)biographical stories. Teacher identity is seen as a narrative process and teaching as a certain kind of practice, in which hope is a significant part. The inquiry is based on 35 essays written by students. The analysis includes five different stages of reading. The students are aware of the moral roots of teachers' work, its joys and predicaments, and struggle to make sense of the different narratives they hear about teachers' work. Although student teachers consider hope as an important part of teaching, they at the same time 'apologise' for having such an 'unrealistic view'. The results prove that (auto)biographical stories are a powerful tool for making the moral dimensions of teachers' identities visible. The results also challenge teacher educators and administrators of education to support student teachers to keep up their prospects of hope. 相似文献
18.
Supervision has been shown to have a high impact on doctoral students' development. However, little is known about how students perceive not only negative but also positive doctoral experiences, as well as their strategies for dealing with perceived problematic situations. The aim of this study is to analyse and relate doctoral students' significant supervision experiences to the strategies they use to cope with these experiences when they perceive them as challenging or negative. A total of 1173 doctoral students from different research-intensive Spanish universities responded to four open-ended questions about their most significant experiences in their doctoral journey, associated feelings and strategies to deal with them. We identified a total of 223 experiences related to supervision that were distributed into five categories: 1) central prerequisites for supervision, 2) supervisor choice, 3) supervision of the research process, 4) coaching and 5) project management. The results showed three distinct ways, as reported by the students, of handling the perceived negative supervision experiences: 1) no strategy, 2) local strategy and 3) regulatory strategy. The results suggest that analysing both positive and negative experiences may better capture variability in students' supervision experiences. A relation between experiences with supervision and students' satisfaction was also detected. 相似文献
19.
《British Educational Research Journal》2004,30(2):213-225
How do young people who identify as lesbian, gay or bisexual (lgb) experience secondary schooling? How do they feel that questions of sexuality are dealt with in the curriculum and do they find this treatment helpful? This article presents the findings of a project that replicated Trenchard and Warren's 1984 study, Something to tell you. The findings are analysed and some suggestions are made as to changes in lgb‐identifying people's experiences of schooling from 1984 to 2001. Finally, the article considers these changes in relation to the question of the ‘effect’ of Section 28 of the Local Government Act 1988. 相似文献
20.
《Journal of moral education》2012,41(3):198-205
Abstract Kohlberg's cognitive‐developmental theory provides teachers with a framework for understanding the change and development of moral judgment and decision‐making of their pupils. One major abuse, however, may be when teachers take the stage labels associated with the hypothesized stage levels of moral judgment as indicative of static student qualities or characteristics, by placing more emphasis on perceived and labelled qualities than on the actual moral reasoning of the student. This, it is suggested, together with some empirical examples, may obscure the developmental trend of the student's moral judgment or even affect the teacher's expectations and consequently student's performance, and fails to take into account such factors as environment and interpersonal interaction. A study is reported in which curriculum consultants exposed to moral development theory were tested to determine whether they would use Kohlbergian labels of stage content or actual moral reasoning when required to make assessments. Suggestions are put forward as to how moral development theory can be more closely linked to pedagogy. 相似文献