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1.
The Models of Media Education research project in England explored major issues about the aims and methods of media teaching amongst teachers of English. Its central research question was 'What are teachers of English doing when they say they are doing media education at Key Stage 4 (ages 14–16) in secondary schools?' This article begins with a brief contextualisation of the current curriculum for media teaching within English. It then examines, through a detailed case study, the work of one teacher in the classroom and relates this to the wider picture in secondary schools. This is followed by a discussion of the project's general findings. It concludes that the study of media production and institutions is frequently avoided by teachers of English and that teaching methods often repress essential aspects of social learning in relation to the media, privileging limited teacher knowledge over young people's own cultural experience. Finally, it suggests a new focus for research in the future that will encompass these neglected learning areas, teaching methods and new media technologies. 相似文献
2.
Keith S. Taber 《International Journal of Science Education》2013,35(5):469-487
'Grounded theory' may be used to bridge between case studies and large-scale surveys, which enables the strengths of both to be combined in the same research programme. Starting with detailed in-depth studies of individual cases, a general model may be constructed through the key processes of 'theoretical sensitivity', 'theoretical sampling' and 'theoretical saturation'. Unlike most qualitative methodology, the grounded theory approach claims to produce testable outcomes: grounded theory is intended to lead to predictions which may be subject to traditional experimental and statistical testing. This paper describes one example of the application of a grounded theory approach to research into the learning of science, and considers the generalizability of the research results. 相似文献
3.
This is an exciting time to be a biologist. The advances in our field and the many opportunities to expand our horizons through interaction with other disciplines are intellectually stimulating. This is as true for people tasked with helping the field move forward through support of research and education projects that serve the nation''s needs as for those carrying out that research and educating the next generation of biologists. So, it is a pleasure to contribute to this edition of CBE—Life Sciences Education. This column will cover three aspects of the interactions of physics and biology as seen from the viewpoint of four members of the Division of Undergraduate Education of the National Science Foundation. The first section places the material to follow in context. The second reviews some of the many interdisciplinary physics–biology projects we support. The third highlights mechanisms available for supporting new physics–biology undergraduate education projects based on ideas that arise, focusing on those needing and warranting outside support to come to fruition. 相似文献
4.
Geoffrey Walford 《Compare》2001,31(2):151-164
In reading numerous comparative accounts that use case studies or ethnographies of schools and classrooms, it is evident that insufficient concern is often given to the choice of research sites. Far too often it seems that researchers settle for research sites to which they can easily gain convenient and ready access rather than thinking through the implications of particular choices. The result is that there are too many comparative case studies where the choice of both the countries involved and the more micro-sites and case studies do not appear to be closely related to any theoretical objectives of the study. It is recognised that when selecting sites, researchers have to consider the time, financial and personal costs involved in conducting fieldwork in what might be distant and inconvenient locations. Additionally, and obviously, ethnographic and case study research can only proceed where access has been achieved, and this is not always straightforward. But, however difficult access may be, it is crucial that obtaining access is not seen as the primary consideration in selecting an appropriate site. The argument will be illustrated with examples from the author's current comparative research on schools for religious minorities in the Netherlands and England. 相似文献
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Peter J. Dwyer 《British Journal of Sociology of Education》1995,16(4):467-477
Australian post-compulsory education policies have been subjected to theoretical critiques which question assumptions behind the articulation of policy. One line of critique derives from Foucault's analysis of power, and makes particular use of the theme of ‘docile bodies’. A limitation of these critiques is the adoption of a ‘top-down’ model of policy which fails to test the model against empirical evidence. This article draws upon recent research evidence ‘at the extremities’ to test the applicability of Foucault's ideas within the Australian context. The research challenges the monolithic image that results from a Hop down’ analysis and counteracts untested assumptions about the inevitability of current policies. While it suggests ways in which Foucault's ideas might enables us to lay bare the disjunctures between policy and its plurality in practice, it also highlights the limitations of Foucault's imagery of power. 相似文献
7.
Michael Singh Jinghe Han 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):397-411
The increasing number of higher degree research students from China in the universities of multicultural Australia as elsewhere has added to the mounting interest in pedagogies of postgraduate supervision. This paper explores the proposition that efforts to articulate Chinese ideas through research in, for and about Australia have to negotiate positions that would allow or disallow their embedding in the Australian education research community. To do so, the literature on higher degree research supervision in multicultural contexts is reviewed. Then the co-operative approach used to document a higher degree research student's experiences of integrating knowledge from her Chinese intellectual heritage into her research is explained. The third section illustrates a research intervention whereby Chinese knowledge was articulated through research in, for and about teacher education in Australia. The fourth section presents evidence of three different responses to this move to embed Chinese ideas in the Australian education research community. Specifically, the responses of Australian academics to her use of chéngy? to theorise her evidence is explored. 相似文献
8.
In recent years, a number of curriculum reform projects have championed the notion of having students do science in ways that move beyond hands‐on work with authentic materials and methods, or developing a conceptual grasp of current theories. These reformers have argued that students should come to an understanding of science through doing the discipline and taking a high degree of agency over investigations from start to finish. This stance has occasionally been mocked by its critics as an attempt to create “little scientists”—a mission, it is implied, that is either romantic or without purpose. Here, we make the strong case for a practice‐based scientific literacy, arguing through three related empirical studies that taking the notion of “little scientists” seriously might be more productive in achieving current standards for scientific literacy than continuing to refine ideas and techniques based on the coverage of conceptual content. Study 1 is a classroom case study that illustrates how project‐based instruction can be carried out when teachers develop guidance and support strategies to bootstrap students' participation in forms of inquiry they are still in the process of mastering. Study 2 shows how sustained on‐line work with volunteer scientists appears to influence students' success in formulating credible scientific arguments in written project reports following an authentic genre. Study 3, using data from three suburban high school classes, suggests that involving students in the formulation of research questions and data analysis strategies results in better spontaneous use of empirical data collection and analysis strategies on a transfer task. The study also suggests that failing to involve students in the formulation of research can result in a loss of agency. The implications of these findings for future research and practice are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 234–266, 2004 相似文献
9.
Stephen P. Heyneman 《Peabody Journal of Education》2013,88(1):1-4
To understand the role the media play in educational politics, it useful to consider the media's role in a participatory democracy. The concept of the news media as “thin” public sphere serves as a pragmatic theoretical lens through which to examine the possibility that the media might play a critical but limited role in participatory democracy. The focus of this special issue is not to enter the fray in the debate over media bias but instead to draw attention to the important role that the media play in educational politics and to make a case for research that is attentive to the intersection of educational politics and media coverage. 相似文献
10.
CORRI VAN DE STEGE 《Compare》2003,33(4):483-495
The paper provides the outcomes of two small-scale sets of interviews carried out in the Netherlands and in England on views about and interpretations of the work-based route for young people. In the light of current revival of interest in work-based learning for young people, and in particular the apprenticeship model in England, I was particularly interested in the issue of parity of esteem between the work-based route and other routes. Whereas in the Netherlands the focus for the development of Vocational Education and Training (VET) is on the full-time vocational route, which has a reasonably high status, England has opted for the apprenticeship route to be the development tool for high quality VET. The paper explores what we can learn about our own experiences in England in the light of what is happening elsewhere (Raffe, 1998; Raffe et al ., 1999). It becomes clear from the data obtained that policy development in the Netherlands aims to increase the status of work-based learning through incorporating the route into the full-time route and providing end qualifications that can be achieved through either a full-time college-based route or through a work-based learning route. The modern apprenticeship route or work-based learning route as such has not a high status, contrary to what is sometimes claimed to be the case. In England, the aim of policymakers is to create a work-based learning route, which is considered to be a high quality route, and is comparable to the general/academic route. The paper shows that there are various reasons as to why this attempt might fail. Both countries aim to provide a 'ladder' or 'column' of opportunities in VET. The research shows that very few young people in fact move up a ladder, but rather move into work-based learning or apprenticeships at certain points on the continuum, and subsequently move sideways into general or theoretical provision in order to be able to progress higher up. Target groups for work-based learning are different at the lower end from those at levels 3, 4 and 5. Very few participants in either country move from level 1 up to level 4 through participation in a work-based route, and it may therefore be appropriate to talk about the provision of a climbing framework, where young people move backwards and forwards and sideways, rather than about a ladder of opportunities. 相似文献
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Sabrina Quadros 《Diaspora, Indigenous, and Minority Education》2016,10(1):28-41
The lack of research about the Karen, one of 135 ethnic groups from Myanmar limits literacy educators charged with educating this refugee population in public schools. In this case study the authors explore the literacy practices of Karen families when at school and in their homes and within an ESL family literacy program. The case of these refugee families and their experiences are analyzed within a sociocultural theoretical framework along with a focus on literacy adaptation through the lenses of cross-cultural studies, adult and language teachers involved in literacy practices, and literacy studies. Four core themes emerged from participant observation, including adult/parent learners’ engagement with memorization, parents’ literacy practices through reading texts aloud (recitation) to improve their speaking skills, and parents’ use of computers to engage with American media. The study offers important educational understandings of one of the world’s least known diaspora. 相似文献
13.
Case studies have been used successfully as a part of teacher education. There are many possibilities in extending the impact of case studies through the use of technology. Video and the Internet could enable demonstration of more examples, dissemination beyond the walls of the classroom, and discussion between geographically dispersed preservice teachers. Several projects are now investigating the possible ways that technology might enhance or extend text case studies. After exploring four existing products, four essential elements for video case studies are proposed. As video case studies move to the Internet, additional issues arise and these are also explored. 相似文献
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Diomaris E. Jurecska Elizabeth B. Hamilton Courtney E. McConnell 《Journal of Research in Special Educational Needs》2011,11(3):186-194
This paper explores standard considerations of accommodations for paediatric acquired brain injury (ABI) survivors as illustrated through an intensive case study. Specifically, we explore methods by which school systems can enhance a middle school student's learning environment after losing 30 points in his intellectual functioning (IQ) following a rare coma recovery. For the purpose of this paper, coma is defined as a period following neurological injury or illness during which an individual does not open his/her eyes and does not have sleep–wake cycles. This case emphasises the use of current behavioural evidence‐based treatments in young ABI patients. Multiple comparisons are especially beneficial in delineating the strength of intervention modalities and specific challenges unique to this population. Current data are of particular interest because measures of both pre‐ and post‐morbid functioning are available, because of earlier school testing for a pre‐existing learning disability. Finally, implications for prognosis and treatment of young ABI patients are discussed. 相似文献
15.
《Journal of Education for Students Placed at Risk》2013,18(2):135-146
Told from the perspective of the former principal, this article presents a 3-year case study of a Chapter 1 Schoolwide Project's (SWP) implementation and effects. The case details the conditions in the high poverty, inner-city elementary school preceding the move to the SWP, the programs and struggles involved in the move, and the effects of the move. During the years of SWP status, the occurrence of teachers' professional development activities, parental involvement, student attendance, and students' academic achievements all rose dramatically. The key to the improvements lay in improving the school and program and not blaming the students. After years of hard-won gains, faced with very difficult decisions on how to allocate greatly decreased Title I (formerly Chapter 1) funds, in the fall of 1995 the district removed SWP status and all Title I funds from the school. Practical and policy implications of the overall experience are discussed at the article's conclusion. 相似文献
16.
Teri Shilling 《The Journal of perinatal education》2009,18(2):52-61
In this column, reviewers offer perspectives and comments on a variety of new media resources for childbirth educators and expectant and new parents. The books, CDs, DVDs, and kits reviewed in this issue''s column include the following topics: the birth experiences of mothers who survived childhood sexual abuse; lively teaching techniques and ideas to help energize and enhance childbirth education classes; breastfeeding in the workplace; expectant fathers; perspectives on motherhood; unique, helpful tools for childbirth educators to use in designing their class content, addressing the stages of labor, and discussing planned cesarean birth; exercises for pregnant women on bedrest; and a compilation of presentations featured at Birthing the Future''s international symposiums. 相似文献
17.
This study concerns students’ ideas about the superposition of electric fields. Two paper‐and‐pencil questionnaires were given to university students to investigate possible obstacles to a correct use of this principle. The results confirm an expected difficulty about Gauss's theorem, i.e., the idea that only ‘internal’ charges create a field on a given closed surface. Another more surprising finding is that students are reluctant to admit that a field can penetrate into, or go out of, an insulator, particularly because ‘charges cannot move’. These first findings are discussed in connection with common features of students’ reasoning about mechanics and about multivariable problems. Some directions of future research are proposed. 相似文献
18.
Michael F. D. Young 《British Journal of Sociology of Education》2000,21(4):523-536
This paper is a response to that of Moore and Muller 'The Discourse of Voice and the Problem of Knowledge and Identity in the Sociology of Education', which appeared in Volume 20 of this journal. It starts by summarising and endorsing their criticisms of 'voice discourses' but argues that their case is weakened by their failure to distinguish clearly between the 'debunking of knowledge' associated with the postmodernist theories that underpin 'voice discourses' and the general propositions of a social theory of knowledge. The idea that knowledge has a social as well as an epistemological basis is now widely accepted in philosophy as well as sociology. The paper draws on a paper by Stephen Toulmin and makes a distinction between anthropological and sociological approaches to the idea of knowledge having a social basis. It goes on to use some ideas from the author's recent work on the issue of knowledge specialisation to suggest the kind of contribution that a sociological approach to knowledge can make to current curriculum issues as well as to educational policy more broadly. 相似文献
19.
Luc Bastide 《Educational Media International》2013,50(2):58-66
Abstract It is not a new idea to use audio‐visual media towards therapeutic ends. This paper, acknowledging Aristotle's theory on the purgative virtues of art, also traces contemporary theorists vis‐a‐vis research conducted between 1926 and 1971. Having done so, the author relates this research, through the use of a case study, to the use of alternative audio‐visual materials as applied in the therapeutic sense. It is concluded that the use of audio‐visual materials and methods can offer great potential to the therapist willing to include them in treating patients. 相似文献
20.
Gultekin Cakmakci John Leach James Donnelly 《International Journal of Science Education》2013,35(15):1795-1815
This cross‐sectional study identifies key conceptual difficulties experienced by upper secondary school and pre‐service chemistry teachers (N = 191) in the area of reaction rates. Students' ideas about reaction rates were elicited through a series of written tasks and individual interviews. In this paper, students' ideas related to reaction rate and its relationship with concentration or pressure are discussed. Evidence is presented to support the following claims. First, school students tended to use “macroscopic” modelling rather than using “particulate” and/or “mathematical” modelling. By contrast, undergraduates were more likely to provide explanations based upon theoretical models and entities within established chemical ideas. Nevertheless, second, they had conceptual difficulties in making transformation within and across different theoretical models. Finally, students did not generally use a scientifically acceptable concept of reaction rate across contexts. Although an acceptable concept may have been used in one context, incorrect ideas may, nonetheless, have been used in other contexts. However, undergraduates' responses were less affected by context. Several conceptual difficulties exhibited by school students persisted among undergraduates. Some possible implications for planning the curriculum and teaching are proposed in the light of the results. 相似文献