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1.
Julia Morgan Tumendelger Sengedorj 《International Journal of Research & Method in Education》2015,38(2):200-218
This paper draws on data from a project undertaken with children (N?=?72) in Mongolia and Zambia. The research is distinctive in bringing together diverse children, ranging from those living on the street to those in mainstream education and involving them in discussions about educational research. Being conscious of critiques of adult-initiated research as well as being influenced by work on participatory action research and research on understanding children's perspectives, we were keen to hear the views of children about research and how research should be carried out. This included enabling children's participation in discussions about potential research areas that could be focused upon as well as discussions about ethical issues and methodology. In this paper we report on our experiences of involving children in discussions about research and explore the numerous insights that the children provided. We conclude that while understanding children's perspectives on research and including children in the research process is important there are many issues which arise from doing so and which need to be reflected upon. These include issues around power and identity, the importance of the context, including local expectations of children as well as children's prior experiences, including how ‘vulnerable’ children are represented. 相似文献
2.
根据高职学生的特点与思想素质现状,应从学校管理体制、管理人员及基础设施建设等方面对高职学生思想政治教育做出相应的教育教学对策,把他们培养成为合格的社会主义事业的建设者和接班人。 相似文献
3.
Toward Effective Teaching and Learning: stories of primary schools'environmental science interest and action 总被引：1，自引：1，他引：0
This article provides some stories of primary school teachers' and students' experiences of implementing new science teaching and learning strategies through an action research process that have also led to more environmental education occurring in the schools' curriculum. The stories have been constructed from the coordinators' journals, observations and interviews with the teachers and students in the schools. The teachers in the schools are consciously engaged in an action research-based model of curriculum change in science teaching and learning. The stories also acknowledge the critiques of critical theory in environmental education and the possibilities for a socially critical approach in environmental education within a context of the limited opportunities for both science and environmental education in primary schools. 相似文献
4.
Alex Pomson 《Journal of Jewish Education》2013,79(3):261-277
This article proposes to read events of the educational past not as history but as midrash. It juxtaposes an historical account of a watershed experiment in adult education (Franz Rosenzweig's Freie Judisches Lehrhaus) with an ethnographic account of a presently practicing elementary school teacher. These accounts are generically different and historically distant from one other, but, through association and conversation, there emerges from them some challenging suggestions about how knowledge is born of speech, how learning includes teaching, and how teaching is predicated on desire. Viewing the Lehrhaus project from a “midrashic” stance, invites an enlarged reading of it as an educational experiment and poses questions about the interpretative potential in the intersections between narrative research genres. 相似文献
5.
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
6.
Carmen Mersch 《The International Journal of Art & Design Education》2003,22(2):208-214
This paper takes the form of a conversation about gallery education between Carmen Moersch and myself Mariam Sharp. It will draw from in‐depth research by Moersch who is currently undertaking a PhD comparing Gallery Education in Germany and England and considers the differences in England and Germany and to some extent Europe generally. The article touches on Carmen's role as an artist and relates to the role of the artist in socially engaged arts practices. In England outreach practices extend the work beyond the gallery and Moersch's research explores case studies in the UK that develop these models of working. The conversation started at the Engage conference at the Baltic in Newcastle in November 2002 and continued into early 2003 via email and was informed by my experience as the lead officer for gallery education at the Arts Council of England's National Office. 相似文献
7.
Motivation research could profitably represent students as critics of schooling, rather than simply "active" learners of the lessons presented to them or perceivers of classroom climate, and engage students in dialogue about the nature and ends of education. We review complementary interview and ethnographic research on but one of the many topics that could be addressed from this perspective: students' interpretations of classroom tests and test-like assignments and their conceptions of fair and effective practices for implementing tests. Conceptions of testing change with age, whereas theories about the role of testing seem to reflect the existing school context. Students' critiques of school activities can be considered motivation rather than cognitions that mediate motivation. Research of this type might be of value to educators who seek to involve students more fully in the construction of the purposes that govern their own education. 相似文献
8.
AbstractAdvanced by powerful venture philanthropies, educational technology companies, and the US Department of Education, a growing movement to apply ‘big data’ through ‘learning analytics’ to create ‘personalized learning’ is currently underway in K-12 education in the United States. While scholars have offered various critiques of the corporate school reform agenda, the role of personalized learning technology in the corporatization of public education has not been extensively examined. Through a content analysis of US Department of Education reports, personalized learning advocacy white papers, and published research monographs, this paper details how big data and adaptive learning systems are functioning to redefine educational policy, teaching, and learning in ways that transfer educational decisions from public school classrooms and teachers to private corporate spaces and authorities. The analysis shows that all three types of documents position education within a reductive set of economic rationalities that emphasize human capital development, the expansion of data-driven instruction and decision-making, and a narrow conception of learning as the acquisition of discrete skills and behavior modification detached from broader social contexts and culturally relevant forms of knowledge and inquiry. The paper concludes by drawing out the contradictions inherent to personalized learning technology and corporatization of schooling. It argues that these contradictions necessitate a broad rethinking of the value and purpose of new educational technology. 相似文献
9.
This paper is a theoretical effort to support but complicate critiques of disaster capitalism and neoliberal strategies to profit from public education. We put into conversation a discursive analysis following Michel Foucault and a spatial analysis following Henri Lefebvre that focus on monumentalized disasters. We argue that neoliberalism carries out its agenda of privatization through public spaces that are never fully dismantled. We draw on empirical research into spaces that exemplify the usefulness of our reading of neoliberal privatization, including aspects of post-Katrina New Orleans and a more thorough case study of a pre- and post-earthquake Haiti and its highly privatized education system. 相似文献
10.
Abstract In recent times, there have been a number of critiques of Marxist and neo‐Marxist analyses of the state and education policy. These have drawn on postmodernist, ‘quasi‐postmodernist’ and state autonomy perspectives. While the postmodernist and ‘quasi‐postmodernist’ approaches have attracted critical response, to date, the state autonomy perspective has, to our knowledge, gone unchallenged. To address this theoretical lacuna, this paper analyses one writer's attempt, via an historical case study, to uphold state autonomy theory by detailing the ongoing relationship between one quasi‐state agency and the practice of ‘race’ education in initial teacher education. We argue that there are serious conceptual weaknesses in this latest attempt to apply state autonomy theory to educational policy analysis. The arguments in the case study under consideration are seriously compromised by a basically flawed hypothesis, a misrepresentation of contemporary (neo‐) Marxist education policy analysis and by a failure to look at ‘the big picture’. 相似文献
11.
Respect and tolerance are key values in education. They are also among the aims of education and are brought to the foreground in educational policy. We argue that these values are neither philosophically nor politically given aims for which education is a means. Instead, respect and tolerance are enacted and negotiated through educational practices. We emphasize that respect and tolerance should be empirically and critically studied in educational practices. The discussion is based in two previous research projects and the material includes interviews with teachers and students and classroom observations. Moral philosophy is positioned as a conversation partner with the data material. We conclude that respect and tolerance are performed in different modes in practice. These two values cannot be understood as individual cognitive aspects but as multimodal processes and as aspects of collective, bodily and material practices. This article provides a contribution to the theorizing about educating for respect and tolerance. 相似文献
12.
Margareta Maria Thomson Bradley Gregory 《International Journal of Science Education》2013,35(11):1800-1823
This study unveils the stories of 3 public school elementary teachers from the USA who reflected on their beliefs about science education reform, and implementation of the reform in their classroom teaching, in response to state recommendations for change in science education. The teachers' stories show how various factors assisted or impeded the implementations of reform in their teaching, the various challenges related to their grade-level teaching, and the teachers' personal struggles to make sense of reform recommendations. Within each case study, we describe 4 common themes from the teachers' interviews. These themes are related to teachers' science teaching strategies, their science teaching efficacy beliefs about adopting reform, the types of science learning outcomes teachers target, and the types of teaching resources available to them. Implications for teacher education and practice are discussed in relationship with study findings. 相似文献
13.
《Studying Teacher Education》2013,9(2):173-187
This paper explores the dual and seemingly contradictory potential of self-study research to illuminate our fears, anxieties, tensions and uncertainties as teacher educators, whilst acting as a catalyst for community building. This self-study research was conducted during the founding year of a new school of education, drawing data from surveys and interviews with faculty about their own self-study research and participation in one another's studies. Through these collective self-studies, faculty members constructed and negotiated their identities as teacher educators and as a school of education. As researchers and researched participants, the faculty of the new school of education moved during that first year between vulnerability and community, a process illuminated by their self-study research. 相似文献
14.
This paper presents the views of working-class parents on home-school links. Group interviews with parents of pupils in a primary school in the disadvantaged areas scheme in the Republic of Ireland suggest that parental involvement in school is limited to the giving and receiving of information, restricted consultation, and engagement in some supplemental responsibilities. Although parents were interested, informed and concerned regarding their children's education, they felt excluded from participation in decision-making about school management and organisation, about matters that affected them personally and financially, and about their children's progress. We suggest that heterogeneity in working-class voice merits further research; that the gendered nature of parent-school links needs further refinement to take account of being a primary carer; and that hearing working-class parents' voices can increase understanding of how parent groupings occupy spaces that are relatively peripheral or proximal to the school site and to their children's experiences of schooling. 相似文献
15.
Avner Segall 《International journal of qualitative studies in education》2013,26(4):579-592
This paper examines how ethnographers weave/separate "academic" voices from those of their participants in the field. Engaging some of the critical understandings in qualitative research regarding issues of representation and legitimization, authorship and authority, this paper questions where and with which of our ethnographic participants those understandings tend to be em/de/ployed, where and with whom are they still currently absent as ethnographers read and write their world. Exploring the problematics in, and the implications of, differently treating- invoking and textualizing- voices ethnographers conjure while in the field (There) and those they assemble from the academy (Here), this paper examines how a two-tiered system is created whereby the former are problematized, the latter are not. In spite of the poststructural, postcolonial understandings guiding much of the critical work in ethnography, such a twotiered system, this paper argues, induces Othering as well as creates a "There" which subsequently becomes epistemologically and ontologically detached from the "Here" of academe. Very much embedded in the practices it questions and critiques, this paper is not intended to provide solutions for practice but, rather, to broaden the conversation about practice. As such, it strives to promote ways of thinking critically about what critical ethnographers currently do and do not do rather than to further paralyze their inclination or ability to do. 相似文献
16.
The problems of shifting from norm-referenced assessment to criterion-referenced assessment have been identified by several scholars in recent years. These important critiques touch on a number of areas, but neglect a key question about how assessors learn to accomplish what Shay calls a ‘socially situated interpretive act'. Research that does exist tends to focus on salaried, full-time academics. This overlooks the heterogeneity of the academic labour force in higher education and the substantial contribution made by contract (hourly-paid) lecturers, particularly in applied disciplines such as Business and Management. This study explores how nine newcomers to a UK Business School – including salaried and contract staff – attempt to understand local assessment practice. We use a situated learning lens to analyse their diary entries and interviews about their experiences of learning to mark. Drawing on scholars such as Sadler, we examine the suggestion that exemplars are important for newcomers coming to understand local assessment practice. We argue for the fundamental importance of dialogue about exemplars and other aspects of practice, both to develop inter-subject understandings of assessment ‘anchor points' and also to foster among newcomers (and especially contract lecturers) a greater sense of participating in, and being valued by, the local assessment community. 相似文献
17.
Fabienne Doucet 《Journal of Early Childhood Teacher Education》2013,34(2):108-139
Preservice teachers are socialized by their own raced, classed, and gendered experiences to expect “caring parents” to behave and contribute in certain ways to their children's schooling. Preservice teachers who come from widely divergent backgrounds from the communities in which they serve can sometimes be skeptical of parents who are not involved in children's schooling in ways that are familiar from their own upbringing. Moreover, much of the existing scholarship on parent involvement and the transition to school takes a top-down approach that discounts the important knowledge parents bring to the table. This is a study of African American parents of young children who were preparing to transition to kindergarten or first grade that proposes an alternate conversation about what we can learn from parents when we examine their ways of framing and enacting “involvement” in their children's school lives. African American parents and caregivers (N?=?25) participated in qualitative interviews. Thematic analyses of the interviews revealed that participants constructed preparation for the transition to school broadly, as preparation for the “real world.” I will discuss the implications of the study for teaching, teacher education, and future research, so that preservice teachers and teacher educators can begin to build a greater imagination for parent involvement. 相似文献
18.
Tehmina N. Basit 《British Educational Research Journal》2009,35(5):723-743
This paper examines young British people's conceptualisation of identity and citizenship. Data were gathered through a questionnaire survey from 442 young male and female citizens of majority and minority ethnic origins, aged 14–24 years and at different stages of education, employment and non-employment. This was followed up by in-depth interviews with a stratified sample of 40 participants. Drawing on quantitative and qualitative data, and by closely examining the two key concepts of identity and citizenship, the paper analyses the ways in which young Britons perceive their multiple identities and citizenship status. The research shows that education and career are the major priorities of these young people. They have clear notions of identity and citizenship and most are comfortable with their own identities and feelings of citizenship. However, some of those who are from a minority ethnic background have doubts about being viewed as British citizens because of racial harassment or stereotyping, particularly in the aftermath of terrorist attacks in the West. The research has implications for pedagogy, education policy, community cohesion and social justice. 相似文献
19.
Pauline Davis 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):169-184
Background Before the 1990s, an individual or medical model dominated educational research methodology with respect to younger children: the subjects of the research were usually considered untrustworthy sources of information. A subsequent shift towards an ecological model has focused on the child's perspective: however, Lewis and Lindsay have described the development of methods for conducting research with children as slow. Purpose This paper examines how storytelling can be used as a method of collecting authentic and revealing research data from children. The method is suggested as a valuable way in which to gain insights into children's discourse, and is used in this paper in relation to children's discourse about reading. Sample, design and methods The storytelling method was initially trialled in one school with 36 children aged between 5 and 11 years. The storytelling interview was then used in case studies over a period of a year in three schools, with a total of 88 7- and 8-year-old children. During the interviews, children were asked to tell a story entitled ‘The child who didn't like reading’. Systematic content analysis was undertaken to identify emergent cultural norms and models in the stories. Information on the children's reading practices, and their observations on reading, was also collected for the purposes of triangulation. Results The children's storytelling gave access to their cultural models of reading. It was found that the stories demonstrated sufficient triangulation with the other data about the children's reading practices to support a sociocultural production of the children's discourse. Conclusions Storytelling can provide a useful and credible method of collecting research data from children. It may be especially useful with poor readers as there are no literacy demands, and in this respect, affords socially inclusive research. 相似文献
20.
ABSTRACTAustralian and international research documents the limited access of young people transitioning from out-of-home care (OOHC) to further and higher education. This paper examines the processes, outcomes, and key findings of the Raising Expectations project, a collaborative university and industry approach to promote higher education among care leavers at two Australian universities. That approach was informed by the co-authors' previous research, including interviews with enrolled care-leaver students. The paper highlights the relevance of that research in the design and implementation of Raising Expectations. Our findings reiterate the importance of policy and practice reforms informed by rigorous research, particularly involving the voices and agency of care leavers. We outline strategies adopted by the participating universities resulting in a fourfold increase in enrolments, growth in school outreach activities, and significantly improved retention rates. The paper also highlights barriers to higher education access and success, through care-leaver student interviews and policy analysis. These interviews revealed the need for better university outreach and information to prospective care-leaver students, improved support for enrolled care-leaver students, and better capturing of data by universities and governments. The paper also highlights policy barriers to the greater expansion of care-leavers at university, especially in the absence of extended state care. 相似文献