首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Hazel Johnson  Alan Thomas 《Compare》2004,34(3):301-314
We tend to measure educational performance by students' attainment in coursework or examinations. In the case of professional education, the impact of the educational programme on the students' own capacities to enhance their work practices, and the wider organizational effects of the students' education and training, are also key ‘products’ of the educational process. This is particularly important with education for Development Policy and Management (DPAM), which is directly concerned with capacity‐building. This article adopts a work‐related approach to educational effectiveness and examines four professional programmes in DPAM—three in Southern Africa and one in the UK. Through the analysis of the results of surveys and case studies, the article demonstrates how a positive learning experience is related to the application of learning at work. However the conditions for applying learning also depend strongly on organizational context, as do the wider organizational impacts of learning. The article presents a broad approach to assessing educational effectiveness in professional programmes which incorporate these factors.  相似文献   

2.
As new technologies shape and are shaped by human practices, educators and researchers must consider the impact that participating in social media—to access, reflect upon, question, evaluate and disseminate scholarship—is having on their professional development and practices. This paper investigates how members of the educational research community use social media to advance professional learning and scholarship dissemination in online–offline networks. Specifically, we examine whether and how participating in the microblogging service, Twitter, as a conference backchannel, facilitated professional learning and participation in the annual meetings of American educational researchers in 2012 and 2016, respectively, and the nature of that participation. Insights from this paper will benefit educators of varying disciplines and experience levels interested in the changing nature of social media in education, scholarship, and professional learning ecologies.  相似文献   

3.
Participation in educational and social research helps to develop understanding of how young people learn and to consider wider aspects of their lives to enable their voices to be heard and acted upon. Research also facilitates the articulation and sharing of methodologies across a range of professional practices. We assert that theory and practice in educational youth work offers a position of strength from which to undertake research. In making this assertion, we suggest cross‐disciplinarity between youth work and research practices in order to build research mindedness among youth workers who, through this nexus, are well‐placed to engage in practice based research. Drawing on discourses about young people, youth work and youth participation, we identify five elements of youth work practice that can be aligned with research processes: reflexivity; positionality and bias; insider cultural competence; rapport and trust; power relationships. The article examines how these elements are present in youth work and a range of research settings. We identify youth work methods and dispositions as enhancing research capacity which could also be useful in building participatory research methods in disciplinary areas beyond education. Yet, in making these connections, we also identify a range of factors that show this nexus as complex and contestable. Reflecting on the lessons learned from our experiences as youth work practitioners and academic researchers, we propose that finding nexus, which in this instance is between youth work and research paradigms, could inform educational research practices and contributes to developing a meaningful praxis.  相似文献   

4.
This special issue brings together a set of contributions that represent and explore the state of the art regarding the development and application of digital technology‐enhanced research approaches in educational research—e‐research for education. Over the recent years, digital technologies have enhanced various aspects of scholarly practices, such as data collection and analysis, research collaboration, and publishing. New technology‐enhanced research approaches have been emerging in a number of educational research domains, such as learning analytics, educational data mining, digital ethnography and educational informatics. Although the potential of digital approaches has been generally acknowledged, many overarching conceptual and methodological questions remain unexplored and under‐theorised. This special issue provides a landmark collection that synthesises some important empirical and methodological advances in this research field, including methodologically innovative case studies and critical analyses of overarching epistemological, methodological and practical issues that inevitably will shape future developments of this research field.  相似文献   

5.
This paper uses in‐depth interview data to explore aspects of the lives of non‐native speaking English educators working in the state education system in Sri Lanka. In so doing the research focus is on the educators themselves and the paper will discuss such issues as: careers as English teachers—motives for entering teaching, career progression, becoming a teacher educator; professional self‐development; beliefs about teaching, learning and teacher education; and the wider socio‐educational context of English teaching in Sri Lanka. It is hoped that the paper will offer insights into the development of non‐native speaking TESOL teachers—by making more visible features of practice in particular contexts—as well as providing ‘snapshots’ of teaching and learning in state systems beyond the western world which may inform thinking more broadly about international English language teaching and learning.  相似文献   

6.
In both the fields of educational practice and educational research the professional development of teachers was, is and is promising to remain an urgent and relevant topic. Practitioner research performed by teachers in professional learning communities and communities of practice is promising to serve their professional development. In addition, practitioner research and participation in these learning and working communities aim at explicating the locally existing tacit professional knowledge. Since practitioner research is also defined as a means to the aim of creating knowledge that is more relevant to the practice of education than the knowledge created by research institutes, we are concerned with the question of which mechanisms can be identified as enabling the production of public practice‐based knowledge. Therefore we review three current books on practitioner research and professional communities.  相似文献   

7.
远程教育的实践教学是指学习者在远程开放学习过程中,在教师指导下以实际操作为主,获得感性知识和基本技能,提高综合素质的一系列教学环节的组合。远程开放教育集中实践教学,不但要注重传统教育所强调的专业能力培养,强调理论与实际结合的能力培养,更重要的是注重学生自主学习能力与综合素质的锻炼,注重培养学生在现代教育技术环境下提高自己适应时代和社会发展所要求的不断学习的能力,即终身学习的能力。然而,由于观念、条件、环境、教学对象、管理等诸多因素的影响,能体现现代远程教育特点的网上集中实践教学成为远程教学过程中的一个难点。应根据学生素质和学生的从业情况改进集中实践教学活动存在的具体问题,推动远程开放教育的网上集中实践教学活动。  相似文献   

8.
This paper reports on original research where the primary objective was to critically explore the learning experiences of older (50+ years) working class adults in the context of a new university. Semi‐structured interviews with 10 older learners engaged in a range of study in a new university in the west of Scotland were utilised. This methodology was adopted to bring their voices to the fore, in recognition that these have been under‐represented in educational research to date. A main outcome of the study was that theorising of widening participation practice and pedagogy as it relates to older learners may be significantly developed from insights afforded by critical educational gerontology (CEG) (older adult education) and its central concern with empowerment of marginalised older adults. It is concluded that CEG’s theoretical perspectives and pedagogic practices—critical gerogogy—may inform and shape more responsive widening participation practices that aim to support under‐represented groups. This is particularly evident for older working class students whose formative educational experiences were predominantly characterised by severely limited choice and opportunity. CEG has significant implications for widening participation practice in offering a distinctive, holistic educational philosophy and creative pedagogical approach.  相似文献   

9.
《师资教育杂志》2012,38(4):409-424
The social class attainment gap in education is now attracting an increased level of concern. Despite the efforts of the British New Labour government to address the continuing underachievement of working class pupils in England, there has been little progress. This paper reports on one aspect of a wider research study carried out in an Initial Teacher Education department in which this persistent educational problem was explicitly addressed. In this study student teachers were prompted to explore their own understandings of social class and underachievement by acting as school‐based researchers. The data collected by the student teachers revealed both silence and resistance surrounding social class in educational contexts. They identified social class and underachievement as overlapping constructions that were inextricably linked to the perceptions and practices of the teacher. Importantly, in reflecting on their experiences of the research process the student teachers were able to identify significant implications for their own future professional practice. This paper concludes by emphasising that Initial Teacher Education (ITE) provides an important context in which to raise social class issues and to ensure that student teachers are effectively prepared to recognise and address the institutional barriers to learning faced by underachieving working class pupils.  相似文献   

10.
The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development of this new research agenda and to argue that there is a need for research in science education that attends to agency as a social practice. Despite increasing interest in student agency in educational research, the term ‘agency’ has lacked explicit operationalisation and, across the varied approaches, such as critical ethnography, ethnographies of communication, discourse analysis and symbolic interactionism, there has been a lack of coherence in its research usage. There has also been argument concerning the validity of the use of the term ‘agency’ in science education research. This article attempts to structure the variety of definitions of ‘student agency’ in science education research, identifies problems in the research related to assigning intentionality to research participants and argues that agency is a kind of discursive practice. The article also draws attention to the need for researchers to be explicit in the assumptions they rely upon in their interpretations of social worlds. Drawing upon the discursive turn in the social sciences, a definition of agency is provided, that accommodates the discursive practices of both individuals and the various functional social groups from whose activities classroom practice is constituted. The article contributes to building a focused research agenda concerned with understanding and promoting student agency in science.  相似文献   

11.
Abstract

Inspired by Theodore Schatzki’s ‘societist’ approach—in which he advocates a notion of ‘site ontologies’—in this article, we outline our theory of practice architectures (a theory about what practices are composed of) and ecologies of practices (how practices relate to one another). Drawing on case studies of four Australian primary schools, we examine how practices of leading relate to other educational practices: professional learning, teaching, student learning, and researching and reflecting. We find ‘leading’ not only in the work of principals and other formal leadership positions, but also in the activities of teachers and students. We show that changing leading practices requires changing more than the professional practice knowledge of individuals; it also requires changing the practice architectures (cultural-discursive, material-economic and social-political arrangements) in sites where leading and its interconnected practices are conducted. In order to study practices of leading, we adopt a philosophical-empirical enquiry approach, i.e. we conduct our research as a conversation between practice philosophy and theory and the empirical cases of leading we study. We study practices in the mode of research within practice traditions, sometimes described as ‘practical philosophy’, as a contribution to the self-reflective transformation of the practices we are studying.  相似文献   

12.
The community of educational measurement researchers and practitioners has made many positive contributions to education, but has also become complacent and lost the public trust. In this article, reasons for the lack of public trust in educational testing are described, and core values for educational measurement are proposed. Reasons for distrust of educational measurement include hypocritical practices that conflict with our professional standards, a biased and selected presentation of the history of testing, and inattention to social problems associated with educational measurement. The five core values proposed to help educational measurement serve education are: (a) everyone is capable of learning; (b) there are no differences in the capacity to learn across groups defined by race, ethnicity, or sex; (c) all educational tests are fallible to some degree; (d) educational tests can provide valuable information to improve student learning and certify competence; and (e) all uses of educational test scores must be sufficiently justified by validity evidence. The importance of these core values for improving the science and practice of educational measurement to benefit society is discussed.  相似文献   

13.
Learning to be an artist or designer is a complex process of becoming. Much of the early phase of ‘learning to be’ occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their maturing identities as artists and designers is played by artist/designer‐academics teaching in university art and design programmes. By maintaining active art/design practices and drawing from these in their teaching, artist/designer‐academics model professional practice to students. Witnessing and interacting with such modelling is part of the process of students learning the shared discourses, views and practices of the art or design worlds to which they aspire to belong. The modelling of professional practice is critical to an artist or designer's ‘learning to be’ experience because it enables students to access the tacit and nuanced behaviours, languages and cultures that constitute contemporary art or design practice. This article outlines findings from a recent Australian study revealing the role of professional practice modelling in university art/design teaching. It highlights the centrality of professional practice modelling to artist/designer‐academics in their beliefs and approaches to teaching their academic disciplines. In critically exploring the research data and findings this article describes the role that modelling of practice plays and how it comprises a core part of the value that artist/designer‐academic participants contribute to the teaching of art/design education.  相似文献   

14.
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind.  相似文献   

15.
This paper reports on qualitative research from an Australian, K-6, faith-based school about teachers’ experience of a job-embedded professional learning initiative (the Whole-School Benchmarking of Writing, WSBoW) that was designed to improve teachers’ capacity to apply data-driven decision-making to achieve improvements in student learning. Teacher interviews provided the data about experiences and influences on teching practice. The findings demonstrated that the professional learning initiative provided teachers with a supportive pedagogical tool for focusing their teaching practices on improving student learning. A research based evaluative framework was used as a heuristic to analyse the change initiative. This study used the framework and employed a social constructivist and sociocultural epistemology that recognised the importance of leadership and school context in the development of a culture focused on collaborative communities of practice and data-driven teacher decision-making. The study has significance for leaders, schools and systems that engage teachers in professional capacity building.  相似文献   

16.
Children with autism have complex learning and behavioural challenges which typically require comprehensive educational and therapeutic services. In recent years there have been many developments in the philosophy, methodology, and scope of intervention for this population. Factors such as early intervention, criterion‐referenced assessment, the combination of applied behaviour analysis and developmentally appropriate practices (DAP), parent training, and public school inclusive education have been noteworthy. This article describes a comprehensive continuum of services model for children with autism developed by a human services agency in Massachusetts which incorporates these and additional empirically‐based approaches. Service components, methodologies, and program objectives are described including representative summary data. The article concludes with a discussion of educational, therapeutic, and research issues which address “best practice” approaches toward children with autism.  相似文献   

17.
ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.  相似文献   

18.
ABSTRACT— Education lacks a strong infrastructure for connecting research with educational practice and policy. The need for this linkage grows as findings in cognitive science and biology become ever more relevant to education. Teachers often lack the background knowledge needed to interpret scientific results, whereas scientists often lack an understanding of pedagogical goals. We need to build an infrastructure that supports sustainable collaboration between researchers and teachers and creates a strong research foundation for education. A primary agent of the lasting collaboration between researchers and practitioners in medicine is the teaching hospital, where researchers and practitioners work together on research that is relevant to practice and the training of young professionals. Education needs analogous institutions—research schools—that join researchers and teachers in living, community‐based schools. In these schools, practice shapes research as much as research informs practice. Research schools will provide a fundamental infrastructure for linking transdisciplinary research on learning with educational policy and practice.  相似文献   

19.
The articles in this section cover special education, and education and professional expertise, which each represent one special research field within education, but cover research during the last few decades from only one of the Nordic countries. The special‐education article reviews research in Sweden, and from three periods, 1956‐1969, 1970‐1979, and 1980 and later. In selecting the studies referred to the author chose to concentrate on educational aspects within the research domain, rather than differentiated from more handicap‐research‐dominated studies. The author argues that the review cannot, therefore, be seen as a complete, rather it should be understood as a summary of some evident trends of during the periods covered. The extensive presentation ends with remarks on some of the most important theoretical and normative perspectives and aspects. The second article examines, from an educational viewpoint, the acquisition of professional expertise and it outlines emerging approaches to such research, particularly in Finland. The first part of the article briefly reviews how expertise has been conceptualized in recent research. The next section deals with the role of higher education in developing expertise from the constructivist perspective in research on learning, and the article that lines current challenges and alternatives for further educational research.  相似文献   

20.
The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice-based research with school development goals for inquiry-based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry-based practices in schools, the research question of this study was to explore to what extent and how do school leaders use the opportunity of participating in funded research and development projects for encouraging and integrating inquiry-based practices in their schools? Differences concerning the integration of inquiry-based working in the school as professional learning community were examined, distinguishing between school leaders’ strategies of capacity building. Twenty-eight school leaders of Dutch secondary schools, involved in nineteen projects, were interviewed retrospectively. Analyses showed the majority of the school leaders to be convinced that inquiry-based working is important for their schools’ development as a professional community. Their strategies for achieving school level project significance differed in school leaders’ successive attention on personal or interpersonal capacity building with regard to inquiry-based practices. Moreover, while some school leaders were actively involved with capacity building right from the start of the research and development projects projects, almost two-third of the school leaders developed interest in inquiry-based practices during the projects and started to enact in the final year of the project. In discussing the results, it is proposed that the interaction of strategy and context needs further study, for instance to inform peer learning among school leaders that are novice and experienced in inquiry-based practices as a means to develop the school as a professional learning community.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号