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1.
This paper reports key findings from a study of young people’s engagement in ‘atypical’ activities in their families. The project focused on young caring and language brokering as two roles that are not assumed to be ‘normal’ activities for children and young people. The findings presented are from a survey of 1002 young people and from one‐to‐one interviews with a sample selected from the survey sample. The voices of young people in the interview study are used in the paper to illustrate the diverse range of childhood experiences. The paper discusses some of the ways in which pastoral systems in schools can take account of diverse childhoods and family needs more effectively than they have done in the past. 相似文献
2.
In England and Wales, religious education (RE) in non-faith schools has gradually changed from Christian education to the study of many religions and philosophies. However, the core values of RE have continued to be related to concerns about social cohesion and the building of shared values. The article briefly discusses changes in RE since 1944 and then considers attitudes to RE among a group of year 11 pupils (age 15–16) in one large multicultural comprehensive school, collected through questionnaires and group discussions. The subject name had been changed from RE to Religious Studies (RS) in 2004. The focus here is on pupils’ ideas of ‘the perfect RS pupil’; used as a means to access their understandings of the subject’s aims and their teachers’ expectations. The most popular responses were that the ideal pupil would be knowledgeable about religions and be tolerant and empathetic. This is in accord with the current social and political agenda for RE but lays it open to criticism that tolerance becomes an end in itself encouraging indifference to religions rather than a critical, evaluative perspective. 相似文献
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4.
A.J. de Buck I. van Rijn N.G. Roling G.A.A. Wossink 《The Journal of Agricultural Education and Extension》2013,19(3):153-166
Abstract The paper describes the results of an exploratory study of farmers’ reasons for changing or not changing to more sustainable production methods in arable farming in the Netherlands. The background of the research is the disappointing adoption of Integrated Arable Farming Systems (iafs). Perceived production risk was expected to be an important factor constraining adoption. This study suggests, however, that perceived risk is not a satisfactory explanation. One reason is that iafs as it has become in Dutch practice cannot be easily distinguished from conventional arable farming systems. A continuum of gradual adoption of iafs methods, mainly for economic reasons, was observed. A real watershed difference was observed between partial adopters of iafs and organic farmers who used no chemicals at all. Secondly, dealing with production risks, such as weather‐dependent problems with weeds, pests and diseases, is considered part of professionalism of both conventional and iafs farmers and hence not a reason for avoiding a specific crop husbandry technique. However, uncertainties emanating from market conditions and environmental policy were found to be important considerations. JAgr Educ Ext (2001, 7, 3, pp 153–166) 相似文献
5.
Despite profound changes to the higher education sector in the UK over recent years, which have tended to emphasise the role of prospective students as active choosers within a marketplace and encourage higher education institutions (HEIs) to place more emphasis on student engagement and representation as a means of improving the quality of the learning experience, the role of students’ unions has remained largely unexplored. To start to redress this gap, this paper draws on a UK-wide survey of students’ union officers and a series of focus groups with 86 students and higher education staff in 10 case study institutions. It outlines the ways in which students’ unions are believed, by those closely involved with them, to have changed over recent years, focusing on: the shift towards a much greater emphasis on representation in the role and function of the students’ union; the increasing importance of non-elected officers; and the emergence of more cooperative relationships between the students’ union and senior institutional management. The article then discusses the implications of these findings for both our understanding of the political engagement of students, and theorising student involvement in the governance of HEIs. 相似文献
6.
Chih-Cheng LIN 《美中教育评论》2010,(11):36-43
This paper was intended to investigate the effects of using e-books （or texts with multimedia support） in an ERP （extensive reading program） on EFL （English as a foreign language） learners＇ attitudes toward reading in English. In a junior high school in northern Taiwan, 109 students from 3 intact classes were recruited in the 10-week ERP of e-books. Each class was introduced to a list of 140 selected e-books for the reading program; each student was then encouraged to read e-books after school, with the target of reading 4 e-books every week. The degree of changes in reading attitudes was assessed by using the reading attitudes scale （Stokmans, 1999） before and after the e-book ERP. In addition, the teacher＇s class notes of the students＇ reading behaviors and reactions as well as their spontaneous oral or written feedback were analyzed to be triangulated with the quantitative data. The results showed that the e-books had positive effects on the students＇ attitudinal changes in all dimensions of reading attitudes, namely, utility, development, enjoyment and escape, as well as in all the cognitive, affective and conative components. The results also showed that the features of the e-books, especially oral reading, highlighting, animations and music/sound effects, were considered important to change their attitudes. The implementation of interaction and learner control in the e-books guaranteed positive attitudinal changes as well. 相似文献
7.
This study investigated the changing feedback practices of teachers in an elite university in China. Drawing on teacher cognition theory and recent research developments in effective feedback practices, fourteen teachers were invited to reflect and explain their feedback practices in semi-structured interviews. Which identified three trends: their use of feedback practices appear to change: (1) from addressing specific tasks with detailed comments to addressing a combination of issues within and beyond task level, (2) from providing feedback at the end of a learning cycle to instructing on common problems at the beginning, and (3) they appear to make their feedback more timely and interactive by using social networking software and new course formats. Teachers seem to be willing to experiment with a wide range of feedback. They constantly evaluate the effectiveness of these practices based on two criteria: improving student academic performance and teaching all the content from the curriculum as scheduled. Recommended or experimental feedback practices were unlikely to be sustainably adopted by teachers unless they were confirmed to be effective by the teachers’ own evaluations. 相似文献
8.
Student feedback can be used to enable institutions to achieve the best possible outcomes for students through informing changes which enhance the quality of teaching and learning. Following the introduction of an online survey platform to gather student feedback at a top-performing UK university, anecdotal concerns raised by academics suggested students were being more critical. This exploratory study investigated the effects of switching from a paper to an online survey by comparing the open-ended responses between the two methods of collection. The main contribution of this study is the development of an analytical framework which can be used by other institutions to evaluate student comments, in order to understand and improve the student experience. Three key findings in this study were uncovered. Firstly, the quality of student feedback is not undermined by a switch to a more efficient online collection. Secondly, student comments via both methods of collection predominantly continue to focus on fulfilling basic needs, such as study resources. Finally, a small number of comments online revealed a lack of behavioural constraint and were considered to be inappropriate. These findings have important policy implications for the global higher education sector, highlighting the need for students to be given guidance on providing constructive feedback. 相似文献
9.
Noah Asher Golden 《Teaching Education》2018,29(1):1-16
The signifier ‘alternative’ in education has largely shifted from progressive or humanizing pedagogies to deficit framings requiring alternate graduation criteria. This development is part of broader neoliberal educational reform efforts that disrupt longstanding conceptions of teachers’ roles. This study serves to investigate long-term teachers’ understandings of their shifting roles in one secondary-level alternative education program in New York City. Specifically, this narrative analysis study explores participating teachers’ meanings around agency and their ability to form the relationships that they argue are central to meaningful pedagogies. Findings demonstrate a sense of loss regarding teacher agency and relationships, and a belief that neoliberal reform efforts have limited possibilities for a shared sense of purpose and collaboration. 相似文献
10.
India’s educational policy on inclusive education for students with disabilities is in sync with general global developments. Especially in the last couple of years there have been significant legislative achievements towards this endeavour. However, the implementation of inclusive education remains elusive. Besides this, teachers’ preparedness for inclusion has received little attention. This survey study had two aims. Firstly, we aimed at finding or constructing a reliable instrument to measure three aspects: the attitudes, knowledge about disability and inclusive teaching methods of regular schoolteachers. Secondly, we aimed to describe the outcomes of the three aspects. For attitudes and teaching methods we found a reliable instrument, which was selected for the usage in this study. We constructed and assessed the reliability of a scale in measuring knowledge about four disabilities: attention deficit hyperactivity disorder, dyslexia, intellectual disability and autistic spectrum disorder in pilot and main studies. The results revealed that teachers hold neutral attitudes towards inclusive education. Their knowledge about disabilities, however, was low, but knowledge about inclusive teaching methods was acceptable, which was a significant finding. The practical implications for preparing teachers to work towards inclusion are also discussed. 相似文献
11.
Getting a good and relevant education is difficult enough to achieve within a context where social and economic needs are constantly unsettled by political policy. The public funding of the education sector has become a contested arena irrespective of a government’s ideology. Recent graduates from various disciplines from Town Planning to Philosophy report in university destination surveys that they have only found employment in areas unrelated to their academic training – for instance, in supermarkets, restaurants and other low-level service industries. How has it happened that the universalisation of mass higher education has contributed to a disconnect between the individual’s social aspirations and their economic status? What happened to the tacit promise that an extended period of intellectual development would prepare the individual for a life of valuable social contribution and financial security? Part of the answer lies in the success of higher education itself. Its popularity has changed its transformative capacity and allowed operational efficiencies to overrule academic quality. The university, ideally seen as a repository of intellectual intuition, has been remade into yet another modern corporation concerned with the bottom line and financial security. Why has it been necessary to remake the university in the image of the department store, supermarket or bank, and how has it been achieved without more critique? 相似文献
12.
《International Journal of Educational Development》1995,15(1):27-36
In the People's Republic in China, government policies are aimed at enabling the country to achieve by the year 2050 the same standard of economic development as the middle group of developed countries, such as Portugal and Greece, reached in 1990. Education supported by television has been given an important role to play, but China's policy and practice in television education has changed considerably since 1978. The remarkable growth of the television universities, started in 1979 with a terrestrial broadcasting system, was aided by a large World Bank loan. Reforms of the late 1980s in higher education led to a decline in undergraduate numbers in these universities, but other reforms enabled them to serve new groups, such as those requiring specialised vocational courses. Next, the government decided to establish a satellite television system for education, to serve several purposes including in-service training for primary and secondary school teachers, and “post-university” television education for technicians, managers and professional staff. The outcomes of these changing policies have been monitored and to some extent evaluated, raising questions about the future of television education in China. 相似文献
13.
This paper directs attention to important changes in the role and funding of elite private universities in the USA. At the center of these changes is the private endowment—an institution that has for much of its history been a pivotal element of innovation and autonomy, but which is recently tilting towards the production and reproduction of oligarchic institutional conditions. In the context of an explosion of wealth inequality in winner-take-all markets where elite higher education serves to provide coveted access to rare positional goods, the in perpetuity endowment—as currently configured—allows a small group of globally leading institutions to become rentiers who can support themselves nearly exclusively through the returns on their endowed capital. With that, a century-old dynamic of innovation and change of American higher education is at risk of collapsing. Where the elite private universities used to act as the head of Riesman’s snake-like procession, pulling the majority of American universities along in a process of isomorphic emulation, the emerging gulf between a handful of academic rentiers and the rest of the academic body (including many world-renowned, but not super-rich universities) threatens to cut that head off from the body, leaving the majority of the remaining institutions scrambling for survival at the mercy of the dictates of academic capitalism. We review policy options capable of taming the run-away endowment and place the issue in the larger context of the tension between Madisonian and Jeffersonian democratic imperatives. 相似文献
14.
《Journal of Education & Work》2012,25(3):39-51
Abstract Changes in the social structuring of of the life‐phase ‘youth’ and high rates of youth unemployment during the eighties have opened discussion over posited shifts in young people's work orientations and a weakening of the gender‐specificity of youth transitions. Using data from The Netherlands, this paper argues that changes in educational participation, patterns of family life, and work orientations have certainly taken place, but that these cannot be straightforwardly interpreted in terms of individualisation processes and their consequences. Young people remain firmly attached to paid work as a central component of their identities and life plans, and this is increasingly so for young women. Nevertheless, youth transitions remain highly gendered in character, frames of meaning, and implications for the course of adult life. 相似文献
15.
Elizabeth S. Buckner 《Higher Education》2017,74(3):473-489
This article examines changing ideas about the relationship between the nation-state and the university in international higher education development discourse through a quantitative content analysis of over 700 academic articles, conference proceedings and research reports published by the United Nations Educational, Scientific and Cultural Organization (UNESCO). It finds that since the 1990s, emphasis on the private sector grows, the nation-state’s role shifts from one of manpower planning to strategic planning, and higher education is increasingly expected to promote standardized development goals and economic competitiveness in the global arena. However, it also finds that the role of the nation-state does not disappear—although no longer portrayed as the primary funder and provider of higher education, the nation-state is imbued with important regulatory functions. 相似文献
16.
《Teaching and Teacher Education》2000,16(5-6):635-647
In a period of radical educational reform, improving understanding of teachers’ professional learning is important for those who seek to make changes in classroom practice. Research-based enquiry is seen as the foundation of reflective practice, enabling teachers to generate pedagogical knowledge. However, teachers’ professional learning is inadequately theorized, and there is a lack of clarity about the type of theoretical framework to guide their development. This article gives insights into how teachers change their theories and practice. The data are drawn from a research study carried out in England which examined nine early childhood teachers’ theories of play and their relationship to practice. As an unintended outcome of their close involvement in the data collection and analysis, all of the teachers changed their theories, or practice, or both. The contexts which stimulated these changes and the learning processes which the teachers experienced are described and analyzed. On the basis of these data, a three-stage model of change is proposed and explicated, based on Fenstermacher's theory of professional learning. The conclusions indicate a need for a theoretical underpinning for teachers’ professional development which might also inform the design of teacher education courses. 相似文献
17.
This article seeks to shed light on current dynamics of stratification in changing higher education and proposes an analytical perspective to account for these dynamics based on Martin Trow’s work on “the analysis of status.” In research on higher education, the term “stratification” is generally understood as a metaphor that describes a stable vertical order. In sectors that are experiencing considerable change, such an order is still in the making. In following Trow, we propose to look at stratification as an open ordering process that constructs verticality. We distinguish between sector and field stratification, i.e., between stratification through coercive regulation by the state and through status judgements by a wide range of stakeholders. Within the last decade, field stratification has grown in importance as governments in continental Europe have provided universities with more leeway. Specific devices (rankings, etc.) channel such judgements and construct images of how a field appears. By applying this concept to two empirical cases from German higher education, we will show how devices redefine verticality in higher education through specific field images. First, master rankings in business administration/economics expand the topological boundaries to include degree programs outside national sectors, raise the importance of alumni and increase the recruitment of female students. Second, the Excellence Initiative triggers the construction of a new unregulated sector of doctoral education; excellent graduate schools model themselves along the scales of the field image as selective, interdisciplinary, international, and part of a holistic university image. 相似文献
18.
Louise Stoll 《Journal of Educational Change》2009,10(2-3):115-127
In fewer than 10 years since the year 2000, systems around the world have been affected by global changes and new understandings that challenge what it means to improve schools and build capacity for improvement. This article examines seven issues in the last decade and their implications for ‘building capacity for improvement’. It concludes that there may be a need for new language and methodologies to capture the fast changing landscape. 相似文献
19.
The study considers mathematical problem solving to be at the heart of mathematics teaching and learning, while mathematical challenge is a core element of any educational process. The study design addresses the complexity of teachers’ knowledge. It is aimed at exploring the development of teachers’ mathematical and pedagogical conceptions associated with systematic employment of multiple-solution tasks (MSTs) in a “problem-solving” course for prospective mathematics teachers (PMTs). Our attention to teachers’ mathematical conceptions focused on the development of PMTs’ problem-solving competences. Our attention to teachers’ meta-mathematical and pedagogical conceptions focused on changes in teachers’ views concerning the level of interest and level of difficulty of the mathematical tasks. We differentiated between the systematic and craft modes of professional development integrated in the course. Systematic mode involved problem-solving sessions and reflective discussions on collective solution spaces. Craft mode involved interviewing school students. The study demonstrates the effectiveness of MSTs for PMTs’ professional development. 相似文献
20.
Helen Clarke 《International journal of qualitative studies in education》2013,26(4):477-497
Extracts from the written conversation between research student and supervisor show the nature of educative research supervision. The authors argue that researcher–supervisor relationships are methodological in nature as they shape and influence the people, the project and the field. Such relationships, which construct meanings, are complex. A conversational approach, spoken or written, with its freedom, spaces and power dynamics, provides possibilities for reflexivity and growth for all parties. This conversational freedom is illustrated in the structure of this text, as a dialogue to which the voice of the UK editor of this journal is added, constructing another layer to the conversation. As in conversation, the form and content of the text is messy and open to interpretation, yet its construction reflects the argument presented in the text. Supervision as conversation replaces then subverts the managerialist approach to research supervision and its carefully planned, linear route to a dissertation. 相似文献