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1.
Today, many institutions of higher education support students in conducting practice-oriented research. This research refers to a broad array of approaches geared toward practitioners’ practice. The supervision of such research is of crucial importance, but little is known about its nature and characteristics. This study examined what research supervisors and postgraduate, in-service teacher students perceive are key elements of successful action research supervision. Four action research supervisors and eight postgraduate students were interviewed. Data were analysed by using theory and empirical data. Findings reveal 24 key elements of action research supervision, which refer to supervisors’ (1) skills in supporting knowledge development through and about action research and creating a supportive environment for developing knowledge, (2) knowledge and expertise in supervising action research, (3) attitude in the supervision of action research and (4) the motives driving supervisors’ actions in the student-supervisor relationship. 相似文献
2.
For the past 10 years, there has been ongoing research at the University of Ghent on professionalism in childcare (the 0–3 age group) in the Flemish Community of Belgium. This research has been inspired by the ‘Contesting Early Childhood’ movement, which is based on the premise that pedagogic research can lead to social change. The first studies dealt with the relationship between gender and professionalism (2002–2010). These ‘Men in Childcare’ studies were embedded in a campaign to increase the number of male workers. Between 2005 and 2008 a PhD study focused on the de-professionalisation that has taken place within the Flemish childcare sector. This study, ‘The construction of a new profession’, was part of a large European Social Fund project involving many partners across Europe. This article aims not only to shed light on the results of these studies, but also to delve into the influences that these projects and studies have had on political decision-making through their embedding in large ‘communicative spaces’. 相似文献
3.
《Issues in Education》1999,5(1):1-35
There have been recent arguments for expanding research on some basic beginning reading skills (i.e, phonemic awareness, word recognition) to the exclusion of other literacy competencies. Moreover, there have also been arguments that certain methodologies should be favored in reading research to the exclusion of others. The case is made in this article that these conceptualizations of reading research are too narrow. Rather, the case made here is that a number of issues in literacy development deserve support, issues that can be addressed well with diverse methodologies. 相似文献
4.
《International Journal of Research & Method in Education》2013,36(3):213-227
This paper examines the place of research questions in the teaching of research methods. It describes the neglect of research questions in both methods texts and the wider academic literature, but notes that this situation is not peculiar to educational research and that similar concerns have been raised in the social sciences more widely, as well as in the humanities. It explores some possible explanations for this neglect and argues that the lack of attention paid to research questions may be related to the availability of appropriate resources, the structure and content of methods texts and the way some research is conducted and presented. Question-led methods teaching is presented as both a logical approach to the teaching of research design and data analysis and also a strategy that may help to overcome some of the weaknesses in current practice. It is argued that focusing on research questions can encourage capacity-building among new researchers and may discourage the early formation of ‘mono-method’ identities. 相似文献
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Julie Davis 《Environmental Education Research》2009,15(2):227-241
In 2007, Environmental Education Research dedicated a special issue to childhood and environmental education. This paper makes a case for ‘early childhood’ to also be in the discussions. Here, I am referring to early childhood as the before‐school years, focusing on educational settings such as childcare centres and kindergartens. This sector is one of the research ‘holes’ that Reid and Scott ask the environmental education community to have the ‘courage to discuss’. This paper draws on a survey of Australian and international research journals in environmental education and early childhood education seeking studies at their intersection. Few were found. Some studies explored young children’s relationships with nature (education in the environment). A smaller number discussed young children’s understandings of environmental topics (education about the environment). Hardly any centred on young children as agents of change (education for the environment). At a time when there is a growing literature showing that early investments in human capital offer substantial returns to individuals and communities and have a far‐reaching effect – and when early childhood educators are beginning to engage with sustainability – it is vital that our field responds. This paper calls for urgent action – especially for research – to address the gap. 相似文献
6.
This paper reports on a case study of a supportive learning environment initiative (SLEI) for students on health and social care undergraduate programmes in one English university. It involved the development of small scale support projects that are firmly grounded in the outcomes of prior research as well as the ongoing experience of students and staff at the institution. The paper begins by identifying common themes which point towards principles and strategies for educational change though a brief review of three concepts that are central to the initiative: ‘action research’, the ‘learning environment’ and ‘change management’. The account of the SLEI focuses on some of the processes of change management that were deployed and the subsequent discussion draws on the theoretical review to reflect critically on possible lessons for the promotion and management of localised change in higher education. 相似文献
7.
Yating Huang 《高等教育研究与发展》2018,37(4):758-772
Drawing on in-depth interviews and classroom observations with 14 academics from the field of applied sciences, this case study provides empirical evidences on the research–teaching nexus in the context of Chinese research universities by examining the multi-layered factors at the individual, institutional and organisational levels. The study sketches out several substantive social structures, including performative incentives, research culture and institutional emphases, that have significantly shaped the research–teaching nexus in a managerial context. Teaching beliefs that are rooted in traditional Chinese culture, however, have been identified as an essential factor to strengthen the research–teaching nexus. This study concludes that a more supportive environment based on the cultural beliefs of teaching can be created to alleviate the growing tensions between research and teaching. 相似文献
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J. Amos Hatch 《International journal of qualitative studies in education》2013,26(4):403-407
Ten years have slipped by since Richard Wisniewski and I passed along the executive editorship of QSE. A great deal has changed in that relatively short period. Political power in the United States has shifted dramatically to the right, and conservative politicians and their cronies in academe have legislated a definition of science that effectively marginalizes qualitative studies in education. At the same time, many scholars who count themselves as qualitative methodologists have become so engrossed in a postmodern obsession with deconstruction and critique that they have essentially left the field to the neo‐conservatives without a real fight. If qualitative researchers want to take on the scientifically based research crowd, they should be mounting both offensive and defensive maneuvers. A strong offense would feature the production of high‐quality qualitative studies that make a compelling case for the importance and efficacy of research done in other than the positivist paradigm. The best defense would include incisive resistance to what passes for good work under the banner of scientifically based research. 相似文献
10.
From the fear of death to the fear of ‘dissimilar other’: a research in elementary school classrooms
Social stereotyping and prejudice constitute pressing societal problems and have many causes. Terror Management Theory offers a compelling and heavily researched account of individuals’ reactions towards ‘dissimilar others’ when faced with thoughts of mortality. Building from previous research with adult samples, the present study aimed to explore whether terror management processes can have an effect on children's attitudes towards members of an ethnic out-group. We used focus group as a method of collecting the data. Results showed that reminders of mortality led to an increase in stereotypic thinking, to negative evaluations of the out-group and to ethnic labelling. The results of the present study emphasise the necessity for interventions that would take into account, besides the role of cognition and the role of micro- and macro-level environment, other determinants, such as the role of incidental affect, which contribute to the genesis and maintenance of prejudice and in-group bias in children. 相似文献
11.
This article tells the story of an attempt to bring about major educational reform of the curriculum and educational values in Kazakhstan, using action research as part of that process. The article begins with a brief and selective review of the literature on aspects of emotion and moves to an account of the context and history of the reforms, before focusing on the ‘self experience’ of the participants and the authors. Emotion, its centrality and the interrelationship of three areas – the nature of teaching and teacher learning, the process of change and the experience of research – are explored in relation to reform and action research. The paper concludes with a reflection on the implications for the use of action research as a strategy for reform. 相似文献
12.
This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge structures of experts (teachers and researchers) and the cognitive changes that are indicative of meaningful learning among students. We use the approach to suggest that rich and complex networks are indicative of expert status, but that these are seldom made explicit to students in the course of teaching. Instead, simple, linear structures comprise most lesson plans or teaching sequences. This linearity is often made transparent through the lecturers’ use of PowerPoint presentations to structure teaching. Thus the transmission mode of teaching predominates in HE and evidence of authentic research‐led teaching remains scant. This is likely to reinforce surface learning outcomes among university students and be an impediment to the emergence of expert status. The linear chains that are commonly espoused in teaching lend themselves to rote learning strategies rather than to individual meaning making. The approach we describe here has the potential to reinstate expert status as the prime qualification for teaching in higher education. Where concept mapping is used to share and explore knowledge structures between students and experts, then learning can be shown to occur in ways that are synonymous with research and discovery. Using this approach, the teacher–student distinction becomes legitimately blurred so that the sharing and advancement of knowledge are concomitant. In conclusion, we suggest that this is a basis for a pedagogy that is appropriate to HE and distinct from the compulsory sector. 相似文献
13.
张永兴 《重庆大学学报(英文版)》2003,2(2)
1. Introduction In October 2000, the Chongqing government received an exciting message. The Planning Committee of China approved the feasibility reports on Changshengqiao sanitary landfill projects supported by a loan from World Bank. This indicates that the Chinese government and local governments of different ranks have come to realize the importance of city environment and sanitation, and it also stands for the termination of simple and easy landfills. Before 2015, two modern sanitary l… 相似文献
14.
Frans J. Prins Renske de Kleijn Jan van Tartwijk 《Assessment & Evaluation in Higher Education》2017,42(1):128-150
A rubric for research theses was developed, based on the manual of the American Psychological Association, to be used as an assessment tool for teachers and students. The aim was to make students aware of what is expected, get familiar with criteria, and interpret teacher and peer feedback. In two studies, it was examined whether students use and value these functions. In the first study, a rubric was provided to 105 Educational Sciences students working on their bachelor’s thesis. Questionnaire data indicated that students did value the rubric for the intended functions, although rubric use was not related to ability. In a panel interview, teachers stated that the number of proficiency levels should be increased to be able to distinguish between good and excellent students adequately, and that a criterion concerning student’s role during supervision should be added. Therefore, in the second study, 11 teachers were interviewed about their motives to give high grades and about the supervision process. This lead to an extra criterion concerning student’s role during supervision and an additional proficiency level to assess excellent performance. It is argued that an adequate course organisation is conditional for the rubric’s effectiveness. 相似文献
15.
The ＂reproduction theory＂ was conceived and born in the research into educational inequalities in Western countries. Famous as the theory is, when it is to be applied in the research into education in China, a few factors must be taken into consideration： the subjects investigated must be educational inequalities that have come into being in the context of China; a shift in theoretical approach and expression is needed, with the Functional approach as the dominant research method; in terms of the standpoint of the researcher, whose academic mission and realization of social ideals should be closely and fully integrated; in terms of research method, the principle of combining both the macroscopic and microscopic approaches and analysis on the basis of actual facts should be adopted so as to effectively analyze and solve the problems plaguing the education of China and to promote the localization of the western reproduction theory in China. 相似文献
16.
Catherine Manathunga 《International Journal for Academic Development》2013,18(1):17-30
Educational development for research supervisors is still a recent phenomenon. Early optional sessions on research supervision have now been replaced, particularly in the UK, continental Europe, and Australasia, by comprehensive and, in some cases, mandatory programs. Yet some of these programs focus solely on the administrative roles and responsibilities of supervisors, attempting to provide technical “fixes” that deny the genuine difficulties and complexities involved in supervision relationships. Some research supervisors resent the intrusion of educational developers into what many of them have regarded as a private pedagogical space. They interpret such programs as further instances of the quality assurance agendas of governments and university administrators, and are justifiably suspicious of what some describe as the colonial underpinnings of educational development. These reactions create tensions for educational developers. This article explores why educational development can be problematic for research supervisors. It then charts some current supervision educational development programs that seek to go beyond administrative interpretations of supervision. Finally, it examines whether the “Compassionate Rigour” supervision program, developed to address these difficulties, manages to respond respectfully and sensitively to supervisors’ educational development needs. Le développement pédagogique des superviseurs de recherches demeure un phénomène récent. Les séances optionnelles portant sur la supervision de recherches de jadis ont été remplacées, particulièrement au Royaume‐Uni et en Australasie, par des programmes approfondis et, parfois, obligatoires. Pourtant, certains de ces programmes se concentrent seulement sur les rôles et les responsabilité des superviseurs au plan administratif, cherchant de la sorte à fournir des ‘trucs’ qui ne tiennent pas compte des difficultés et complexités réelles sous‐jacentes aux relations de supervision. Certains superviseurs de recherches n’apprécient guère l’intrusion des conseillers pédagogiques au sein de ce que d’aucuns considèrent être un espace pédagogique privé. Ils interprètent de tels programmes comme des composantes additionnelles des programmes de maintien de la qualité mis en place par les gouvernements et les administrations universitaires. Ces superviseurs redoutent, à juste titre, ce que d’aucuns décrivent comme les bases coloniales du développement pédagogique. De telles réactions instaurent créent des tensions pour les conseillers pédagogiques. Cet article explore pourquoi le développement pédagogique peut apparaître problématique aux yeux des superviseurs de recherches. Ensuite, il décrit certains programmes actuels de développement pédagogique reliés à la supervision qui cherchent à dépasser les interprétations strictement administratives de la supervision. Finalement, il examine le programme de supervision ‘Compassionate Rigour’, développé dans le but de palier à ces difficultés, pour voir si celui‐ci répond à la fois respectueusement et sensiblement aux besoins des superviseurs en matière de développement pédagogique. 相似文献
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Catherine D. Bruce Brent Davis Nathalie Sinclair Lynn McGarvey David Hallowell Michelle Drefs Krista Francis Zachary Hawes Joan Moss Joanne Mulligan Yukari Okamoto Walter Whiteley Geoff Woolcott 《Educational Studies in Mathematics》2017,95(2):143-161
This paper finds its origins in a multidisciplinary research group’s efforts to assemble a review of research in order to better appreciate how “spatial reasoning” is understood and investigated across academic disciplines. We first collaborated to create a historical map of the development of spatial reasoning across key disciplines over the last century. The map informed the structure of our citation search and oriented an examination of connection across disciplines. Next, we undertook a network analysis that was based on highly cited articles in a broad range of domains. Several connection gaps—that is, apparent blockages, one-way flows, and other limitations on communications among disciplines—were identified in our network analysis, and it was apparent that these connection gaps may be frustrating efforts to understand the conceptual complexity and the educational significance of spatial reasoning. While these gaps occur between the academic disciplines that we evaluated, we selected a few examples for closer analysis. To illustrate how this lack of flow can limit development of the field of mathematics education, we selected cases where it is evident that researchers in mathematics education are not incorporating the important work of mathematicians, psychologists, and neuroscientists—and vice versa. Ultimately, we argue, a more pronounced emphasis on transdisciplinary (versus multidisciplinary or interdisciplinary) research might be timely, and perhaps even necessary, in the evolution of educational research. 相似文献
19.
Callie Spencer Schultz 《International journal of qualitative studies in education》2017,30(6):505-518
In this paper, I enact an ‘inquiry among the ruins’ of a collaborative feminist duoethnography. Through the process of exploring instances of failure, I aim to (re)think ‘collaborative’ research, feminist goals for collaborative research, and a space for such research in the academy. As I work the ruins of a duoethnography, I read failures as a series of paradoxical ‘betrayals’ in hopes of being ‘accountable to complexity’ so to open up spaces for new ways of theorizing and practicing collaborative feminist research. 相似文献
20.
The teaching–research nexus and the importance of context: a comparative study of England and Sweden
John Taylor 《Compare》2008,38(1):53-69
The teaching–research nexus has been studied by many researchers, mainly looking at pedagogic links and direct benefits arising from the interaction of both activities. The paper takes a comparative approach, looking at the relationship between teaching and research in four universities from two different countries. This paper argues that contextual factors are vital in shaping the nature of the relationship and also identifies differences between disciplines in how these contextual factors may be understood. In particular, the contrasting structural and political contexts provided by two different national settings are seen to have a crucial role in shaping institutional activity. 相似文献