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1.
《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
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《International Journal of Educational Research》1987,11(5):531-541
This chapter provides a brief review of the development and use of microteaching. Research on modelling, practice, and feedback is reviewed and studies of the overall outcomes of microteaching are set against a discussion of conceptual models underlying microteaching. It is argued that despite the many published investigations of microteaching, few definite conclusions can be drawn about its effectiveness. This is attributed to lack of theory-guided investigations, and it is suggested that a synthesis of cognitive models for microteaching with recent work on teachers' thought processes might provide a profitable approach to future work. 相似文献
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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
5.
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
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Ethics committees have an important role to play in ensuring ethical standards (e.g. BERA, ESRC, RCUK recommendations) are met by educational researchers. Balancing obligations to participants, society, institutions and the researchers themselves is not, however, easy. Researchers often experience the ethics committee as unsympathetic to their research endeavour, whilst ethics committees find some research approaches do not make ethical implications sufficiently explicit. This potential for misunderstanding is evident in the literature, but studies investigating how participants perceive this relationship are missing. This research comprises a novel empirical study which explores researcher perceptions of research ethics committees. Fifty-five participants in higher education departments of education responded to an online survey. Open and closed-ended questions were used to collect data on roles, methodological stance, experiences of the research ethics committee, perceived tensions and examples of good practice. The results indicated that contemporary educational researchers regard research ethics committees as friends when researcher and reviewer are transparently engaged in a shared endeavour. When this shared endeavour breaks down, for a variety of reasons—including apparently unreasonable demands or mutual misunderstanding—the research ethics committees can become foes. The difference between foe and friend lies in the quality of communication, clear systems and a culture of respectful mutual learning. The contributions of this study have practical implications for the ways that education researchers and research ethics committees relate to one another within university settings, both to alleviate areas of tension and to arrive at a shared understanding which will enable best ethical research practice. 相似文献
7.
Robinson JL 《Child development》2000,71(3):570-572
In this commentary, the question is raised whether prevention research can benefit from resilience research in designing interventions. Although many areas in the investigative interests of prevention and resilience researchers overlap, Luthar, Cicchetti, and Becker may have set the bar too high for defining resilience in the context of varying levels of adversity. 相似文献
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Keith Morrison 《Educational Research and Evaluation》2013,19(4):328-329
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Preparation for research supervision has assumed greater importance in academic departments of universities with the increase in the number and diversity of both research candidates and supervisors and the financial incentives for on-time completions. Over the past decade a body of literature by both academics and academic developers has emerged and more recently post-liberal theories and frameworks (feminism, postmodernism and post-colonialism) have been used to problematise the field of postgraduate supervision. Central to the feminist and post-colonial critiques is the belief that supervisors are best equipped for their roles by a process of personal self-transformation which allows them to achieve an appropriate balance between emotional and rational elements in their supervisory practice. We wish to set critical and post-modern approaches in historical perspective. We seek to show that feminist and post-colonial approaches are heir to a form of critique, which was founded upon the assumption that certain institutions and practices of modern society are dehumanising because they fragment human beings’ essential unity. We argue that engaging supervisors in a process of self-transformation reinforces the idea that successful supervision is a function of the supervisor's recovery of a fully integrated and higher self. 相似文献
10.
Moore ML 《The Journal of perinatal education》2002,11(3):43-47
Misoprostol (Cytotec) is a synthetic prostaglandin E1 analogue that was designed for the prevention and treatment of peptic ulcer associated with the use of nonsteroidal anti-inflammatory drugs. In obstetrics, misoprostol has been administered for induction of first and second trimester abortion, for induction of labor in the third trimester, and to control postpartum hemorrhage. None of these uses has been approved by the Food and Drug Administration. Nevertheless, misoprostol is widely used in the United States and throughout the world. Advantages are cited as reduced rate of cesareans, shorter time from induction to birth and, particularly in developing countries, lower cost, oral, vaginal or rectal administration, and stability without refrigeration. Disadvantages are uterine hyperstimulation and, in rare instances, uterine rupture and death. Mothers should be informed of both the risks and the possible benefits of misoprostol. Further research with large samples is necessary to determine whether the risks outweigh any possible benefits. 相似文献
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Eva Bendix Petersen 《Critical Studies in Education》2015,56(1):147-160
Offered through a split-text, this article mounts/destabilises the argument that policy research that cites authors usually associated with post-structural thought and which is published in a mainstream education policy journal is overwhelmingly realist in its ontologising practices. It reminds the reader why that is problematic and calls for a stronger post-realist praxis. 相似文献
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《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
13.
AbstractThe use of research evidence to inform practice has become an expectation of those working in many professions. There is a dearth of research on teacher use of scholarship to inform their practice. While there is an abundance of research that can be used to inform teacher practice, there are unknowns about how much teachers seek, access, read, apply and share evidence from research to inform their teaching. We address this gap in the literature by surveying inservice teachers about their perceptions and practices for using education research. In our analysis of the data collected from 452 teachers, we found teachers are interested in research and perceive value in research to inform their work. However, we also found that teachers struggle to identify sources of quality research and how to translate research to inform their teaching. Our findings have implications for school administrators seeking to promote teacher engagement in evidence-based practice and educational researchers hoping to have their research translated into K-12 teacher practice. 相似文献
14.
Maria Pietilä 《Higher Education》2014,67(3):303-316
The article examines academic leaders’ conceptions of research profiling. Global science policies, including the Finnish governmental policy, promote the identification of areas of research excellence and recommend resource concentration on them. However, as active agents, leaders may have competing, even conflicting views on the pros and cons of the institutional norm of selective research excellence and research steering. Drawing on the ideas of micro-level institutionalism, this study seeks answers to the following questions: What kinds of conceptions of research profiling do the academic leaders have? How are these connected to the goals that the leaders are trying to achieve with profiling? The data comprised 15 interviews with leaders at different organisational levels in two Finnish research universities. Two general conceptions of research profiling were identified: profiling as an instrument of strategic management and profiling as symbolic management. The conceptions were connected to various rationales, such as strengthening research and communicating to the external environment. By emphasising the variability and incoherence of leaders’ conceptions and the underlying rationalities, the study contributes to understanding how academic leaders make sense of the complex issues they face and how they cope with various demands. 相似文献
15.
Exploring of new models of research pedagogy: time to let go of master-apprentice style supervision?
While the time-honoured one-to-one supervisory model of higher research degree training has its advantages, recent research suggests that the model also has significant drawbacks, including its hierarchical nature. Nevertheless, this pedagogical model remains the default for higher research pedagogy. Using the discipline of music as a case study, where growing interest in practice-based research has lately demanded considerable fluidity in supervisory practices, this research explores the benefits and challenges of one-to-one models of supervision. Drawing on semi-structured interviews, dialogue forums, survey data, the extant literature and observations of practices at selected higher music education institutions in Australia, the UK, Belgium and the Netherlands, it recommends and suggests ways to implement more ‘horizontal’ approaches to research pedagogy. The findings of this research may improve teaching and learning experiences and outcomes in higher research degrees in music and the creative arts, and stimulate a reflection of supervisory approaches more generally across the sector. 相似文献
16.
Rachel Andriatsitohaina Muthoni 《The Journal of Agricultural Education and Extension》2017,23(1):23-37
Purpose: This study determined the extent to which transfer of training among trainees from national partners of an international bean research network in Africa was perceived to have taken place; including determining the factors that predicted transfer of training back to the job. Methodology/approach: Online data collection using the Learning Transfer Systems Inventory (LTSI) from 139 respondents was made and analyzed using bivariate correlations and hierarchical multiple regression. Findings: An average of 75% of the training skills were perceived as transferred. ‘Personal capacity’ significantly predicted transfer, while ‘motivation to transfer’, ‘transfer design’, ‘supervisor’, and ‘peer support’ positively correlated with training transfer. Theoretical implications: The LTSI factors remain relevant explanations for training transfer with in African agricultural research and development organizations. Certain work environments are likely to have new factors such as ‘Supervisor and peer’ support which operated as one explanatory factor for training transfer, revealed the closeness of supervisors and peers in agricultural research and development settings. Practical implications: The international agricultural research network needs to consider the trainees’ ability to transfer new training given workload-related hindrances. Originality/value: The applicability of the LTSI for international agencies that conduct training for agricultural research and development in Africa has been tested. Such institutions need policies that enhance trainee capacity to transfer training to the work place. 相似文献
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Ingólfur Ásgeir Jóhannesson 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):251-264
This article deals with the ways in which historical discourse analysis is at once different from and similar to research described as qualitative or quantitative. It discusses the consequences of applying the standards of such methods to historical discourse analysis. It is pointed out that although the merit of research using historical discourse analysis must not be judged by the standards of qualitative methods alone, it can be easier to admit the influence of the discourse on methodology. Therefore, the article considers whether and how the ideas of validity, reliability, sample, and transferability can be used to explain the merit of study using historical discourse analysis. The author also discusses the basic concepts and principles of historical discourse analysis, and he describes step-by-step a particular way of conducting historical discourse analysis. 相似文献
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European higher education is awash with educational reform initiatives that purport to transform universities into better-managed higher quality organizations that more directly contribute to national development. This exploratory study examines patterns of research discourse in higher education in Europe. We argue that these patterns are changing in the direction of greater isomorphism with globally favored models of the university. First, we show some global trends that reveal the rise of “world class universities” and “higher education and development” discourse. Next, we analyze discursive shifts in European higher education research publications in the period between 1990 and 2009. Our initial analysis of these publications shows changes in the expected direction: we find a growing emphasis on management, organization, and quality and less emphasis on student access to higher education, an earlier equity concern. We propose further research to see whether higher education has become a more consolidated research field over time, perhaps suggesting an erosion of the historical legacies that often informed higher education systems and universities in Europe. Lastly, we briefly reflect on the implications of influential world models on comparative studies of higher education. 相似文献
20.
J. Patrick Biddix Chung Joo Chung Han Woo Park 《The Internet and Higher Education》2011,14(3):175-182
The purpose of this study was to investigate where students turn for course-related assignments, whether an ordered pattern could be described in terms of which sources students turn to and how students evaluated the information they chose to use. Data were drawn from open-ended questionnaires (n = 282). Semantic network analysis was conducted using CATPAC, artificial neural network software. Results verify previous findings that students turn to the Internet before the library, but a deeper investigation revealed different preferences for study versus project-related research. Specifically, using search engines or Wikipedia was a pre-stage, rather than a final destination, for project work. Interestingly, students were relatively confident in their abilities to discern courses using the Internet. Recommendations for promoting information literacy, as well as recommendations for improving library resource use, are included. 相似文献