共查询到20条相似文献，搜索用时 31 毫秒
1.
Simon Clarke 《Asia Pacific Journal of Education》2003,23(1):99-107
The last decade has witnessed a period of endemic reform within educational systems and schools. In particular, changes have been implemented that may entail different configurations of decision‐making at the site level with significant reverberations for the workplace environment of the school. This paper suggests that because of the ubiquity of reform, rich opportunities have been provided for researching educational change. Nevertheless, in order to develop a holistic understanding of the effect of change in schools a perspective is required that takes Into account the socio‐political and cultural context of an organisation. For this purpose, the micro‐political perspective may be able to convey a more realistic depiction organisational behaviour than conventional theory has been able to offer. Therefore, this paper elucidates the major ideas of some prominent micro‐political theorists and makes recommendations for future research into aspects of life in schools. It is hoped that the paper may contribute to a revival of the micro‐political perspective in conducting educational research. 相似文献
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《Critical Studies in Education》2013,54(3):272-288
How research can better inform policy and how policy can have a better research base are longstanding issues both in educational research and across public policy generally. Drawing on the work of Hannah Arendt, this article argues that progress in increasing the impact of research can be made through a clearer understanding of the nature of politics. Arendt’s identification of ‘persuasion’ as the defining activity of the political sphere is used to argue that the communication of research findings, relevant to education policy, must be similarly aligned if it is to be effective. The article views approaches such as knowledge transfer and knowledge exchange as inadequately constructed and instead promotes the concept of ‘knowledge activism’ as a means by which research evidence can be made operational in political terms. The article acknowledges the risk to academic integrity and objectivity of such overtly political behaviour but argues that remaining outside the political sphere simply guarantees minimal research impact. 相似文献
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要提高高校学生对政治理论课学习的兴趣,就必须从关注学生的利益出发,提高学生学习的积极性。‘‘以人为本”是研究性教学改革的主要目标。研究性教学改革是深化政治理论课教学改革的有效途径。在指导学生的研究性学习中,必须坚持“以人为本”。 相似文献
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马良生 《江苏广播电视大学学报》2003,14(2):19-22
教育创新是现代教育的指导思想，在教育改革和发展中处于主手地位。发展现代远程教育，需用教育创新理论指导科研。各级领导应率先垂范，努力搞好科研工作。 相似文献
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Michael Crossley 《Prospects》2010,40(4):421-429
The article argues that greater attention should be paid to contextual factors in educational research and international development
cooperation. The analysis draws upon principles that underpin socio-cultural approaches to comparative education, a critical
analysis of the political economy of contemporary educational research, and recent research experience in small states worldwide. 相似文献
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不良教育研究的社会后果:以美国为例 总被引：1，自引：0，他引：1
本文以美国的一些"不良教育研究"为例,介绍分析了美国学者有关"不良教育研究"的省视与反思,揭示了"不良教育研究"中的政治投机现象和虚假的"科学性"外观,提出教育研究必须注重研究的价值前提假设,注意研究的社会意义和社会责任. 相似文献
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Gail Cormier 《International Journal of Research & Method in Education》2018,41(3):328-341
In qualitative educational research, the languages spoken by the participants and the researchers can greatly impact the quality of the data collected. This paper will explore the advantages and disadvantages of being an insider researcher by virtue of speaking the same language(s) as the participants. Whether the researcher is a linguistic insider or outsider, he or she will need to make important decisions with regard to translation and interpretation when conducting cross-language research. Such linguistic decisions can also impact the quality of the data collected and the trustworthiness of the research. The advantages and disadvantages of translation and interpretation in qualitative educational research will be explored. This paper offers researchers and students suggestions for conducting cross-language educational research in an ethical and transparent manner. 相似文献
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该文作者提出了教育研究是实践的科学，必须与教育改革实践相结合，教育研究论文要有理论色彩，做到论点与论据的统一，并指出选好教育研究课题，就为论文写作成功地迈出关键的第一步。 相似文献
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Patricia Hinchey 《Teaching Education》2013,24(2):111-118
In this article, I offer a case of the predicaments I encountered in conducting teacher education research at my own institution and re‐examine these predicaments using an ethic of mindfulness and compassion. I explore how this Buddhist perspective might help researchers navigate what can be a lonely, ethically complicated research journey among their own colleagues. Based on this analysis, I propose that an ethic of mindfulness and compassion holds potential for guiding teacher education research and challenging researchers to see differently. I argue that conducting teacher education research using the lenses of mindfulness and compassion might propel social change aimed at increasing educational and social opportunity for all people and, in doing so, further the hope for justice in our relationships, teaching, and research. 相似文献
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Participatory action research and the public sphere 总被引：7，自引：6，他引：1
Stephen Kemmis 《Educational Action Research》2013,21(4):459-476
Some action research today lacks a critical edge. This article identifies five inadequate forms of action research, and argues that action research must be capable of ‘telling unwelcome truths’ against schooling in the interests of education. It reasserts a connection between education and emancipatory ideals that allow educators to address contemporary social challenges. It suggests how educational trends in recent decades may have led to the domestication of educational action research, and concludes with three messages about quality in educational action research. It re‐thinks educational action research initiatives as creating intersubjective spaces for public discourse in public spheres. 相似文献
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Richard K. Coll Neil Taylor Mark C. Lay 《International Journal of Science Education》2013,35(6):725-755
In Australia, education is the responsibility of each of the six states and two territories. Consequently there are significant differences between the science curricula offered by these eight educational authorities. This research analyses the educational significance of these curricular variations. A five‐level categorization of curriculum was used as the framework for the analysis. These five levels extend from the statement of the vision for the learning of science to the assessment of learning. The goal of the analysis was to determine the individual visions and whether they were consistently expressed in the syllabus documents published by the authorities. The study was restricted to physics, biology and chemistry in the senior school. The conclusion is that there is a richness of curriculum design within Australia and much can be learnt from the implicit curriculum experiment that is being undertaken with Australian school students. 相似文献
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In this paper we consider some of the problems inherent in the attempt to define and circumscribe an exclusively ‘educational love’, as presented by Joris Vlieghe and Piotr Zamojski in a recent paper for this journal. In seeking to move beyond the confusing interpersonal relations involved in student‐centred discourses on teaching, the authors aim to articulate an ‘educational love’ that is more oriented towards subject matter than the student subject. In the process, the concept of love itself becomes increasingly abstract and open to interpretation. Further, the attempt to reconcile these elements in an uncomplicated ‘love for the object’, following the example of Alain Badiou's St Paul, constitutes an injustice to the other subjects—the students—involved in the teaching situation. We consider the ways in which such abstractions might sit with student teachers, to demonstrate how and why the intersubjective dimension—with some of the possible emotive messiness that is implied therein—must not fade from view, if we are to avoid conceiving of education as something that can be purified of individual interest, motivation and desire. 相似文献
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Yasmine Dominguez-Whitehead 《Cambridge Journal of Education》2017,47(4):551-565
Globally, food concerns in higher education have emerged as an issue of critical importance. Food acquisition struggles and high rates of food insecurity among students have been documented, yet food within higher education continues to be an under-researched area of study. This paper calls for advancing research that critically engages with food concerns in higher education. The argument is made that food concerns should be viewed as a social justice matter, and a case is made for conducting research on food concerns by adopting an alternative approach to research in this area – a transformative paradigm. The paper advances new insights for the philosophical, methodological and ethical dimensions to researching food in higher education as a matter of social justice. The argument is made that a transformative approach to research is conducive for examining the experiences of those who are marginalised within the context of higher education and confront food challenges. 相似文献
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John R. Minnis 《Asia-Pacific Journal of Teacher Education》2000,28(2):179-190
The introduction of postgraduate programmes at the Institute of Education, Universiti Brunei Darussalam indicates that educational research will play a central role in teacher education. While there is widespread agreement on the appropriateness of action research, little consideration has been given to the degree to which it is compatible with cultural and political expectations of the teacher's role. This paper argues that rather than improve educational practice as envisioned by constructivists, action research may be used by the state to legitimize existing educational policies. Since schools are a major socialization agency in this small, Malay-Islamic state, it will be difficult for teachers to modify their traditional teaching and problem-solving strategies, let alone question educational policies. The paper suggests that when interpreted within a broader political framework, action research is likely to be appropriated by the state to delimit research and legitimize existing policies and social arrangements of the school, thereby strengthening the status quo. 相似文献
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June Bianchi 《The International Journal of Art & Design Education》2011,30(2):279-292
Recent educational policy and practice have established an extended role for all subjects in addressing children and young peoples' academic and interpersonal development, with strategies facilitating key skills and wider learning across areas of Citizenship and Personal, Social and Health education providing an integrated approach to education and welfare. The significance of global development education within a holistic curriculum acknowledges the increased awareness of the interconnected nature of our relationship with each other and with the planet we share as world citizens. The arts have a strong track‐record in addressing such key issues – challenging hierarchical paradigms which reinforce prejudice and stereotyping, the arts encourage reflexive processes and critical engagement with diversity and pluralist perspectives. This article investigates curricular approaches to the global dimension within education in relation to theoretical perspectives and policies, presenting an intercultural art case study as a model of practice in engaging diverse participants in reflection on their own and others' experiences across a range of socio‐cultural contexts. Current political shifts reaffirming the centrality of the discrete disciplines over cross‐curricular practice could potentially undermine a more holistic approach to education. The article argues that policy and practice, implemented in response to changing political and philosophical ideology, must nevertheless maintain a commitment to fostering interdisciplinary values of cultural awareness. Such practice must form part of an inclusive internationalist educational vision, impacting on social cohesion. 相似文献
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《Educational Philosophy and Theory》2013,45(5):522-534
This article provides a material enactment of educational theory to explore how we might do educational theory differently by defamiliarising the familiar. Theory is often assumed to be abstract, located solely in the realm of ideas and separate from practice. However, this view of theory emerges from a set of ontological and epistemological assumptions of separating meaning from matter that are taken to be foundational, when this need not be the case. Drawing upon what variously might be termed materialist, performative or post‐human positions, the article suggests that it is possible to re‐enact theory as a matter‐ing practice—of matter and meaning. The assumption of a separation that divides theory from practice is challenged in this article, which suggests that theory matters by being entangled with the material and that a separation of matter from meaning is an effect. This approach enacts things as matters of concern by contrast with the representation of objects as matters of fact. In this way, educational theory becomes a form of responsible experimentation rather than simply a representation of others. Some implications for education are outlined. 相似文献
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思想政治教育理论是指导国民思想动态的基础,也是落实政治教育的发展方向。思想政治教育经过历史的发展变革,经过时间和时代的不断转变,它正逐渐转变着自己的思想风格和理论风格以及实践风格,为了更好的适应新时代而不断调整着自己的理论研究方向。思想政治教育分为理论史和实践史两个方面,在不断的历史研究和发展中,其历史经验、基本历程、获得的教训以及客观存在的一些规律,都是思想政治教育理论研究的宝库。思想政治教育理论研究是以实践发展研究为支撑的,是在不断的实践过程中不断调整理论研究方向,不断转变思维动态,去分析问题、发现问题并解决问题。 相似文献
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Abstract This paper begins by establishing the existence of a debate in the broader educational community about the nature, meaning and significance of educational research, and its recognition that different approaches to educational research do not simply represent different strategies for data collection but rest on and express different ideologies that implicate different political attitudes among teachers, students, subject‐matters,schools, support agencies and researchers themselves. Evidence can be seen that this debate is beginning to appear in the science education literature and it is believed that the arguments can be extended. It is argued that research in science education and environmental education needs to consider methodology in the political terms of ideology, rather than simply in the technical terms of method and technique. Some of the recent thinking about the politics of method in both science education and environmental education, is then considered briefly and a number of meta‐research questions are proffered that might focus further attention on the political theory of research in these two fields. 相似文献