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1.
The form and function(s) of doctoral education continue to be a subject of much debate by stakeholders internal and external
to the university. Notable concerns driving this debate derive from a seemingly discursive array of factors including increasing
student numbers, increased understanding of the economic value of doctoral graduates, capitalisation of the academic market
and a focus on allocating funding using ostensibly narrow, arbitrary measures of ‘program success’ such as completion rates/time
to completion, all framed by a wider debate regarding precisely what constitutes valid knowledge in contemporary society.
Within the university, the biomedical sciences are one area of scholarship undergoing rapid change in this respect. One of
the salient outcomes of these internal and external dialogues is the apparent transition of biomedical doctoral education
towards a ‘training model’ that places increasing emphasis on rapid completion and the generation of ‘industry ready graduates’;
a transition that is, potentially, occurring at the expense of the edifying and transformative aspects of biomedical doctoral
education. Focusing on the effects of academic capitalisation, this paper draws on data from Australia and Europe to examine
the drivers and potential effect(s) of this shift on contemporary doctoral education in the biomedical sciences. This paper
acknowledges the potential benefit of contemporary developments whilst simultaneously concluding that by progressing too far
towards a quantitatively assessed, industry-driven training model we risk eliminating the intellectual and societal transforming
aspects of biomedical doctoral education that make graduates increasingly valuable to our economy and, just as importantly,
to our society as a whole. 相似文献
2.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
3.
This paper takes up the question of the way in which ‘the problem with educational Research’ is represented. It takes as its
point of departure two recent views on ‘the Problem’ — one expressed by an educational journalist and one presented by the
Australian Council of Deans of Education. It locates these within a larger frame of international debate about educational
research and its problems and considers how these arise out of particular dispositions towards educational research and, by
extension towards, education itself. 相似文献
4.
Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献
5.
Solvejg Jobst 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,6(4):385-402
EUROPEAN CONSCIOUSNESS: TOWARDS DEFINING A COMPLEX CONCEPT AND ITS EDUCATIONAL SIGNIFICANCE – The present study aims at a
definition of ‘European consciousness’. In particular, it draws on Henri Tajfel’s theory of social identity as well as Roland
Wakenhut’s and Jutta Gallenmüller’s moral determination of national consciousness. European consciousness is then defined
as a sense of belonging which, depending on certain identification structures and social perspectives, can take such distinct
forms of moral consciousness as ‘Eurocentrism’, ‘European patriotism’, or ‘reflective European consciousness’. Making reference
to Wolfgang Klafki’s notion of general education, it is finally argued that the emancipatory contribution of schooling to
greater European integration consists in mediating precisely this last way of thinking. 相似文献
6.
Sung-Sang Yoo 《Asia Pacific Education Review》2008,9(3):355-366
Comparing popular education in the Philippines and South Korea, it is clear that a number of similarities and differences
exist regarding the characteristics, methods, and main fields in which popular education has operated. ‘Church-related practices,’
‘uniting with CO movements,’ ‘an eliteled tendency,’ and ‘a disregard for the Left’ have all occurred in similar ways in both
countries. While introducing the socio-political situation during 1970s and 1980s of these two countries, this paper discusses
the theories and practices of popular education. Our findings indicate how popular education in both countries has played
a significant role in raising the levels consciousness in the powerless and transforming societies and enabled them to establish
a better community. Moreover, each country developed different concepts, initiatives and methods in relation to popular education.
In addition, popular educators have been asked to play different roles in each popular education field while most methods
were in fact heavily dependent upon eliteled practices. 相似文献
7.
Andrew Marks 《Higher Education》2005,50(4):613-630
This paper argues that the conceptions of ‘space’ (and increasingly ‘time’) in the discussion of ‘the university’ (in its
most transcendent sense) have gone through four distinct phases in the UK. Using a Heideggerian conception of ‘space’ where
usefulness is more important than proximity, the ‘ancient’ universities were ‘useful’ to the gentry and thus were ‘closer’
to them than to the excluded ‘local’ poor in the institutions’ vicinities. The ‘civic’ universities on the other hand stressed
‘localism’ as part of their mandate – to educate the people of their locality (but only those of the new industrial middle
class). The ‘Robbins’ universities were a partial return to the ‘ancient’ notion of learning as a ‘lived’ activity, providing
scenic landscapes on green-belt campuses where students could ‘retreat’ from the ‘real world’ for the duration of their studies.
The ‘spatial’ quality of these places was thus part of a conception of higher education as ‘lifestyle choice’ where young
people moved away from their locality to study. As such ‘proximity’ was an issue only insofar as the greater the distance
from one’s point of origin the better for successful immersion in the growing student ‘culture’. The ‘new/post-1992’ universities
partially retained their polytechnic mandate to educate local people, but embraced a colonialist impulse regarding local space
usage. ‘
‘The discussion can be further refined to argue that these four stages are merely two phases which have repeated themselves:
from ancient ‘exclusivity’ to civic ‘localism’ and back to Robbins era ‘exclusivity’ and thence to post-1992 ‘localism’ once
more’. The opening up of higher education via the Internet in the late 20th and early 21st centuries provides for the possibility
of the growth of entirely non-spatial and asynchronous learning experiences, and as such we may well be on the verge of the
fifth stage of university development. 相似文献
8.
Forms of assessment and their potential for enhancing learning: conceptual and cultural issues 总被引：2，自引：2，他引：0
Kerry John Kennedy Jacqueline Kin Sang Chan Ping Kwan Fok Wai Ming Yu 《Educational Research for Policy and Practice》2008,7(3):197-207
Assessment has become an important topic of debate and even reform in many Western countries. It is equally important in other
regions of the world, although less subject to reform. Yet discussions of assessment across cultural boundaries are not frequent
and in a globalizing world this can be problematic. The purposes of this article, therefore, are to review concepts such as
‘formative’ and ‘summative’ assessment and how they have developed over time. A focus of this review will be to identify the
implications of different kinds of assessment for student learning, especially in relation to the cultural contexts in which
they take place. The article will argue that different forms of assessment can be directed towards different learning purposes,
especially where cultural pressures dictate certain kinds of assessment practices. Valorizing one form of assessment over
another may well be counterproductive in particular cultural contexts. 相似文献
9.
Over the past thirty years, it has often been stated that primary school education should endeavour to improve and protect
the environment through producing an ‘environmentally informed, committed and active citizenry’. Even so, existing research
shows that the implementation of environmental education in primary schools is problematic and has had limited success. However,
the reasons for these shortcomings are far from clear, with present research merely speculating about barriers to effective
implementation. This paper presents a detailed discussion and analysis of primary school teachers knowledge and beliefs about
environmental concepts and environmental education. In so doing, the paper identifies a perceived gap within the field of
environmental education research and literature. This field has neglected studies of Australian primary school teacher’s knowledge
and beliefs about environmental education as a factor affecting the capacity of schooling to achieve environmental education
goals. To these ends, we utilise the concept of ‘environmental literacy’ to assess primary school teacher’s knowledge and
beliefs about environmental education. Based upon preliminary data analysis, we tentatively claim that current Queensland
primary school teachers are variably committed to and demonstrably lack content knowledge of environmental concepts and environmental
education. More significantly, these primary school teachers tend to dismiss the importance of content knowledge, preferring
to focus upon attitudes towards environmental education and environmental concepts. Clearly these levels of environmental
literacy are inadequate if environmentally literate students and thus an environmentally literate citizenry are to be achieved
within schools. We conclude that the introduction of environmental literacy in educational policy would advance the goals
of environmental education, namely the production of an informed, committed and active citizenry. 相似文献
10.
Sandra Sytsma 《Journal of Educational Change》2007,8(2):131-154
Through the lens of exile, this conceptual study explores the complex associations of choice and change, and their implications
for education, in a range of areas from sociology through psychology and physiology. In bringing together and synthesising
diverse thoughts about choice and change, it inquires into how educators and their professional practices can support the
choices of young people in creating significant change and the hopeful future through knowledge economies. It concludes that,
if the moral purposes of change are to be social and communal development, mental models should be chosen and knowledge created
to accomplish those purposes. At stake is the legacy of today’s choices for young people’s futures.
Dedicated to my Dad, Pieter, 19 April 1922–18 April 2004, ‘Recte faciendo neminem timeas’. 相似文献
11.
This study examines the proposition that mass higher education is, in practice, less a network of more or less homogeneous
activities than a series of concentric circles in which elite institutions remain at the centre, but are surrounded by increasingly
wide bands of universities and colleges, that are less and less likely to set graduates on the road to elite status the further
they are from the centre. After a brief review of the classical and subsequent literature on elites and elite formation, the
empirical study uses data from the very long established annual publication Who’s Who to make a quantitative analysis of the higher education background of all 120,000 Who’s Who entries born in the twentieth century. It finds that Oxford and Cambridge remained the dominant route to elite status throughout
the century, though their share fell from about a third to about a quarter of the total. There were big rises in the contribution
of other leading universities that have come to be known as the ‘Russell Group’. An analysis by main occupational categories
shows that the political elite broadened its educational catchment area more than other groups. The so-called ‘public’ (i.e.
independent) secondary schools also continued to make contributions much larger than their numbers warrant. The main conclusions
are that Bourdieu’s notion of ‘symbolic capital’ offers a useful contribution to the interpretation of the continued dominance
of well-known high status universities, and that while there was considerable change throughout the century, in general it
followed the British tradition of being evolutionary and slow. In policy terms it concluded that the present government is
justified in seeking both to widen participation generally and simultaneously to increase the number of people from modest
economic and social backgrounds who attend the high prestige universities. 相似文献
12.
Bruce Macfarlane 《Higher Education》2012,63(6):719-732
The scholarly debate about academic freedom focuses almost exclusively on the rights of academic faculty. Student academic
freedom is rarely discussed and is normally confined to debates connected with the politicisation of the curriculum. Concerns
about (student) freedom of speech reflect the dominant role of negative rights in the analysis of academic freedom representing
‘threats’ to academic freedom in terms of rights which may be taken away from a person rather than conferred on them. This
paper draws on the distinction between negative and positive rights and the work of Sen (1999) to re-frame student academic freedom as capability. It is argued that capability deprivation has a negative impact on the
extent to which students can exercise academic freedom in practice and that student capability can be enhanced through a liberal
education that empowers rather than domesticates students. 相似文献
13.
This article presents recent reform processes in Japanese higher education, concerning the tensions emerging within the system
regarding ‘excellence’ and ‘diversity’. The article particularly focuses on how Japanese universities have reacted to the
recent ‘competition’ and ‘differentiation’ policy promoted by the government, drawing on recent survey results conducted with
academic managers at Japanese universities. It is interesting to examine the case of Japan, a historically diversified and
differentiated national system, which has been changing rapidly with recent national ‘top-down’ policy reforms, followed by
more recent and new bottom-up institutional initiatives. The study shows that universities are trying to achieve excellence, fulfilling different functions at the same time, aspiring to be excellent in teaching, research and social contribution
without having institutional capacity to meet these expectations. Appropriate internal governance and external mediation mechanisms
need to be created at the institutional level to manage diversification of the higher education system as a whole. 相似文献
14.
Mark A. Seals 《Cultural Studies of Science Education》2010,5(1):251-255
In David Long’s article, Scientists at Play in a Field of the Lord, he studies the discourse between a network of regional scientists, atheists, activists and evolutionists at the opening
of The Creation Museum on Memorial Day, 2007. This review essay examines the teaching of evolution through the teacher’s ‘lens
of empathy’ and also considers a ‘pupil centeredness’ approach. As a practicing science educator, I have found it paramount
to take into consideration my students’ backgrounds and their families’ beliefs in order to understand their preconceived
notions about the origins of life. By teaching evolution as ‘a theory with both facts and fallacies’ only then does it become
an opportunity for critical thinking that fosters growth and risk taking in a safe environment. Most times students hear evolution
preached as a one-sided lecture by teachers who believe it’s “my way or the highway” and leave little or no room for dialogue.
I believe that a teacher’s job is to stay updated with current research on the theory of evolution and then present all the
information to students in a way that creates personal opportunities for them to adjust their existing schema without demeaning
them, their ideas, or their faith or belief system. This not only shows value, compassion and tolerance for them as thinking
humans, but also allows them opportunities to develop critical thinking, which helps to shape whom they become as adults. 相似文献
15.
Creativity is viewed in different ways in different disciplines: in education it is called ‘innovation’, in business it is
‘entrepreneurship’, in mathematics it is often equated with ‘problem solving’, and in music it is ‘performance’ or ‘composition’.
A creative product in different domains is measured against the norms of that domain, with its own rules, approaches and conceptions
of creativity. 相似文献
16.
Jill Slay 《Cultural Studies of Science Education》2011,6(4):841-843
In this paper I reflect on perspectives presented by John Settlage as he examines the truth of the proposition that ‘many
teacher educators harbour deficit perspectives about their pre-service teachers, presuming that their lack of exposure to
economically, ethnically and linguistically diverse settings renders them deficient as future educators.’ In the study presented
in his paper, he ‘uncovered shifting identities that indicate that mainstream future teachers do not fit the ‘‘damaged goods’’
label that ardent multiculturalists might be tempted to impose.’ One of his conclusions was that ‘the practices of essentializing
education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.’ My reflections
focus on tertiary teacher-researchers in mathematics, information technology, environmental sciences and engineering, their
students and racism, and broaden Settlage’s context to teaching and research relationships in this setting. 相似文献
17.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
18.
Reiko Yamada 《Prospects》1995,25(4):791-802
Conclusion The 1947 education reform and mass education after the period of high economic growth have greatly influenced women's higher
education attainments. These changes are beginning to transform women's views towards education and more women with higher
education attainment are entering the labour marker.
However, as previously indicated, many obstacles to equal opportunity and results in the labour market still remain for women.
Higher education for women has never had the same social impact as that for men. So far as the academic career of women is
regarded as having ‘symbolic value’—it has a close relationship to marriage in Japanese society. Women's higher education
is a social way of maintaining a sub-culture and traditional gender norms.
Ph.D. in education (dissertation: ‘The gender roles of Japanese women’) from the University of California in 1993. At present
affiliated to the PHP Research Institute (Japan) as a senior research associate. Areas of interest include comparative higher
education, educational policy, and gender and education. Her most recently published works in English are ‘Higher education
in partnership with industry: the necessity to employ off-the-job-training system’ in theInternational journal of lifelong education (vol. 12, no. 2, 1994) and ‘The gender roles of Japanese women: an assessment of gender roles of Japanese housewives in the
United States’ inPHP research report (vol. 9, 1995). 相似文献
19.
This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive
science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings
combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such
settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator
as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’
strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between
children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural
perspective using the notion of communities of practice. Implications for the roles of education managers and their staff
in further research are developed. 相似文献
20.
The ethnography presented by van Eijck and Roth focuses on the activities of people involved in a government funded internship
program in conservation and restoration, which was offered by a ‘multidisciplinary research center’ through a local First
Nation adult education center. The internship was designed, in partnership with a local non-profit conservation society (OceanHealth),
to appeal to First Nation men and women considering career change, returning to school, or re-entering the work place. The
primary aim of the internship was to ‘provide authentic science for diverse student populations (and their teachers), with
particular attention to the needs of students from First Nations, to become scientifically literate to the extent that it
prepares them for participating in public debates, community decision-making, and personal living consistent with long-term
environmentally sustainable forms of life’. The authors report that at least one of the two interns was not interested in
science and a WSáNEC elder expressed dissatisfaction with the efforts to establish the nature park and its current approved
uses. Van Eijck and Roth argue that the divergence between the project aims and the goals of the participants are a result
of how ‘place’ is viewed in place-based education and that disagreements like these can be resolved if place is theorized
as chronotope. There are many interesting ideas raised and directions taken in the article by van Eijck and Roth. After several
discussions during the review process, we decided to focus our forum response on the meaning of ‘place’ in place-based education,
the utility of theorizing place as a chronotope, the implications for teaching–learning (‘education’), and musings on what
remains unclear. 相似文献