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1.
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
2.
Jonathan D. Jansen 《Prospects》2001,31(4):553-564
The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable. 相似文献
3.
Professional Learning Communities: A Review of the Literature 总被引：7，自引：0，他引：7
Louise Stoll Ray Bolam Agnes McMahon Mike Wallace Sally Thomas 《Journal of Educational Change》2006,7(4):221-258
International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries. 相似文献
4.
Bob Lingard 《The Australian Educational Researcher》2001,28(3):1-46
This paper is a reflection on the current policy moment in educational research in Australia in the context of globalisation. Set against a consideration of the emergent structure of feeling, the paper draws on three case studies of research to draw out some lessons for educational researchers and the research community. The argument is put that the dangerous ‘we’ of AARE needs to support increased funding for education and for educational research and, for the latter, to support a range of funding sources, types of research, methodologies and dissemination approaches. Increasingly there are pressures upon such eclecticism because of governmental attempts to ‘instrumentalise’ relationships between educational research and practitioner needs as perceived by governments. While such research is necessary, there is also a need within a democratic polity for research framed by agendas set by researchers that critiques government-directed developments. The paper argues there is a complex relationship amongst researchers and educational policy and pedagogical practitioners and as such the concept of ‘impact’ as applied to educational research requires substantial theorising. Contemporary research policy has tended to inhibit the dissemination of academic research to educational practitioners, while educational policy has tended, inappropriately in the argument of the paper, to construct teachers as the mere recipients of policy and research done elsewhere. 相似文献
5.
The ‘Green Classroom’ in the Botanical Garden of Ulm is an experiential learning forum outside school. Its educational concept
is based on experimental learning and is geared towards expanding biological knowledge and developing positive attitudes towards
small animals such as invertebrates and insects. The attitudes of 68 school students towards small animals, before and after
they visited the ‘Green Classroom’, were assessed and the answers they gave in their questionnaires were compared with those
of 60 students froma control group that was not yet exposed to this learning environment. Although the students spent only
one morning in the ‘Green Classroom’, some of their attitudes towards small animals improved after their visit. These studies
underscore the necessity for direct observation and familiarization of the environment including small animals such as invertebrates
and insects for appreciating issues related to biodiversity and conservation. 相似文献
6.
As teacher-educators, we designed and implemented a small study that mapped teacher-education students' understandings of
their own identities and how they made sense of ethnicity and class differences among their secondary students while on teaching
rounds. While we didn't set out to ‘teach’ our research participants, it was during the analysis of data from the research
project, that we began to realise the potential of research to create opportunities for learning. In this paper we speculate
on the ‘conditions’ of knowledge production and suggest that the dialogic nature of interviews and focus group discussions
can offer pedagogical spaces for learning. Research designs that incorporate opportunities for participants to re-tell narratives
over periods of time, may position participants as experts in knowledge production and may reposition them and researchers
in more equitable power relations. We present an example of one participant's narrative together with our interpretations
to explore how research potentially offers ‘evidence’ of learning. While this is tentative only, we suggest there is a need
to create spaces for pedagogy in the design and execution of educational research. 相似文献
7.
The purpose of this study is to demonstrate that performance assessment increases educational value in teachinglearning activities
using a quasi-experimental research design. In this research, the three measurement criteria of educational value are suggested
as ‘improvement & advancement,’ ‘sincerity & enthusiasm,’ and ‘individuality & wholeness.’ A pre-test was administered to
4 classes (156 students) in 7th grade. Classes were divided into an experimental group (2 classes, 79 students) and a control
group (2 classes, 77 students), according to the pre-test results. Only the experimental group was involved in the performance
assessment for 9 weeks. The results of this study show that performance assessment has a positive effect on the educational
value of teaching-learning activities in schools. 相似文献
8.
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
9.
Petros Lameras Philippa Levy Iraklis Paraskakis Sheila Webber 《Instructional Science》2012,40(1):141-157
This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning
environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers’
conceptions and approaches from ‘teacher-focused and content-oriented’, through ‘student-focused and content-oriented’, to
‘student-focused and process-oriented’. Using VLEs was described as a means of supporting: A—information transfer; B—application
and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative
knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances
underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features.
The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need
for further discipline-focused research on blended teaching. 相似文献
10.
Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment 总被引：1，自引：0，他引：1
In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and
young people with special educational needs, little is actually known about the relationship between what teachers think about
such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary
school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming
policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children
taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels
of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive
attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful
inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
11.
Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies
have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes
that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the relations between cognitive processes
during concept mapping as well as the characteristics of the concept maps that the learners produced and learning outcomes
(38 university students). To test whether differences in learning outcome are due to differences in general abilities, verbal
and spatial abilities were also assessed. In a cluster-analysis two types of ineffective learners were identified: ‘non-labeling
mappers’ and ‘non-planning mappers’. Effective learners, in contrast, showed much effort in planning their mapping process
and constructing a coherent concept map. These strategies were more evident in students with prior concept-mapping experience
(‘advanced beginners’) than in those who had not used this learning strategy before (‘successful beginners’). Based on the
present findings, suggestions for a direct training approach (i.e., strategy training with worked-out examples) and an indirect
training approach (i.e., supporting the learners with strategy prompts) were developed. 相似文献
12.
The ‘Balance of Nature’ metaphor is a pervasive idea in ecology. However, the scientific community acknowledged during the
last decades that equilibrium conditions are rare, while disturbance events are not uncommon. We suggest that the exclusive
teaching of the ‘Balance of Nature’ metaphor produces cultural, scientific and learning misconceptions about the structure
and function of nature. We outline an exemplary educational intervention for high school students to exhibit that the use
of computer simulations could serve important educational goals in ecology and environmental education, such as the liberation
of the concept of ‘balance’ of its metaphysic burden, the comprehension of the dynamics and the systemic nature of ecological
processes and the appreciation of the mutual relation between society and nature. 相似文献
13.
‘Who do you think you’re talking to?’—the discourse of learning and teaching strategies 总被引：2，自引：0，他引：2
Karen Smith 《Higher Education》2008,56(4):395-406
As part of the ongoing enhancement and assurance of quality in the UK higher education sector, universities have been required
by the Higher Education Funding Council of England to prepare learning and teaching strategies since 1999. As part of an institutional
strategy development process, an investigation of currently available strategies was carried out. The research reported here
uses a critical discourse approach to analyse a sample of UK learning and teaching strategies. The results show a set of highly
impersonalized texts, where staff are largely absent and students are objectified. Such findings raise questions about whether
the learning and teaching strategy discourse disengages the very people who ‘make and shape’ policy, thus inhibiting institutional
enhancement of learning and teaching practices. 相似文献
14.
Pam Watson 《Higher Education》2009,58(3):419-438
The supra-national level has become increasingly important in educational policy formulation. This paper describes and compares
two settings in which growth in these supra-national policies is evident—in Europe and in Africa. Key themes arising in policy
documents in each context are examined. A distinction is drawn in analysis between themes classified as ‘global means’, such
as qualification frameworks and quality assurance mechanisms, which are becoming international norms and which show close
similarity across contexts, and regional goals or ‘themes’ in supra-national policy. The paper argues that although there
are apparent similarities between the policy goals espoused in ‘regional themes’, context plays an important part in understanding
the meanings of these policy goals. In closer analysis, there are differences both in the underlying problems which the policy
goals are intended to address, and in the prioritisation given to these goals. This finding is examined in the light of debates
regarding policy convergence, specifically drawing on Vaira’s (2004) framework for institutional analysis. 相似文献
15.
This paper investigates the ways in which corporate ideas are impacting on Australian education, with a particular emphasis on secondary schools. We note the growing importance of a culture of enterprise in changing the practices of schooling, indicating how a performative organisational culture is producing different identities and relationships in educational work. The paper begins by considering the imperative for schools and individuals to be enterprising. It then moves on to examine more closely the impact of this discursive shift on teachers, students and school communities as they engage in enterprising practices. We draw on our research of over 50 state and private schools mainly in south-east Queensland to demonstrate how the newly emergent corporate ‘curriculum’ is producing a changing set of imperatives, responsibilities and outcomes for leadership in ‘enterprising’ schools. 相似文献
16.
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
17.
Ton Mooij 《Education and Information Technologies》2009,14(1):3-27
Pupils attaining relatively low or high standards compared with most other pupils may come to experience motivation and achievement
problems leading to final dropout from education. To overcome these problems, a systemic educational approach is presented.
Cognitive, social, motivational and self-regulative aspects of learning tasks and learning processes are related to instructional
and wider educational contexts. The result is a ‘contextual learning theory’ which specifies three sets of educational conditions
to improve learning: (1) differentiation of learning materials and procedures; (2) integration and support by Information
and Communication Technology; and (3) strategies to improve development and learning. Information is provided about characteristics
and development of pedagogical-didactic and software prototypes. The prototypes are tried out in practice in Dutch pre-school
and primary and secondary education. First implementation results are discussed. 相似文献
18.
Celia Whitchurch 《Higher Education》2012,64(1):99-117
This paper draws on qualitative data gathered from two studies funded by the UK Leadership Foundation for Higher Education
to examine the expansion of academic identities in higher education. It builds on Whitchurch’s earlier work, which focused
primarily on professional staff, to suggest that the emergence of broadly based projects such as widening participation, learning
support and community partnership is also impacting on academic identities. Thus, academic as well as professional staff are
increasingly likely to work in multi-professional teams across a variety of constituencies, as well as with external partners,
and the binary distinction between ‘academic’ and ‘non-academic’ roles and activities is no longer clear-cut. Moreover, there
is evidence from the studies of an intentionality about deviations from mainstream academic career routes among respondents
who could have gone either way. Consideration is therefore given to factors that influence individuals to work in more project-oriented
areas, as well as to variables that affect ways in which these roles and identities develop. Finally, three models of academically
oriented project activity are identified, and the implications of an expansion of academic identities are reviewed. 相似文献
19.
In this research a number of strategies including physical experiences, physical stories and lab school with guided reflection
were used with pre-service physical education teachers in an attempt to foster more critical and inclusive approaches to teaching
physical education in the middle years. The strategies were used to illustrate the complex processes that inhibit or enhance
an individual’s relationship to physical activity. They served to identify discursive, social and institutional practices,
which supported the development of a physical identity for some young people while powerfully denying it to others. Pre-service
physical education teachers were asked to respond to these strategies in multiple ways as well as constructing their own knowledge
around teaching and learning in physical education. It was concluded that a more complete understanding of young people’s
physicality could develop from recognition of the complex interrelationships that occur between school, culture and physical
experiences. The strategies used allowed insights into these complexities and worked to develop a deeper appreciation of ‘lived’
experiences, around physical education. Opportunities to explore and critically reflect on teaching and student learning were
also found to be significant in considering broadened understandings of pedagogies of physical education. 相似文献
20.
Conceptions of,and approaches to,teaching online: a study of lecturers teaching postgraduate distance courses 总被引：1，自引：0，他引：1
Carlos Gonzalez 《Higher Education》2009,57(3):299-314
This paper presents the outcomes of a study into online teaching. It builds upon previous research and conceptual frameworks
produced by Kember and Kwan (Instr Sci 28(5):469–490, 2000) and Roberts (Instr Sci 31(1–2):127–150, 2003). It advances research
on conceptions of, and approaches to, teaching by examining teaching in a novel context: distance-taught courses at the postgraduate
level. Lecturers were interviewed from a Faculty of Health Sciences in a research-intensive Australian University. Relationships
between conceptions and approaches found in previous research were confirmed in this study. However, it was found that the
conceptions of online teaching proposed by Roberts (Instr Sci 31(1–2):127–150, 2003) did not adequately distinguish between
the conceptions held by the lecturers interviewed in this study. Three modified conceptions of online teaching are proposed:
‘for individual access to learning materials and information; and for individual assessment’; ‘for learning related communication
(asynchronous and/or synchronous)’; and ‘as a medium for networked learning’. Some of the dimensions developed by Roberts
to describe approaches to online teaching were not applicable in this study setting and needed further modification. Two broad
approaches emerged: ‘informative/individual learning focused’ and ‘communicative/networked learning focused’. Contextual influences
on teaching reported by Kember and Kwan (Instr Sci 28(5):469–490, 2000)—that is, institutional influence, nature of students
and subject and curriculum—were revealed in this study to have different levels of influence over approaches to online teaching:
the first two being the more relevant ones. 相似文献