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1.
The aging of the U.S. population is creating a growing need for well-trained social workers to serve aging clients and their families. The needs of these clients are often multidimensional, requiring practitioners who are well trained in understanding and applying complex theory, research findings, and practice approaches. Unfortunately, several factors impede best case scenarios in geriatric social work education. These include limited opportunities to study or specialize in aging, a smaller than optimal proportion of social work students seeking such training, and students' frequent fearfulness of research courses and their first practicum field experience. This paper suggests that we can more effectively train social work practitioners (as well as researchers and administrators) by modifying the common practice of teaching research and practice in distinct and separate courses. Specifically, we advocate the addition of an applied research component to the field work portion of students' training. The systematic approach to problem study and explanation, which is the cornerstone of research training, should also be applied to real world practice complexities that students encounter during their field work training and practitioners face in their careers. 相似文献
2.
Ian J. Hardy 《Educational theory》2012,62(5):517-533
In this essay, Ian Hardy argues that a research process involving generalizing from professional educational practice can and should inform the work of educators, including academic researchers, policymakers, and practitioners, but that these generalizations need to be derived from, and in dialogue with, the complexity and specificity of actual practice, the myriad ways such practice might be understood, and a conception of practice as historically informed. In making this case, Hardy draws upon social theorist Raewyn Connell's concept of “dirty theory,” and he uses an example of teacher professional learning in a rural community in southeast Queensland, Australia, to show how Connell's notion of dirty theory might be applied to research professional educational practice. Hardy maintains that such an approach has the benefit of making historically informed, context‐aware, and epistemologically sensitive generalizations available as resources for informing the work of researchers, policymakers, and practitioners. He concludes by providing examples of such generalizations as evidence of the potential of Connell's theory. 相似文献
3.
Sandra Twardosz 《Early education and development》2013,24(2):171-182
Neuroscience becomes more relevant for disciplines pertaining to children's development and education with each passing year. Thus, there is an urgent need for scholars and practitioners in these disciplines to educate themselves about the structure, function, and development of the brain, and to explore the neuroscience literature connected with their areas of professional expertise. A detailed rationale, study strategies, and resources for beginning this process are presented, based on the author's recent experiences. They provide a framework and specific guidelines for those who wish to begin to integrate a neuroscience perspective into their teaching, research, and interactions with the community, and they may arouse the curiosity of those who are not yet interested. Numerous examples of pertinent neuroscience research are included. 相似文献
4.
Robin Usher 《Studies in Continuing Education》2013,35(2):98-116
The greater involvement by adult education practitioners in research poses the need to locate and problematise research as an activity. By seeing research as a social practice rather than a process it becomes possible to highlight the vital and neglected dimension of reflexivity. The paper argues that there is a need to recognise the place of writing in adult education research. Research can then be understood as a textual practice where it is impossible to ignore the workings of reflexivity and the need for researchers to be reflexive. The different forms reflexivity can take are considered in order to show that reflexivity does not refer exclusively to the effects of the researcher's psychological make‐up or personal values. It is argued that there is a need for adult education researchers to become critical writers and readers of research texts and a framework is outlined which makes it possible to highlight the workings of reflexivity as a movement away from the purely personal to an awareness of the operation of language, discourses and power/knowledge formations in the assumptive structures and unconscious values of research. 相似文献
5.
Mark H. Sandel Harriet L. Cohen Cecilia L. Thomas Thomas R. Barton 《Educational gerontology》2013,39(3):203-214
ABSTRACT During the coming years the need for professionals to work with the nation's elders will increase several fold. This will place a great responsibility on university educational programs to prepare enough qualified future professionals to work in the greatly expanding field of gerontology. Prior research has identified several nonacademic and academic experiences that influence a student's decision to become gerontological professionals. One area that has been omitted from this work concerns focus groups. This article reports on the impact that observing a relatively simple and inexpensive focus group of professional geriatric practitioners can have on field practicum preferences among advanced undergraduate social work students at a large Texas state university. Findings indicate that observing a focus group significantly influences students' practicum preferences for working with elders, thereby setting them on a trajectory for a career in geriatrics. 相似文献
6.
Carol Cardno 《School Leadership & Management》2013,33(5):453-471
Practitioner research lends itself to situations in which a school wishes to examine and improve practice. This is an account of one middle-sized primary school's attempt to understand the nature of and need for a variety of forms of curriculum leadership by engaging in a facilitated action research project. Both theory and current school practice in New Zealand related to school structure and distribution of curriculum leadership were investigated. The senior management team, acting as an action research group, set out to analyse an ill-defined problem and then designed and implemented change strategies that incrementally involved all staff. The outcomes of the project for the school were context specific and immediate and are made public with the intention of offering insights into the research process and results to a wider audience who can consider the transferability of ideas in this account to their own settings. Leading change from within by embarking on action research is a challenge and a commitment for practitioners. Whilst the demands of this project are acknowledged by the practitioners themselves, they also confirm the benefits of a systematic, considered process and the opportunities for team learning implicit in this critical, constructive and collaborative approach to improving management practice. 相似文献
7.
Olugbemiro J. Jegede 《Distance Education》1994,15(2):234-253
The advantages of undertaking research in distance education are numerous. They include those which impact on national development, educational practice, professional practice in distance education, policy and management, and the constant review of research needs and methodology.
Research in distance education has suffered from a number of problems which include lack of co‐ordination and focus, and the involvement of comparatively few researchers. This is perhaps why there have been calls of late from some quarters such as the Australian Research Council to prioritise educational research agenda in Australia. Future development in distance education would require a coordinated effort in establishing research priorities in Australia to effectively drive distance education theory and practice. One of the criteria in setting research priorities should be that derived from distance educators and practitioners of distance education. This paper reports on the Australian data collated from an investigation carried out as part of a worldwide study of the opinions of distance educators and practitioners regarding: (1) the availability of research information; (2) the areas in which research efforts should be concentrated; and (3) the order of priority to be given to such research areas in distance education. Using a five‐part questionnaire (with a Cronbach's Alpha reliability coefficient of .89), the results suggest the need for a conceited effort to embark on vigorous research in almost all areas of distance education. The distance educators and practitioners have also prioritised the areas of research and have ranked the difficulties they face doing research in distance education. The results are discussed and their implications for distance education practice and further research indicated. 相似文献
8.
《Educational Assessment》2013,18(2):167-178
The purpose of this article is to document the current practice of using portfolios as a tool for assessing students' mathematics learning. Literature related to the assessment of mathematics through portfolios is limited to information generated from a few large-scale and a scattered number of Classroom assessment projects. These reports provide weak support for claims that mathematics portfolio assessments enhance student learning and promote effective communication among teachers, students, and parents. There is a need to establish a strong rationale for selecting a portfolio as a means to assess mathematics. This article offers practitioners and researchers an opportunity to explore the validity of claims and identify factors that confound existing research activities. 相似文献
9.
Mark A. Pike 《Educational Action Research》2013,21(1):27-44
This article takes as its starting point the notion that the extent to which action research is accepted or rejected as a valid means of enquiry and professional development is largely determined by occupational culture and the ideology of individuals who corporately constitute that culture (Adlam, 1999; Li et al, 1999). Here, the view that the values and ideologies of teachers cannot be separated from their teaching or research into their teaching (Day, 1998) is illustrated in relation to a politically significant and strategically placed group of teachers. With the advent of the National Literacy Strategy in high (secondary) schools in the United Kingdom, there is a need for English teachers to reevaluate the nature of the subject they teach, which is being redefined, as well as their pedagogy. The beliefs of this distinct group of practitioners are explored, and it is suggested that they are positioned, ideologically, culturally and politically to be receptive to and benefit from action research. As the current emphasis on literacy and therefore on the ‘adult needs’ and ‘crosscurricular’ models of their subject contrasts sharply with this group's timehonoured valorisation of the ‘personal growth’ model of English characterised by imagination and creativity, action research is seen to provide an opportunity for these practitioners to reflect on their ‘conscious and unconscious doings’ (Altrichter et al, 1993, p. 6). Throughout this article, reference is made to the author's experience of conducting a 3-year longitudinal action research project as a high (secondary) school teacher of English funded by the ESRC (Pike, 2000a,b,c,d, e), although the intention in this article is to explore the degree of epistemological and ideological congruence between the values and beliefs of English teachers, and some prevalent features of action research 相似文献
10.
MARIA MROZ ELAINE HALL 《Early Years: An International Journal of Research and Development》2003,23(2):117-130
This article draws on a research project, funded by the Nuffield Foundation, looking at early years professionals' knowledge about speech and language development and their confidence and skills in assessing normal and delayed language development. Key findings, based on 829 questionnaires and 50 interviews, reveal very limited training in speech and language difficulties as part of initial training and low levels of post-qualification training in children's speech and language. Practitioners are aware of the need for early identification of children's communication difficulties but lack the tools with which to perform this identification. In order to provide a context for these results, a content analysis of the curricula from a variety of initial training routes explored the extent to which there was a focus explicitly on assessment and identification of children with speech and language difficulties. The role of professional journals and key texts in supporting practitioners in making judgements about children's language development was also investigated. The access to, and provision of, post-qualification training to support the assessment process is identified as a key area for development. 相似文献
11.
Michael Jopling Judy Whitmarsh Mark Hadfield 《International Journal of Early Years Education》2013,21(1):70-84
This paper describes the findings of a qualitative evaluation of an early years' intervention, I Can's Early Talk (ET) programme. ET was designed to improve speech, language and communication outcomes for children aged 0–5 by focusing on enhancing practitioners' knowledge and skills. The research focused on children aged 3–4 years and was conducted in 14 Sure Start Children's Centres across England, using a combination of observations and interviews with practitioners, centre managers and local authority staff, along with a questionnaire survey of parents. Findings revealed improvements in practitioners' confidence and practice as a result of participating in the programme. The results also suggest that participating practitioners felt their capacity to understand and reflect on how to support children's speech, language and communication improved, particularly in the children's centres which had been accredited for over six months. ET was also found to offer a balance of support and challenge which consolidated and extended good practice and identified areas for development where practice was less effective. In addition, some of the challenges, which characterised and ultimately enhanced the research process, are described. 相似文献
12.
Carmen Mohamed 《Education 3-13》2013,41(5):517-528
The project on which this report is based set out to establish how exploring children's musicality might encourage adults to consider their engagement with the musical play and learning of children under the age of five. Through reflection and evaluation the participants became aware that they were challenging their own teaching style in response to the children's exploratory learning. This became the central focus for the practitioners involved as it changed their understanding of their own practice. This paper endeavours to share the findings pertaining to the reflection, collaboration and change process of participants involved in the research project. It also describes practitioner involvement in this programme as an effective example of encouraging non-academic practitioners to take part in educational research. 相似文献
13.
For most of U.S. history, local communities were the primary arbiters of school quality. Beginning in the mid-twentieth century, states began assuming more and more control over school standards and outcomes. The question we seek to answer is whether and the extent to which a particular kind of local voice—the voice of education practitioners—is represented in states' current, significant initiatives to improve low-performing schools. In the article, we focus on the role that practitioner knowledge played in the development of school improvement policies across three state education agencies. We draw on interviews, surveys, and document analyses collected for a larger exploratory study of knowledge utilization. Contrary to earlier research showing weak or uneven connections between state agencies and practitioners, we found that practitioner advice networks were generally stronger than states' research advice networks. We found ample illustration of staff using this advice to make sense of research for their own contexts, and for their own approaches to school improvement. Agencies formed ties to practitioners in districts and schools, in professional membership associations, within their own agencies, or in other agencies wrestling with similar problems. Who they turned to differed depending on earlier improvement policies and institutional histories. 相似文献
14.
Kym Fraser Tzu-Liang Bill Tseng Xin Deng 《European Journal of Engineering Education》2018,43(6):860-878
This study explores the usefulness of academic research to engineering practitioners. Issues such as knowledge transfer, the research-practice gap and the changing social/political environment are discussed. An empirical survey of practitioners is analysed to better understand the engineering professions use of academic material, such as research journals, with the medical profession acting as the benchmark. The study also examines the future role for academia from the perspective of practitioners, with areas such as engagement, relevance, dissemination and education highlighted. While the study found there was a reasonable level of utilisation of academic material, there are still some significant gaps. The study brings to the fore the issue of relevance in applied research fields and highlights the need to evaluate the usefulness of our research to practitioners and the betterment of society. 相似文献
15.
Nosisi Feza 《International Journal of Inclusive Education》2013,17(9):888-902
White Paper 5's aim is to provide South Africa's children with a solid foundation for lifelong learning and development. Children need to be nurtured and developed holistically for them to participate efficiently in their democratic society. However, South African students continue to perform poorly in Trends in International Mathematics and Science Study compared to other African countries. Contributing factors highlighted by research on this poor performance include students' lack of foundational knowledge. Hence, mathematics stimulation for young children has been suggested as a prompt intervention towards improving mathematics performance. This paper therefore evaluates the preparedness of practitioners who work with 3–4-year-olds as resources for facilitating mathematics stimulation, availability of mathematics stimulating resources and daily planning for mathematics stimulation. The findings of this paper indicate that mathematics development of children younger than five years is loaded with many inequity factors and continue to exclude the majority of black children. This paper recommends professionalisation of the early childhood education with emphasis on quality provisioning that can be achieved through norms and standards that are monitored continuously in all formal and informal settings that provide early childhood education. 相似文献
16.
In a keynote address to the Teacher Training Agency Annual Conference, Professor David Hargreaves suggested that teaching could become an evidence-based profession if educational researchers were made more accountable to teachers. This systematic literature review set out to explore: how teachers use research; which features of research encourage teachers to use research findings in their own practice; whether medical practitioners make greater use of research findings than teachers; and approaches to dissemination. Two key ideas emerge from this review. First, there appear to be common barriers to research use in both medicine and in education. Findings suggest that there is a need to create a culture in the public sector which supports and values research. There are, however, a number of factors, which appear to be more specific to the education field. Key differences in the way that research knowledge is constructed in the social sciences has led to researchers being challenged about their findings, particularly in relation to the context, generalisability and validity of the research. For these reasons the development of communication networks, links between researchers and practitioners, and greater involvement of practitioners in the research process, have emerged as strategies for improving research impact. 相似文献
17.
A grounded theory approach was used to examine the research identity of 17 master's‐level counseling trainees and practitioners. The emergent theory gave an understanding to sources of variation in the process and outcome of research identity. The authors provide recommendations for counselor educators to use with current and former students. 相似文献
18.
ABSTRACT— Education lacks a strong infrastructure for connecting research with educational practice and policy. The need for this linkage grows as findings in cognitive science and biology become ever more relevant to education. Teachers often lack the background knowledge needed to interpret scientific results, whereas scientists often lack an understanding of pedagogical goals. We need to build an infrastructure that supports sustainable collaboration between researchers and teachers and creates a strong research foundation for education. A primary agent of the lasting collaboration between researchers and practitioners in medicine is the teaching hospital, where researchers and practitioners work together on research that is relevant to practice and the training of young professionals. Education needs analogous institutions—research schools—that join researchers and teachers in living, community‐based schools. In these schools, practice shapes research as much as research informs practice. Research schools will provide a fundamental infrastructure for linking transdisciplinary research on learning with educational policy and practice. 相似文献
19.
James E. Thornton 《Educational gerontology》2013,39(4):301-312
This paper is about ageist stereotypes dressed-up in the garb of myth that biases perceptions and experiences of being old. The paper argues current ''mythmaking'' about aging perpetuates that which it intends to dispel: ageism. It considers how traditional myths and folklore explained personal experience, shaped social life, and offered meaning for the unexplainable. The current myths of aging perform these same functions in our culture; however, they are based on half-truths, false knowledge, and stated as ageist stereotypes about that which is known. Current myths of aging found in the media and literature of aging are not myths as such, but ''straw man'' statements that attempt to inform; however, they reinforce misconceptions and wrong information about aging as experienced by the vast majority of older people. Recent studies in the cognitive sciences are reviewed to provide insight about the mind's inherent ability to construct categories, concepts, and stereotypes as it responds to experience. These normal processes need to be better understood, particularly regarding how social stereotypes are constructed. Finally, the paper argues that ageist stereotypes when labeled as ''myth'' even in the pursuit of the realities of aging, neither educate the public about the opportunities and challenges of aging nor inform social and health practitioners about the aged. Three research and educational strategies are outlined for critical studies in aging and educational gerontology. 相似文献
20.
Jackie Walkington Hans Peter Christensen Hanne Kock 《European Journal of Engineering Education》2001,26(4):343-350
Academics in universities can no longer teach in the ways that have been appropriate in the past. The paradigm has shifted from the dissemination of knowledge to a focus on the students and how to facilitate the best learning outcomes for them. This paper proposes that critical reflection is at the heart of being an effective teacher. It invites teachers to evaluate their own philosophies about teaching and to be critically reflective of their own practice. It is suggested that teachers need to learn how to be reflective practitioners through both self-evaluation and the use of collaborative strategies. It is no longer appropriate to focus solely on the 'what', but also on the 'how' and 'why'. 相似文献