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1.
David A. Gruenewald 《Environmental Education Research》2008,14(3):308-324
Taking the position that “critical pedagogy” and “place‐based education” are mutually supportive educational traditions, this author argues for a conscious synthesis that blends the two discourses into a critical pedagogy of place. An analysis of critical pedagogy is presented that emphasizes the spatial aspects of social experience. This examination also asserts the general absence of ecological thinking demonstrated in critical social analysis concerned exclusively with human relationships. Next, a discussion of ecological place‐based education is offered. Finally, a critical pedagogy of place is defined. This pedagogy seeks the twin objectives of decolonization and “reinhabitation” through synthesizing critical and place‐based approaches. A critical pedagogy of place challenges all educators to reflect on the relationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations.
2.
Lacey D. Huffling Heidi B. Carlone Aerin Benavides 《Cultural Studies of Science Education》2017,12(1):33-43
Heather Zimmerman and Jennifer Weible’s (Cult Stud Sci Educ, 2016) use of place-based pedagogy in high school science education honors their participants’ lived experiences and the rural communities from which they come. They raise an unresolved tension in their findings: Why did the youth in their study, who clearly learned a lot about the local watershed, not feel empowered or knowledgeable enough to propose collective, action-oriented strategies to address the poor quality of the water? We use this tension as a focus point of our response, drawing on one author’s (Huffling’s) biography and David Gruenewald’s (Educ Res 32:3–12, 2003. doi: 10.3102/0013189X032004003) critical pedagogy of place to re-imagine the curriculum that Zimmerman and Weible describe. We provide strategies that align with Gruenewald’s (2003) constructs of decolonization and reinhabitation that could promote youths’ collective empowerment. 相似文献
3.
Jeffrey Schein 《Journal of Jewish Education》2013,79(4):364-379
The emerging field of educational visioning is full of challenges and phenomena worthy of careful analysis and documentation. A relatively neglected phenomenon is the learning curve of the leaders (often lay leaders) involved in the visioning process. This article documents a range of experiences of the author serving as a vision coach to five different institutions. The importance of treating the educational leaders involved in the process as learners is a consistent theme across five institutions. The tendency in the field is to think of them as transformative agents for congregational change. The author argues that this admirable goal can only occur with considerable attention to the pedagogy of teaching vision. This is a particular challenge given the highly abstract and conceptual framework of the volume Visions of Jewish Education (Marom, Fox, & Scheffler, 2003), which often serves as the “text” for the visioning process. 相似文献
4.
《Clearing house (Menasha, Wis.)》2012,85(6):210-223
AbstractMuch debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009; Wilson 2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010; Good et al. 2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001; Ovando 2001; Scriven 1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching. 相似文献
5.
Billie Jo Rodriguez Amy Campbell Sarah Fairbanks Falcon Christopher Borgmeier 《Journal of educational and psychological consultation》2015,25(2-3):224-251
This article reviews Check-In, Check-Out (CICO; Hawken & Horner, 2003) as an intervention within a multitiered system of support. Although literature has emerged demonstrating successful intervention outcomes for a wide range of students (e.g., Campbell & Anderson, 2011; Hawken & Horner, 2003), insufficient attention has focused on the administrative and organizational systems needed for high-fidelity, sustained adoption of these practices to maximize student outcomes. We address this need by demonstrating how to explicitly and systematically embed CICO into the multitiered system of supports by reviewing data, systems, and practices needed to sustain high-quality Tier 2 interventions such as CICO. One school district's systems implementation data and student outcome data are shared highlighting lessons learned during training, initial implementation, and follow-up related to CICO systems in schools. The article emphasizes the roles of school psychologists as well as the importance of collaboration with other educators in CICO implementation. 相似文献
6.
A teacher shortage in Hong Kong in core subjects, such as English, has led to interest in the recruitment and retention of second-career teachers. Drawing upon Wenger's (1998) theory of identity formation and using data from interviews with eight second-career English language teachers in Hong Kong, this paper explores how second-career teachers may be better supported in their professional development. The study found that second-career teachers' skills and experiences were not valued within their schools and that this was reflected in a rigid division the participants drew between the institutionally endorsed identity positions made available to them and the type of teachers they wanted to be. In response to this antagonism, second-career teachers used their position of non-participation to establish identity territories that connected aspects of their first-career identities, such as engineers and managers, to their emerging teacher identities. It is suggested that non-participation, a potentially negative experience in Wenger's (1998) framework, was deployed by this group of teachers to create the space they needed to enact their own preferred teacher identities. Implications for attracting and retaining second-career teachers are discussed. 相似文献
7.
Jenny Poskitt 《Curriculum Journal》2014,25(4):542-566
Assessing student learning is a complex process requiring teachers to have deep knowledge of the curriculum, assessment, and pedagogy. Changing political climates mean that teachers are expected to respond to new approaches or systems and adjust their classroom practice accordingly. Teachers often engage in professional learning (PL) to assist their knowledge and classroom practice, but what impact does PL have on their assessment practice as well as student learning and achievement?This paper examines optimal PL principles, the New Zealand assessment policy context, and application of assessment for learning principles in a nation-wide PL programme. Empirical data presented in relation to the five levels of Guskey's (2002) model evaluating PL indicate successful outcomes at the classroom level. However, application of Carless’ (2005) theoretical framework on embedding PL changes in schools reveals an area of neglect: attending to system (macro) level needs. Collaborative partnerships between schools and the wider community are posited as essential determinants of assessment literacies and transformational PL in times of political change. 相似文献
8.
William A. Sandoval 《学习科学杂志》2013,22(1):150-161
Andrew Elby (this issue) argues that researchers in the field of personal epistemology should beware insistence on a narrow definition of epistemology to guide this work. His argument is a response to suggestions (Hofer & Pintrich, 1997; Sandoval, 2005) that the study of personal epistemology should focus on people's views about knowledge and knowing and not conflate those with views about learning. His main concern is that learners' views about knowledge and their views about learning may, in fact, be conflated and that an insistence on definitional clarity could lead to a mischaracterization of cognitive structures. In this response I argue that clarity in the definition of theoretical constructs does not imply exclusion of views about learning from the study of personal epistemology. Furthermore, given the history of this area of research, failing to more clearly define our constructs makes real theoretical progress difficult. 相似文献
9.
Robin Alexander 《Cambridge Journal of Education》2004,34(1):7-33
This article revisits Brian Simon's 1981 judgement that for deep‐seated historical reasons English education lacks a coherent and principled pedagogy. Given that since 1997 the tide of educational centralisation has added teaching methods to those aspects of schooling which the UK government and/or its agencies seek to prescribe, it is appropriate to test the continuing validity of Simon's claim by reference to a major policy initiative in the pedagogical domain: the government's Primary Strategy, published in May 2003. This article defines pedagogy as both the act of teaching and its attendant discourse and postulates three domains of ideas, values and evidence by which both are necessarily framed. It then critically assesses the Primary Strategy's account of some of the components of pedagogy thus defined, notably learning, teaching, curriculum and culture, and the political assumptions which appear to have shaped them. On this basis, the Primary Strategy is found to be ambiguous and possibly dishonest, stylistically demeaning, conceptually weak, evidentially inadequate and culpably ignorant of recent educational history. The article is an extended version of the last in the 2002–2003 Research Lecture series at Cambridge University Faculty of Education, and preserves some of the style of its initial mode of presentation. 相似文献
10.
《Journal of Further & Higher Education》2012,36(6):786-803
As a part of the next generation of critical qualitative scholars, we hope to challenge the current connections (or lack thereof) between methodological paradigms and lived action in order to achieve marked social change. Yet we operate within institutionalised boundaries and an academic culture that does not often encourage critical interrogations of research questions or the exploration of social justice issues (Austin 2002). Giroux and Giroux (2004, 82) state that educators need a ‘new language’ in which young scholars are central to social and public transformation. This paper addresses this new language and extends the argument to include congruent daily action.Specifically, the goal of the paper is to encourage language and daily practices that promote transformative research and teaching on social justice issues in a way that mirrors our critical methodological choices. Further, we seek to address institutionalised silence regarding teaching and learning pedagogies through exploring power relationships (Foucault 1976) between rising scholars and current faculty via exploration of instructional vignettes. We argue that congruency between theoretical language and daily action may be fostered within faculty/student relationships in order to encourage future scholars to actualise a connection between reflexivity, theory and practice. We showcase the dissonance that exists between the current language with which we critically speak about our methodologies and potential transformative language among faculty and graduate students during a critical time of learning. 相似文献
11.
Andrew Elby 《学习科学杂志》2013,22(1):138-149
Some researchers, including B. K. Hofer and P. R. Pintrich (1997) and W. A. Sandoval (2005), argue for defining personal epistemology as views about the nature of knowledge and knowing but not views about the nature of learning. Others continue using a more expansive definition of personal epistemology that includes views about learning. I argue that the scope of personal epistemology should not be decided entirely a priori. If people's views about the nature of knowing and knowledge turn out to be separable from (despite being intertwined with) their views about the nature of learning, then it makes sense to define 2 separate areas of study corresponding to those 2 separable sets of psychological constructs. From some theoretical perspectives, however, empirical results may support the interpretation that views about knowledge are inseparably entangled with views about learning. In that case, excluding views about learning from personal epistemology obscures rather than elucidates the content and cognitive structure of students' views. To be clear, I do not think the community should decide, now, to etch “views about the nature of learning” into the definition of personal epistemology. I argue instead that it is more productive not to converge on a definition until further empirical and theoretical progress points us toward the best way to “cut up [nature] … along its natural joints” (Plato, 1995, p. 64). 相似文献
12.
《Journal of Further & Higher Education》2012,36(3):383-402
International research suggests that government policy, institutional culture and learner characteristics influence the attrition rate of first-year tertiary education students. These variables were investigated in relation to a cohort of 21 New Zealand students who failed a core literacy paper. The research utilised questionnaires, interviews with staff and students and observations around a series of workshops designed to review the literacy course. Results align with international findings, but also differ because of site-specific institutional, and student socio-cultural factors. The workshops improved students’ course content knowledge, but did not address deep-seated, literacy and culturally-based impediments that contribute to attrition. Principles of social justice and social contract theory described by Rawls (1958) and Sen (2009) are used to critique policy and pedagogical and learner characteristics. Based on this critique, the research concluded that some aspects of policy and institutional, cultural and student behaviour were unjust. 相似文献
13.
Christine Skelton 《British Journal of Sociology of Education》2005,26(1):5-16
The work of Ulrich Beck, particularly his concept of the ‘individualised individual’, is increasingly cited by educational social scientists. As yet, there have been few empirical investigations that consider how applicable and relevant is the notion of the ‘individualised individual’ in understanding how people make sense of their lives (for an exception, see Reay, 2003). This paper considers Beck's assertion that social class is of increasingly less importance as society shifts from a first to a second modernity. Interviews were carried out into the career experiences of a group of academic women working in higher education institutions. The conclusions reached suggest that if Beck's theory is to be useful in understanding contemporary actors in contemporary societies then the critical concepts he introduces need to be articulated by researchers in more complex ways. 相似文献
14.
There has been substantial research evidence concerning the learning approaches of students in Western and non‐Western contexts. Nonetheless, it has been a decade since research in the South Pacific was conducted on the learning approaches of tertiary students. The present research examined the learning approaches of Fijian and other Pacific Islands students enrolling in a professional‐based education course at the University of the South Pacific. Biggs’ (1987) Study Process Questionnaire was revised to suit the social and cultural contexts before it was distributed among 159 undergraduate students. Exploratory factor analysis and confirmatory factor analysis did not support the theoretical framework of a three‐factor model (Biggs, 1987) and, instead, indicated the existence of a two first‐factor model, emphasising two major types of learning approach – reproducing and meaning (Richardson, 1994). The study’s findings suggest that educators should ensure that assessment and other teaching learning components are aligned constructively to promote the appropriate approach of learning. 相似文献
15.
John Canning 《Teaching in Higher Education》2013,18(3):393-403
In recent years, the emergence of pedagogy in higher education as an increasingly professionalised endeavour has been observed by a number of writers. In this article, I argue that pedagogy is developing the characteristics of a discipline, with its own methodologies, sense of community, and power dynamics. Whilst in principle, I welcome the formation of a discipline of higher education pedagogy, I warn against the danger that pedagogy will become increasingly divorced from the classroom context. I also call for those working in this discipline to develop and promote critical pedagogies that seek to challenge existing ‘safe systems’ (Guilherme & Phipps (2004) Critical pedagogy: political approaches to language and intercultural communication (Clevedon, Multilingual Matters)) in order to guard against pedagogy merely being a service unit, serving the whims of government, funding councils and institutions. 相似文献
16.
Katerine Bielaczyc 《学习科学杂志》2013,22(2):258-311
The design research methodology as it has currently developed centers on the creation of existence proofs, an important first step. What is needed then are the next steps of expanding the methodology to address the design problems of practical implementation prior to the steps involved in scaling up these designs. This article contributes to such an expansion through developing a systematic approach to learning from teachers' enactments of educational models. Design research focused on practical implementations by teachers can create knowledge regarding critical change processes, thus helping to create a theory of trajectories of change, or “implementation paths” (Bielaczyc & Collins, 2006a Collins, Joseph, & Bielaczyc, 2004). Here I propose using the Social Infrastructure Framework (Bielaczyc, 2006) to analyze the design of classroom social structures by developers and teachers in order to better understand their implications for constructing implementation paths. The analytic technique is exemplified through a case study involving a particular team of teachers who worked over the course of several years to adopt a knowledge-building communities approach (Bereiter, 2002; Scardamalia, 2002; Scardamalia & Bereiter, 1991 1994). The results are used to discuss implications for the methodology of design research. 相似文献
17.
Tammy Iftody 《Teachers and Teaching》2013,19(4):382-397
As a means of exploring what ‘learning through experience’ in teacher education might look like, situated self-narration is both conceptualized and performed here as the discursive practice through which already familiar and remembered experience may re-presented and re-organized from a forward-looking vantage point. Drawing on poststructuralist views of language and subjectivity and framed by a “pedagogy of possibility” (Simon, 1992), situated self-narration involves three main discursive strategies: interruption, interrogation and interpretation. By way of illustration, I use memory to interrupt my relationship to the dominant narrative of ‘English Teacher as avid reader’ and interrogate my everyday experiences of being a girl as mediated by popular culture, in both cases, drawing on a poststructuralist understanding of identity as an evolving constellation of discursive practices and foregrounding the distinctive qualities of one’s experiences as a possible source of agency. I consider the pedagogical possibilities of such identity work in the context of English teacher education, specifically in terms of teaching theory through the back door (Luke, 1993). I engage what it means to say that the way we “word the world” matters (St. Pierre, 2000) through my own interpreted experience as an evolving yet situated subjectivity; a consciousness-that-teaches. 相似文献
18.
Our article focuses on using portfolio assessment to craft quality teaching. Extant research literature on portfolio assessment suggests that the primary purpose of assessment is to serve learning, and portfolio assessments facilitate the process of making linkages among assessment, curriculum, and student learning (Asp, 2000; Bergeron, Wermuth, & Hammar, 1997; Cohen & Wiener, 2003; Neill & Mitchell, 1995; O'Malley & Pierce, 1996; Smith & Ylvisaker, 1993; Yancey, 1996). Because a learning portfolio is a collection of student work samples over time, it provides teachers with opportunities to understand the process of student learning. This is especially important in the current educational context where teachers are expected to teach all students, including English language learners, to develop high-level thinking and content knowledge aligned with Common Core State Standards. To support teachers to provide quality teaching that meets Common Core State Standards for diverse English language learners, we begin our article with 3 important reasons for using portfolio assessment. We then describe procedures for implementing portfolio assessment in individual classrooms. 相似文献
19.
Lisa Ruble Jessie Birdwhistell Michael D. Toland John H. McGrew 《Journal of educational and psychological consultation》2013,23(4):259-283
The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. 相似文献
20.
Ian Finlay 《欧洲师范教育杂志》2008,31(1):73-87
This paper reports on a research project that sought to gain a deeper understanding of the contribution that universities make to the professional learning of teachers. The particular case studied was a group of learners who were engaged in an in‐service teacher education course for further education (FE) whilst also working as lecturers in FE colleges in Scotland. The paper develops the narrative of learning across boundaries (Saunders 2006) drawing on the work of Engeström (1987, 2001). The claim made is that the learning that takes place across the boundary of the workplace and university has the possibility of helping learners to resolve issues that the workplace alone does not provide them with the resources to resolve.
Cet article fait un compte‐rendu sur un projet de recherche dont le but était d'approfondir les connaissances sur la contribution des universités à la formation professionelle des professeurs. Le cas particulier qu'on a étudié était un groupe d'apprenants qui ont suivi un cours de formation d'enseignement professionnelle en travaillent commme professeurs dans des centres d'enseignement professionnel. L'article se déroule la narration d'apprentissage à travers les frontières (Saunders 2006) et d'après les recherches d'Engstrom (1987, 2001). On prétend que la connaissance qu'on a produit à travers des frontières du lieu de travail et de l'université pourrait aider les étudiants à résoudre des problèmes qu'ils ne pourraient pas résoudre en travaillant seulement.
Este trabajo presenta un proyecto de investigación que ha buscado una comprensión más detallada sobre la contribución aportada por la universidad al aprendizaje profesional del profesorado. El trabajo ha estudiado un grupo de alumnos que participaron en un curso avanzado de educación mientras trabajaban como profesores en institutos de enseñanza en Escocia. El estudio desarrolla la temática del aprendizaje a través de límites (Saunders 2006) inspirándose en el trabajo de Engeström (1987, 2001). La reivindicación hecha es que el aprendizaje que tiene lugar a través del límite del lugar de trabajo y la universidad tiene la posibilidad de ayudar a los alumnos en resolver asuntos en que el lugar de trabajo por si solo no puede proveerles con los recursos para su resolución.
Dieser Artikel berichtet die Resultate eines Forschungsprojektes, dass zu verstehen versuchte, was Universitäten zum professionellen Lernen von Lehrern beitragen. Ein Gruppe von Studenten wurder untersucht, die in Schottland an Berufsschulen unterrichteten und gleichzeitig an einem Weiterbildungskurs fuer Lehrkräfte an der Universität teilnahmen. Der Artikel ist auf der Arbeit von Engström basiert und konzentriert sich auf Lernen, das über Grenzen hinweg stattfindet (Saunders) (in unserem Fall Arbeitsplatz und Universität). Wir behaupten, dass das solches Lernen grössere Moeglichkeiten bietet, Probleme zu lösen, als Lernen, welches nur am Arbeitsplatz stattfindet. 相似文献