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1.
Abstract

Policy makers in the UK are trying to improve school meals, by focusing on eating well. This article explores the way policies are framed by academic performance and health as a reason for providing school lunches. Using Nussbaum’s capability approach we argue that the purpose of schooling should be to provide young people with the ability to lead a life of choice. We argue that school meals are an important social good, which allow young people to develop critical skills around food which they can then use throughout their lives. We draw on evidence from two ethnographic research projects on food in schools, conducted in England. We question whether the collocation between healthy eating and learning should be the focus of school food reform and contemplate the role of society and government to provide children with healthy meals, irrespective of learning outcomes. School meals are more than good exam results.  相似文献   

2.
In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of professional learning stand in contrast to more traditional forms of professional development. The shifting paradigm has implications for school leaders in all contexts. This study sought to qualitatively examine how a sample of eight school leaders worked to support professional learning in their school communities and leverage tools in areas such as content aggregation, media creation, blogging and social media. In one-on-one and focus group interviews, participants discussed how technology is changing professional learning in their context and reflected on how their leadership has evolved in response to perceived challenges. Findings suggest that school leaders are aware of the importance of supporting professional learning through multiple device platforms, online networks and opportunities to play, and experiment with technology. Current issues identified include the need to shift from “buyer” to “driver” mindsets and to respond to the increasing role of popular thinkers whose ideas are amplified through online channels, such as social media.  相似文献   

3.

Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff.

The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence ‘peace talk’. Another is the process by which the perception of peer mediation training as ‘experiential’ constituted an enabling ‘pedagogic discourse’ which legitimized the programme for teachers and affirmed its beneficial impact on pupils.  相似文献   

4.
This article examines learning processes and learning opportunities in the outdoor school based on 13 focus-group interviews with children (ages 8–9) at three German elementary schools. For 1 year, cross-curricular teaching had taken place once a week outside the classroom—in natural settings, at cultural sites or on school grounds. The article discusses the learning potential of the outdoor school in terms of activities that the children perceive as dominant, i.e. playing, moving and social cooperation. It will discuss and reflect upon the learning opportunities that arise as well as on the limitations of learning in out-of-school settings and the role of learning in the children’s perception. The study reveals that the outdoor school as a place of teaching, play, exploration and experience offers formal and informal learning opportunities and encourages children to engage among themselves and within their social and inanimate surroundings by challenging them physically, cognitively, perceptually and socially. Learning processes initiated through play, activity and social cooperation are often not perceived by the children as ‘learning’ in the formal sense. Apparently, a significant proportion of the outdoor school’s potential lies in the combination of teacher-structured and informal learning processes that arise spontaneously.  相似文献   

5.

This paper aims to shift the debate on the Learning Society away from the normative focus which has predominated hitherto. Rather than beginning with questions about what a Learning Society ought to constitute, we seek to engage with the patterns of participation in learning through the life‐course and their determinants. Our discussion begins with an examination of the way in which the official discourse of the Learning Society is dominated by human capital theory. The critical evaluation of the latter is thus a serious undertaking. Human capital theory involves an unwarranted abstraction of economic behaviour from social relations more widely; participation in lifetime learning cannot be understood in terms of the narrow calculation of utility maximization. This critique provides the basis for the development of a more satisfactory theoretical account, in which learning behaviour is conceived as the product of individual calculation and active choice, but within parameters set by both access to learning opportunities and collective norms. These parameters, by their very nature, vary systematically over space and time: accordingly, place and history must play a central role in any adequate theorization. We conclude that this kind of theoretical approach has important implications not only for empirical research, but also for strategies aimed at creating a Learning Society.  相似文献   

6.
ABSTRACT

The extent to which differences in family background characteristics explain differences in learning outcomes between children captures the extent of equality in educational opportunities. This study uses large-scale data on literacy and numeracy outcomes for children of school age across East Africa (Kenya, Tanzania and Uganda) to investigate the contribution of family background to learning differences. We find that learning differences between children from less-advantaged households and those from more-advantaged households equals around one year or more of effective learning on average. Even so, family background does not fully explain why children of school starting age display large differences in learning between countries.  相似文献   

7.
Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats.

Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools.

Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning.

Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews.

Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability.

Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning.  相似文献   

8.
Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life – an aim consistent with the notion of scientific literacy.

Purpose: This paper reports Bangladeshi science teachers’ perspectives and practices in regard to the promotion of scientific literacy.

Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications.

Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers’ science lessons, interviewing them twice – once before and once after the lesson observation, and interviewing their students in focus groups.

Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students’ difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition.

Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic knowledge is also limited and consequently impacts on teachers’ ability to develop the concepts of scientific literacy and learn how to teach for its promotion.  相似文献   

9.
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10.
《学校用计算机》2013,30(3-4):197-211
Summary

This case study examines a new teacher's beliefs and perceptions about how and why technology can and should be used to support student learning. A middle school science teacher reflected upon her preparation for and applications of technology in her classroom. Data were generated through e-mail exchanges over the course of several months. Qualitative analysis identified themes including a nontechnology focus, expectations, rationale, impact, and beliefs and learned lessons. Findings suggest that for this teacher persistence was critical to learning in absence of pre-service or in-service learning opportunities in the effective application of technology to support learning. It is recommended that technology-oriented staff development incorporate theory, guidelines, models, and illustrations for effective and meaningful applications.  相似文献   

11.
With the increasing challenges facing professional engineers working in more complex, global and interdisciplinary contexts, different approaches to understanding how engineers practice and learn are necessary. This paper draws on recent research in the social sciences from the field of workplace learning, to suggest that a practice-theory perspective on engineers' professional learning is fruitful. It shifts the focus from the attributes of the individual learner (knowledge, skills and attitudes) to the attributes of the practice (interactions, materiality, opportunities and challenges). Learning is thus more than the technical acquisition and transfer of knowledge, but a complex bundle of activities, that is, social, material, embodied and emerging. The paper is illustrated with examples from a research study of the learning of experienced engineers in the construction industry to demonstrate common practices – site walks and design review meetings – in which learning takes place.  相似文献   

12.
In this piece, Elizabeth Moje discusses with the authors of FORUM: Giving oneself over to science: Exploring the roles of subjectivities and identities in learning science (Tucker-Raymond, Varelas, & Pappas) the challenges and potentials of theorizing about the role of identities in learning science. The authors debate how identities and subjectivities should be conceptualized, and whether learning science requires people to change identities and/or subjectivities. In particular, the authors discuss the potential for thinking about how identities are enacted in practices, and how teachers might construct practices that evoke the identities associated with science as a way of developing opportunities for deep science learning. Elizabeth Birr Moje is an Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies, a Faculty Associate in the Institute for Social Research and a faculty affiliate with Latina/o Studies at the University of Michigan, Ann Arbor. Moje teaches undergraduate and graduate courses in secondary and adolescent literacy, cultural theory, and qualitative research methods. Her research interests revolve around the intersection between the literacies and texts youth are asked to learn in the disciplines and the literacies and texts they engage outsIDe of school. Moje also studies how youth construct cultures and enact IDentities via their literacy practices outsIDe of school. Eli Tucker-Raymond is a doctoral student in the Literacy, Language, and Culture program at the University of Illinois at Chicago. He sees his evolving status as a social scientist fraught with similarities and differences between himself and social scientists “out in the world.' He is working toward a designated researcher and teacher IDentity that includes a focus on critical media literacy, collaborative action research, and developing praxis-oriented, critically-conscious learning communities in urban K-8 school settings. One evolutionary, co-constructed step toward that IDentity are these publications, his first. Maria Varelas is Professor of Science Education at the University of Illinois at Chicago. Her research, teaching, and service are highly interrelated, focusing on classroom-based teaching and learning of science in urban settings with linguistically and socio-culturally diverse populations, collaborative teacher action research, discourse in science classrooms, integration of science and literacy, and science education reform in elementary school and college science classrooms. She currently co-leads with colleagues in Education, Natural Sciences, and Computer Science, three US NSF multi-year grants. Her research has appeared in a variety of journals and edited books. Christine C. Pappas is Professor of Language and Literacy at the University of Illinois at Chicago. Her teaching and research focus on classroom discourse, genre (especially informational and science ones), teacher inquiry, collaborative school-university action research (CSUAR), and the development of culturally responsive pedagogy. She is a co-author of the 4th edition of An Integrated Language Perspective in the Elementary School: An Action Approach, which emphasizes the use of language and literacy and other modes of meaning as tools for inquiry and learning across the curriculum. She has co-edited two volumes on a Spencer-sponsored CSUAR project, Working with Teacher Researchers in Urban Classrooms: Transforming Literacy Curriculum Genres and Teacher Inquiries in Literacy Teaching-Learning: Learning to Collaborate in Elementary Urban Classrooms, and her research has been published in book chapters and various journals.  相似文献   

13.
ABSTRACT

The development of new e-technologies and an increased focus on developing distance social work education programs has created the impetus for social work educators to consider the tools they can employ in delivering distance courses. This article reflects on an action learning research project involving the development of an online toolbox of e-technologies to support social work educators in the delivery of distance courses. It highlights the opportunities and challenges when considering the integration of e-technologies as part of social work education.  相似文献   

14.
ABSTRACT

This paper examines the critical contribution that affects as bodily capacities to act, engage and connect can make to children’s learning in museums and schools. Drawing chiefly on empirical material collected over the course of visits by school children to Museums Victoria, Australia, and bringing a sociomaterial sensibility to bear, I trace the movements of these children through exhibition spaces and show pedagogic affect at work. I argue that children’s learning can usefully be understood in ways that go beyond social constructivism which underwrites museum learning and school education yet tends to neglect the role of affectivity and material agency in learning, as well as relations of power. As the empirical material shows, the politics of affective practice involve the co-constitution of bodies, spaces and objects in ways that actively intervene in established relations of power. I conclude by calling for a renewed engagement with the affective in education.  相似文献   

15.
ABSTRACT

The Preservice Teacher Education Reciprocal Learning Programme has been developed on a vision of bridging the East and West dichotomy by harmonising Eastern learning with Western knowledge. This programme is one of the two foundations for Xu and Connelly’s 7-year Canada-China Reciprocal Learning Partnership in teacher education and school education in 2013-2020. The Programme, ‘provide[s] an exceptional cross-cultural experience with international engagement … to broaden teacher candidates’ horizons for a society of increasing diversity in today’s globalized world’. This article’s purposes are to discuss how reciprocal learning is both a concept and an approach for international and cross-cultural teacher education and school education and to present the learning outcomes and educational significance of the East-West reciprocal learning programme in teacher education. The Programme has created opportunities for both pre-service and in-service teachers to understand and appreciate a culture and educational system different from their own, thereby reciprocally contributing to educational opportunities for those they teach. The research theory and method utilised in this work are found in a companion paper in this special series and are briefly discussed below in the project overview and later in a discussion of student outcomes. This work has implications for other school settings where increasing immigrant student population and cultural diversity have become the norm.  相似文献   

16.
This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities.  相似文献   

17.
Background: Existing evidence suggests a relationship between family social contexts, family relationships and interactions, children’s social and cognitive development and educational outcomes. Interventions that assist families in relation to parenting and supporting children’s development can have positive effects on both parents’ skills and the educational progress of their children.

Purpose: This article reports on a study conducted in an area with high levels of social and economic deprivation in Scotland, which aimed to investigate the nature and effectiveness of the services in place to support poor families. The project focused on capturing the experiences of parents and what they perceived as effective support from the nursery and school staff in terms of getting them more involved in their children’s learning.

Sample: There was a particular focus on the four-to-seven-year age group, thus covering the crucial transition from pre-school (or non-school) provision to primary school. A sample of three Early Education & Childcare Centres (EECCs) and three schools were selected. The schools and EECCs were all from areas of high social deprivation and had a high proportion of children on free school meals.

Design and methods: The study was qualitative in design and included in-depth semi-structured interviews with 19 service managers and practitioners, six focus groups with parents and six activity groups with children. Data were analysed using both pre-determined and emerging codes.

Results: While all parents recognised the value of education for their children’s social mobility and opportunities and were keen to engage in activities, they remained aware of the limited resources they could draw upon, mainly in terms of their restricted academic competencies, specialist knowledge and qualifications. The desire to help their children overcome their families’ economic circumstances was also hampered by the absence of strong social and kinship networks that they could draw upon.

Conclusions: We draw on concepts of social and cultural capital to examine parents’ positioning in relation to their children’s education. The conclusion highlights parents’ strategic orientation to school/nurseries, often seen as a resource of cultural capital, and calls for a more positive discourse of parental engagement in relation to disadvantaged groups.  相似文献   

18.
Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.  相似文献   

19.
The literature shows that an active exploration of difference between university‐ and school‐based perspectives can provide important opportunities for student teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student teachers as they talk about teaching and learning with their school‐based mentor and part‐time university‐based tutor on a distance education course in initial teacher education in the UK. The study adopts an activity theoretical approach complemented by a broader social learning theory perspective. Content analysis is used in four separate cases to examine and report on conversations that centre around one taught lesson. The study reveals understandings about the way that learning opportunities are presented to student teachers and argues that it can be enhanced by looking at student teacher learning systemically, with a focus on dissonant perspectives.  相似文献   

20.
ABSTRACT

The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances  相似文献   

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