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1.
Mark Boylan 《Journal of Mathematics Teacher Education》2010,13(5):383-395
Actor-network theory is a way of describing and understanding the complexity of social change. This article explores its relevance
to understanding teacher change in mathematics education by considering a single teacher change narrative. This is centred
on a veteran teacher of mathematics who participated in a teacher led, teacher-educator-supported professional development
project. The project had two foci: investigating forms of school-based collaborative professional development in the context
of developing a dynamic approach to teaching and learning geometry. Three conceptual tools appropriated or adapted from actor
network theory are used to describe and analyse features of this teacher narrative. These are relationality, translation and fluidity. Some implications are considered for developing accounts of, and actions for, mathematics teacher change. 相似文献
2.
Jay Sarah Adshead Maura Ryklief Sahra 《European Journal of Psychology of Education - EJPE》2023,38(1):161-178
The Youth Global Awareness Programme (YGAP) is a 2-week residential ‘popular education’ programme for young, diverse, international, labour movement activists, run by the International Federation of Workers Education Associations in Cape Town, South Africa. In this mixed method study (N = 47), we draw on the Social Identity Approach to Education and Learning. We propose that the participatory, peer-to-peer learning during YGAP leads to activist identity change, where critical consciousness, collective empowerment and global awareness develop as group norms. The first longitudinal questionnaire study found significant increases in activist identity and critical consciousness, which predicted increased collective empowerment. In the second focus group study, data were analysed with reflexive thematic analysis and two themes provide compelling evidence of learning during YGAP as identity change processes. Participants’ commonalities and differences enhanced activist identities with global awareness. Simultaneously, new knowledge, passion, hope and connection to a global activist community created collective empowerment.
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Susan Grieshaber 《British Journal of Sociology of Education》2010,31(4):431-447
This paper investigates what happened in one Australian primary school as part of the establishment, use and development of a computer laboratory over a period of two years. As part of a school renewal project, the computer laboratory was introduced as an ‘innovative’ way to improve the skills of teachers and children in information and communication technologies and to lead to curriculum change. However, the way in which the laboratory was conceptualised and used worked against achieving these goals. The micropolitics of educational change and an input–output understanding of computers meant that change remained structural rather than pedagogical or philosophical. 相似文献
5.
Jessica A. Nodulman 《Sex education》2016,16(6):649-662
Although sex education is often provided to young people, there is a lack of spaces where adults can go to learn more about sex from experts in a free and welcoming environment. One place that provides an opportunity for adult sex education is adult sexual retail stores. While these stores aim to be commercially successful, they also fulfil a role of educating adults about sex and sexuality. This study explains how Good Vibrations (GV), a sex-positive adult sexual retail store company in the USA, disseminates sexuality education for adults. Using qualitative methods including observations, interviews and textual analysis, I show how GV serves as a coach to its patrons. The coaching framework described here promotes shared responsibility through inclusive and accessible education, highlighting communication and focusing on pleasure and positivity. This paper provides one of the first evidence-based accounts of how an adult sexual retailer educates its customers and provides a model for sexuality educators for all ages. 相似文献
6.
This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who need both educational resources and recognition in inclusive classrooms. The authors propose, however, that the work of Fraser and Gale combines into a social justice strategy, which consists of three elements (agency, competency, and diversity, or ‘a, c, d’) that can lead to inclusion. When disabled children are provided with the opportunity to exercise their agency, demonstrate their competence, and transform and affirm notions of diversity, then inclusion is more likely to occur in the classroom. Data from two research projects are presented using this framework to illustrate this argument, and the proposed ‘a, c, d’ social justice strategy towards inclusion. 相似文献
7.
Chng Huang Hoon Joy Mighty Torgny Roxå Mary Deane Sorcinelli 《International Journal for Academic Development》2019,24(2):97-108
ABSTRACTWhat role does academic development have to play in responding to radical cultural shifts in the global landscape? Whose voices and identities are contributing to institutional change? This reflective essay encompasses the perspectives of the four international panellists in the opening plenary of the International Consortium for Educational Development (ICED) 2018 conference in Atlanta, Georgia, USA – Torgny Roxå on ideologies; Chng Huang Hoon on agency and empowerment; Joy Mighty on voices and identities; and Mary Deane Sorcinelli on evidence and outcomes. These perspectives set the stage for the conference, and, brought together in this paper now, they address key conference themes, offer coordinates for reflection, and pose further questions about our profession. 相似文献
8.
Science & Education - Modern democratic societies tend to appeal to the authority of science when dealing with important challenges and solving their problems. Nevertheless, distrust in science... 相似文献
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Lyn Tett 《British Journal of Sociology of Education》2016,37(3):427-444
The impact of participation in adult literacy programmes on learners’ identities is examined through an interrogation of their past and current experiences and the assessment of the effect of particular pedagogies. The findings show how learners’ positive experiences in their programmes had caused them to re-evaluate their previous understandings and enabled the construction of new identities as people that are able to learn. These changes had come about through the challenging of negative discourses, the creation of new figured worlds and imagined futures, and the use of a learning curriculum where learners’ experiences were utilized as positive resources. 相似文献
11.
For the last decade, international bodies have warned of a teacher shortage and sought to find ways of attracting more applicants to the profession. This article reports on a pilot study undertaken at one Australian university which asked why some applicants to preservice teaching courses had given up existing careers in order to become teachers. It then asked if their career change had been successful. Using open-ended questions and interviews, this paper recorded the view of 35 teachers who had been in teaching for 2–5?years. The findings suggest that reasons for selecting teaching as a second career are more complex and nuanced than existing research suggests, combining pragmatic, deeply personal and spiritual elements. It also found a significant connection between career change teachers’ satisfaction with their new occupation and the status of their occupation, indicating that further study of career change teachers’ experiences and personal beliefs is warranted. 相似文献
12.
Corrie Stone-Johnson 《Journal of Educational Change》2011,12(2):221-239
From 1998 to 2003, Andy Hargreaves and Ivor Goodson, along with colleagues Shawn Moore, Sonia James-Wilson, Dean Fink, and
Corrie Giles, undertook a large-scale study of eight secondary schools in Ontario, Canada, and New York in the United States
to investigate teachers’ perceptions and experiences of educational change over 30 years spanning from the 1970s through the
1990s (Hargreaves and Goodson in Edu Admn Quart 42(1):3–41, 2006). The Change Over Time? study not only provided a unique glimpse into how schools and teachers experience educational change but also demonstrated
that most of what educators and scholars previously considered when looking at educational change neglected its political,
historical, and longitudinal aspects. Hargreaves and Goodson highlighted five change forces that shape educational change:
waves of reform, changing student demographics, teacher generations, leadership succession, and school interrelations. This
article, based on work conducted in Massachusetts from 2007 to 2009 (Stone-Johnson in Enduring reform: The impact of mandated
change on middle career teachers. Boston College, Chestnut Hill, 2009; Teachers’ career trajectories and work lives. Springer, Dordrecht, 2009), elaborates upon two of these aspects, waves of reform and teacher generations, highlighting the response of the current
generation of teachers in mid-career to the most recent wave of reform. 相似文献
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Alphonse Uworwabayeho 《Journal of Mathematics Teacher Education》2009,12(5):315-324
This article presents practical perspectives on mathematics teacher change through results of collaborative research with
two mathematics secondary school teachers in order to improve the teaching and learning of mathematics in Rwanda. The 2006
national mathematics curriculum reform stresses pedagogies that enhance problem-solving, critical thinking and argumentation.
Teachers need to use new teaching strategies. This article is a case study looking at issues around developing teachers’ use
of interactions in mathematics classrooms independently of the national programme. Outputs of the study include teachers’
awareness of the need for change and their increased flexibility to accept learners’ autonomy in shifting from teacher-centred
to learner-centred pedagogy. Geometer’s Sketchpad challenged teachers’ practice and then provoked reflection to improve student
learning. 相似文献
15.
Students often have a negative view on science, particularly women. Furthermore, academic level in math and science is usually considered as an innate ability. The aims of the study were to create an Implicit Association Test (IAT) in order to highlight the stereotype that science is innate, to identify if the gender of the participants impacts the results of this implicit measure and to compare self-report and implicit measures. Results showed that (1) science and innate are more easily associated in the IAT than liberal arts and innate, (2) women have a higher association of science and innate than men in the IAT (that is not the case in self-report measures). 相似文献
16.
Mark Priestley 《Journal of Educational Change》2011,12(1):1-23
Educational change is a fact of life for teachers across the world, as schools are subjected to constant and ubiquitous pressures to innovate. And, yet, many school practices remain remarkably persistent in the face of such innovation. This paradox of innovation without change is perplexing for policymakers and practitioners alike. This paper investigates the gap between policy and practice, between innovation and the changes in social practices that occur in response to such innovation. It draws upon empirical data from two case studies in Scotland??schools responding to new curriculum policy??exploring contrasting approaches to the management of innovation. One is a laissez faire approach, and the other a more directive managerial strategy. Through an analytical separation of culture, structure, and agency, derived from the social theory of Margaret Archer, the paper sheds light on the social processes that accompanied innovation in these two settings demonstrating how teacher culture and differing management styles impact upon externally initiated policy. 相似文献
17.
Neil Mercer 《Cultural Studies of Science Education》2008,3(2):351-362
This paper begins with a consideration of some important themes dealt with in the paper by Treagust and Duit. These include
the relationship between research on conceptual change and educational practice, the significance of emotion and identity
in the process of conceptual change, and role of cognitive conflict in motivating change. I then argue that the authors implicitly
assert the importance of spoken dialogue as a motor for conceptual change, but do not give it the proper, explicit recognition
that it deserves. I first use their own data of transcribed talk to make this point, and then go on to elaborate my case by
drawing on other research. Talk amongst students and teacher–student talk are both considered. My conclusion is that while
more empirical research is needed to understand how dialogue is involved in conceptual change, available evidence shows very
clearly that the role of talk and social interaction is so significant that it cannot be ignored. It is therefore necessary
for theoretical accounts to deal with both social (i.e. communicative) and cognitive aspects of conceptual change.
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| Neil MercerEmail: |
18.
Shaalan Farouk 《Teachers and Teaching》2013,19(1):19-31
As teachers are at the heart of education, a substantial number of studies have researched the perception that mainstream school teachers have of themselves in relation to their work. This investigation extends this field of inquiry by examining how teachers’ self-understanding is altered when they transfer from mainstream to special school education. This study adopts the methodology of interpretive phenomenological analysis (IPA) to examine in detail how three female teachers in inner London experienced the transition from mainstream secondary schools to teaching in alternative provision for excluded students referred to as a pupil referral unit (PRU). Central to IPA is how an individual experiences a substantial change in life and the influence this may have on his or her world views. The research approach adopted is, therefore, idiographic and reliant on the experiences of a small number of participants. The findings from this investigation indicate that the participants chose to leave mainstream school education when they came to the self-realisation that they wanted to engage in more creative and personally engaging professional practice with a stronger moral purpose. When they started to teach at a PRU, the more persistent and personal relationships with their students brought about a substantial change in self-understanding. 相似文献
19.
《Journal of Further & Higher Education》2012,36(3):233-249
This paper explores the decision‐making of students entering full time UK taught masters degree courses. The findings come from an ongoing research project, Career progression and employability for full time UK resident masters students. Little previous work has focused on these students and their process of transition (however long) from undergraduate studies. Analysis of the data from in‐depth interviews with 24 students from six masters courses across two universities has led to the development of a threefold classification to summarize students' circumstances on entry to their courses. Alongside this, Bourdieu's notions of field, social, cultural and economic capital and habitus have proved valuable in making sense of the data. I argue that students' decisions to pursue full time higher level study are related to their circumstances on application, their dispositions and the resources they have available to them that are relevant to their masters level study. Key differences in the students' circumstances are cross cut by key common themes, suggesting that they bring their prior dispositions to their decision‐making, which is firmly located within the opportunity structures they perceive as relevant to themselves. The complexities of the students' decision‐making appear to be a far cry from the narrow policy notion of students as rational actors seeking economic gain. 相似文献
20.
《Journal of moral education》2012,41(2):201-224
The purpose of this study was to examine how moral reasoning develops for 236 students enrolled in either a diversity course or a management course. These courses were compared based on the level of diversity inclusion and type of pedagogy employed in the classroom. We used causal modelling to compare the two types of courses, controlling for the effects of demographic (i.e., race, gender), curricular (i.e., previous course-related diversity learning) and pedagogical (i.e., active learning) covariates. Results showed that students enrolled in the diversity course demonstrated higher levels of moral reasoning than students enrolled in the management course. In addition, results show that previous diversity courses as well as current enrolment in a diversity course contributed to moral reasoning gains. Implications are discussed. 相似文献