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1.
Abstract

The article examines the use of information and communication technology to enhance the educational achievement of a group of students evidencing a variety of EBD in a mainstream school setting. It is believed that ICT will have just as important a part to play in the education of students with EBD as it will with other sensory or physical special educational needs. The article examines within-child factors which make a cognitive-behavioural approach potentially powerful. It suggests that ICT can enhance the educational experience of EBD pupils if careful attention is paid to the creation of a therapeutic teaching environment and the interaction of the student/curriculum and teacher/student interfaces. The article discusses the implementation of an integrated learning system in an inner London comprehensive school and its effects on those pupils presenting with emotionally disordered learning difficulties.  相似文献   

2.
Abstract

In an educational environment where interest in Arabic and Islam is growing, I ask the place of revisionist/critical approaches to early Islam in Higher Education. This paper uses 15 semi-structured interviews with Lecturers in early Islam to investigate how they treat controversial subject matter in the classroom. The paper examines how the different approaches taken by lecturers are linked to different kinds of academic training, and asks what kinds of approach are suited to different student demographics. It concludes by suggesting how critical ways of teaching this subject are linked to new approaches in interfaith engagement, which acknowledge the political context for the development of Scriptures.  相似文献   

3.
ABSTRACT

This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching. The data suggest that Jewish studies teachers take one of two approaches in talking about their teaching: Half the teachers focused on the process of teaching, the specific modalities and teaching moves they employed, while the other half focused on the goals of teaching, the specific outcomes they wanted to see in their students. We also found that those teachers who were more focused on outcomes (rather than process) saw personal identity as an essential ingredient in effective Jewish education. This article raises questions about the efficacy of transferring professional development models from general education to Jewish education, without special attention to the specific cultural context of Jewish studies.  相似文献   

4.
ABSTRACT

Since its inception in the 1980s, the meta-ethnography approach for synthesising qualitative study accounts has been used extensively in health and social care research and to a lesser extent in educational research. The aim of this article is to reflect on the evolution of the method in both fields. It starts by describing the meta-ethnography approach, charts the rise of evidence-based research in health-related research, and explores the growth in the rate of published health-related meta-ethnographies. It proceeds by offering some explanation for the slower growth in the use of meta-ethnography in educational research. It explains this using the history of the early developments of qualitative approaches in Education and their underpinning paradigms. It then discusses key meta-ethnographies conducted in education, comparing those to more recent ones, in terms of methodological development. The article concludes by drawing lessons about how the conduct of meta-ethnography may be improved in any discipline.  相似文献   

5.
Abstract

A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ‘goods’.  相似文献   

6.
ABSTRACT

In recent years, cultural anthropologists conducting educational ethnographies in the US have pursued some new methodological approaches. These new approaches can be attributed to advances in cultural theory, evolving norms of research practice, and the affordances of new technologies. In this article, I review three such approaches under the rubric ‘multi-scale ethnography’. Each approach responds to the desire to understand cultural forms that extend beyond single sites and the capabilities of single researchers; each pursues cultural forms that ‘travel’ across spaces, levels, and times. The three approaches are multi-sited ethnography, meta-ethnography, and comparative case study. I view these approaches not as replacements for older forms of ethnography but as complements that extend the contextualisation and generalisability of traditional ethnography.  相似文献   

7.
Abstract

A review of environmental education literature reveals a paucity of constructivist-based research. To support the case for this approach, the author reviews theoretical aspects of science education research of this type. It first situates different approaches to educational research in relation to different epistemologies and then reviews constructs used in constructivist science education research. Issues associated with the adoption of this epistemology—topics deemed worthy of research, importance given to the learner's pre-instructional knowledge, and perspectives on learning and understanding—are considered. The article concludes with proposals for constructivist research in environmental education across the educational commonplaces.  相似文献   

8.
Abstract

The paper examines the impact of farmers’ educational attainment on agricultural productivity. More specifically, it evaluates how farmers with vocational training perform compared to those with traditional educational training. A stochastic production frontier and inefficiency effects model is estimated using nationally representative household survey data to analyze the relationship between farmers’ educational attainment and agricultural productivity in Vietnam, while controlling for factors such as gender and farmers’ health status. The results indicate higher returns to vocational training in terms of its impact on raising agricultural productivity, as compared to primary and secondary education. Our findings confirm that significant productivity and welfare gains can be achieved through the promotion of education schemes tailored to the specific technical needs of smallholder or poor farmers. The lack of impact from primary and secondary education signals the need to adjust the curricula of nontraditional educational programmes in rural areas to respond to the technical and other skill needs of farmers. In other words, one general curriculum for everyone may not reap the highest returns to primary and secondary education investment in the context of countries with large farming populations. The originality of the paper resides also in the use of disaggregated education data in terms of formal and non-formal education. In addition, unlike previous studies, the production frontier function and the inefficiency segment are jointly estimated using a one step maximum likelihood estimation (MLE) procedure which guarantees both consistency and efficiency for estimated parameters.  相似文献   

9.
Abstract

Background: Data-based decision-making (DBDM) and research-informed teaching practice (RITP) are key to teacher and school improvement. Currently, however, DBDM and RITP represent two distinct approaches to developing evidence-informed practice (EIP) and do not correspond to the all-encompassing notion of EIP envisaged by many academics and commentators.

Purpose: DBDM and RITP are usually employed independently of each other. Each is associated with its own theoretical perspectives and research base, and each has its own pitfalls and strengths. Yet the approaches employed appear to be complementary, suggesting that there might be value in combining DBDM and RITP into one overarching process for achieving EIP. This paper presents the conceptual analysis and arguments for this proposal.

Sources of evidence: Drawing from literature and previous research in the fields of DBDM, RITP and EIP, we describe both DBDM and RITP, before comparing and contrasting the integral aspects of each.

Main argument: Our analysis leads us to suggest that not only is there overlap between these two approaches, but the strengths of each appear to mirror and compensate for the weaknesses of the other. As such, we argue that it is important that decisions in education are based on a combination of personal judgement, research evidence and local school data. This is because such a combination is likely to lead to equitable, effective and efficient decisions that are informed by values and preferences, grounded in context and steeped in practices that have been shown to be effective elsewhere.

Conclusions: We suggest that an effective strategy for EIP might be to achieve ‘the best of two worlds’ by integrating DBDM and RITP. In line with evidence-informed practices in medicine and management, this means EIP in education can finally be engaged in as a holistic approach to educational decision-making that critically appraises different forms of evidence before key improvement decisions are made. Our proposed approach, Evidence informed School and Teacher Improvement, is thus designed with the aim of enhancing the quality of educational provision by employing these evidence types as part of a systematic cycle of inquiry, focused on continuously improving the quality of learning in schools.  相似文献   

10.
ABSTRACT

Urban schools in many OECD countries are contending with policy trends that squeeze budgets and incentivize parent fundraising. The trend may be most pronounced and longstanding in the US, where parent groups and local education foundations have turned increasing attention to raising funds to support additional services, staff, or programs for schools to which admittance is primarily based on residence. This article argues that private fundraising for public schools contributes to the creation of what public economics, public choice, and urban planning theorists have described as ‘clubs’ that may exacerbate inequality. It examines two school districts that have adopted policies aiming to curb this potential inequity: the Santa Monica Malibu Unified School District in California and Portland School District in Oregon. A case study approach was used to detail the policies adopted and explore their potential for de-clubbing as well as resistance encountered to reallocation of dollars at the district level.  相似文献   

11.
Abstract

This article examines Catherine Malabou’s philosophical concept of plasticity as a new materialist methodology. Given that plasticity simultaneously maintains the ability to receive, give, and annihilate form, plasticity and plastic readings offer material-discursive possibilities for educational research. This article begins by discussing the evolution of plasticity, applications thereof, and its location within new materialist philosophy. To then demonstrate the possibilities of plasticity, this article takes the example of educational policy reform in relation to technology-centered models of education. A plastic reading of ongoing policy discourses argues that conceptualizing policy, stakeholders, and technology as plastic contribute new scholarly understandings regarding the shape and movement of educational policy formation. Significantly, the methodology of plastic readings provides an ideal lens through which to approach educational policy development as a series of entangled ideas and interests. In addition, plastic readings enable the re-envisioned types of analysis and critique increasingly called for by qualitative methodologists and new materialist scholars.  相似文献   

12.

Several reports on higher education have identified the need to improve the quality of student learning. Higher education research identifies the approach to learning as a significant factor affecting the quality of learning. If educators are to find ways of improving the educational experience of their students, they must understand how students learn and the effects of the learning environment on their learning approaches. This study examines the approaches to learning adopted by Irish and overseas students studying on the BA in European Business at Dublin City University (DCU) [1] .  相似文献   

13.
Abstract

Students who learn to fail and fail to learn as a result of attention and . concentration problems can be assisted. A number of authors have considered the importance of understanding how children learn when aiming to assist students with learning problems and consider metacognitive ability may provide a framework for considering how students learn. This article examines some crucial factors that facilitate the development of metacognitive abilities for children experiencing attention and concentration problems. The author focuses on the importance of teacher modelling, explicit teaching/learning approaches, developing an internal locus of control and specific teaching of intelligent behaviours, as crucial to the learning process. The author aims to provide a variety of very practical strategies to assist teachers of students who display considerable difficulties attending and concentrating in the classroom.  相似文献   

14.
ABSTRACT

It is increasingly maintained that cost–benefit analysis (CBA) should play a greater role in educational policy-making. This article critically examines the rationale guiding CBA and its compatibility to educational settings. Drawing on philosophical discussions, it argues that the rationale guiding CBA has some fundamental limitations that render the use of it in education beneficial only under certain restrictive circumstances.  相似文献   

15.
Subject content is always studied within an educational context. This context is constituted by the socialization content, which can be regarded as an educational content beyond the subject content. This is the third article of three studies (this article; Sund and Wickman 2011; Sund 2008) that together form a triangulation of possible socialization content of environmental education. A common purpose for these three combined studies is to embrace and visualize the important value-laden content, which is often forgotten in discussions about the development of education for sustainable development. It is not sufficient to merely integrate more subject content matter – it may also be necessary to adapt to a changed teaching approach, which also develops content in the teaching process. Teachers’ changed approaches convey qualitatively different clusters of ‘meta-messages’ to students. The first study from authors in 2008 developed an analytical tool consisting of five important educational aspects and the second, also published in Environmental Education Research used the aspects to study teachers’ socialization content expressed in the interviews. The present study examines whether the qualitative differences in upper secondary teachers’ communicated socialization content in three selective traditions are apprehended by their students.  相似文献   

16.
ABSTRACT

This article examines the career of the educationalist, Conservative politician and published writer on education and politics, Rhodes Boyson (1925–2012). As an educationalist, Boyson established Highbury Grove Boys’ Comprehensive School in Islington, North London: an inner-city school which was antithetical to the wave of progressivism in the 1960s and early 1970s. The article explores Boyson’s educational approach and vision in greater depth than has been the case in previous publications about him and attempts to place him beyond the limitations of a caricature and offer some redemption, seeing him as a paradox: he was welded to educational traditions but at the same time had a vision which can be seen as forward-thinking. This duality, and the sense of Rhodes Boyson as a paradox, makes the Janus metaphor apposite.  相似文献   

17.
In recent years, research on urban school–community relations has emerged with renewed vigor and a myriad of suggestions for how to best approach the topic. While most of these suggestions are anchored in positivist and interpretive epistemologies, a growing number of scholars are applying more critical approaches to school–community relations that center issues of equity and unequal power relations. However, these approaches are often perceived as being too impractical for educational leaders to implement. This article thus situates approaches to school–community relations across three epistemologies: positivism, interpretivism, and critical theory to make these ideas more accessible for educational leaders. With a focus on developing educational leaders to work equitably across school and community contexts, this article provides an operating framework for each approach that delineates assumptions, goals, views of families, strategies, and types of leadership. Finally, this article provides an epistemological grounding to propose that educational leaders develop what I call community equity literacy, and concludes with implications for future research.  相似文献   

18.
Abstract

The article looks at how some of the developing countries are seeking to improve both the external and internal efficiency of their educational systems. It considers the question of access and the fairness or equity of that access, and also how the developing world is testing innovative instructional methods as alternatives to traditional methods. It looks at how these new methods are being applied in Indonesia, Liberia and Korea, and describes the USAID project for improving the efficiency of educational systems (IEES).  相似文献   

19.

The article examines the processes of change and adaptation which a group of undergraduate mature women students underwent as they learned to become student teachers. The study sits firmly within the qualitative paradigm and offers a holistic analysis of student teacher socialisation in which the complexity of adaptation is revealed through the inter-relationship of gender, identity, life course, coping strategies and the negotiation of change. A major theme of the study examines the uneasy blend of struggle, contestation, guilt and success which became a daily feature of their lives as mothers, wives and full-time student teachers. The article argues that the ethnographic research approach was the most appropriate method for revealing new insights about student teacher socialisation. Moreover, it is suggested that ethnographic accounts have an important contribution to make to educational theory and knowledge provided that they go beyond minimalist criteria for good practice.  相似文献   

20.
This paper examines the values of the CHE principles of Connectivity, Humanness and Empathy as a guiding framework for maximizing the ethical and methodological advantages of semi-structured interview research practices. The authors draw from two separate educational studies and apply the CHE principles to analyse and evaluate the effectiveness of decision-making in facilitating sustainable relationships with the participants in each study. Findings highlight that dialogical relations with participants were evident in both studies, and identify significant junctures where decision-making and actions influenced effective rapport-building and respectful and reciprocal relationships with participants in the research. The CHE principles emerge as providing a robust framework for educational researchers to employ when auditing their decision-making prior to and during their engagement in qualitative interviews.  相似文献   

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