Ellen Pinsent: including the ‘feebleminded’ in Birmingham, 1900–19131     

Anna Brown 《History of education》2013,42(5):535-546

This paper addresses the theme of ‘insiders and outsiders in the history of education’ in two ways. First, it is an exploration of the journey of one woman from being an educational outsider to her influential position on the inside as a local and national educational policymaker. Ellen Pinsent’s life is illustrative of the transition of middle class women from a private to a public sphere, from lady philanthropist to professional policymaker. Second, it examines her influence on policy decisions in the emerging field of special education in the period 1900–1913.  相似文献   

Speaking of books     

Susan Eklund  Nofflet D. Williams    J. Boismier  Diane Bricker  Anna Loe Russell 《Peabody Journal of Education》2013,88(4):251-256

Disadvantaged Child, Vol. I. Jerome Hellmuth, editor. Seattle, Washington: Special Child Publications, 1967. Pp. 499. $10.00.

Federal Aid for Schools. Howard S. Rowland and Richard L. Wing. New York: The Macmillan Company, 1967. Pp. 396.

Psychology of Human Adjustment. Lester D. Crow. New York: Alfred A. Knopf, 1967. xv, 613 pp. $7.95.

School Children in the Urban Slum. Joan I. Roberts, editor. New York: The Free Press, 1967. xiii and 626 pp. $7.50.

Speech Handicapped School Children, Wendell Johnson and Dorothy Moeller, editors. Harper & Row, New York, 1967. Pp. 562. $7.50.

Edward Hitchcock, M.D., Founder of Physical Education in the College Curriculum. J. Edmund Welch. East Carolina College, Greenville, North Carolina, J. Edmund Welch, 1966. 315 pp. $5.00.  相似文献   

Teachers' Adequacy of Subject Knowledge in Primary Science: Assessing constructivist approaches from a sociocultural perspective     

Anna Traianou 《International Journal of Science Education》2013,35(8):827-842

In recent years, increasing emphasis has come to be placed, both by researchers and by policy‐makers, on the adequacy of primary teachers’ subject knowledge of science. Within research, this emphasis has been linked to the rise of constructivist ideas about the significance of establishing children’s prior conceptions of scientific concepts for effective teaching. In this article I examine two constructivist approaches to teachers’ adequacy of subject knowledge within UK research on primary science education. In each case I provide a critique of the assumptions they make about the nature of knowledge and how it develops. I do this from a sociocultural perspective, which views knowledge and learning as necessarily situated within communities of practice. My aim is to assess the implications of this perspective for understanding teachers’ adequacy of subject knowledge.  相似文献   

Beyond Construction: Five arguments for the role and value of critique in learning science     

J. Bryan Henderson  Anna MacPherson  Jonathan Osborne  Andrew Wild 《International Journal of Science Education》2013,35(10):1668-1697

This paper argues that science education has overemphasized the importance of construction at the expense of critique. In doing so, it draws on two key premises—Ford's argument that the construction of knowledge requires a dialectic between construction and critique and Mercier and Sperber's theory of argumentative reasoning that critique is essential for epistemic vigilance. Five separate cases are presented which argue that the absence of critique within school science limits the opportunities for students to engage in scientific reasoning making the learning of science less effective. These five arguments incorporate research literature surrounding the nature of science, epistemology, literacy, pedagogy, and motivation. Furthermore, we draw on data collected from cognitive think-aloud interviews to show that students can, with the appropriate prompts, engage in the important epistemic activity of critique. We conclude by examining the implications for the teaching and learning of science. In essence, we argue that the undervaluing of critique within the curriculum and pedagogy of school science results in a failure to develop the analytical faculties which are the valued hall mark of the practicing scientist; a misrepresentation of the nature of science; and, more importantly, a less effective learning experience. Critique, therefore, needs to play a central role in the teaching and learning of science.  相似文献   

‘Removing the chaos from the narrative’: preparing clinical leaders for practice development     

Brendan McCormack  Anna Illman  John Culling  Alison Ryan  Suzanne O'Neill 《Educational Action Research》2013,21(3):335-352

This article explores the work of a group of ward leaders who worked in a large acute NHS Trust in London in identifying the need for practice development in their clinical settings and their own leadership development needs. The ward leaders worked with a facilitator over a period of 6 months to develop knowledge, skills and experience in leading practice developments. The project was deliberately focused on helping the ward leaders become aware of the need for change and increase their potential as leaders of changes arising from the project. The ward leaders worked with the facilitator (the lead author) over a 7-month period, utilising a variety of integrated developmental and data collection techniques. The methods employed included reflection on practice, observation of practice, discussions with practitioners, 360-degree feedback and the use of a variety of creative arts. The project was based on the narrative framework of Frank (1995), and this framework was utilised to shape the interpretation of the processes and outcomes of the project. This article thus presents the combined narrative journey of the facilitator and the participants.  相似文献   

Technological Resistance: A Metaphor Analysis of Enron E-Mail Messages     

Anna Turnage 《Communication quarterly》2013,61(5):519-538

This project provides an example of employees “talking back,” or resisting dominant management rhetoric, via e-mail at the now defunct Enron Corporation. Situated within the study of organizational rhetoric, this article examines metaphors in e-mail messages at Enron, and how those metaphors supported certain discursive value systems that helped create and maintain the company's oppressive internal culture, but also how the use of different metaphors supported alternative discourses that could have possibly led to a different kind of organization. As Morgan (2006 Morgan , G. ( 2006 ). Images of organization . Thousand Oaks , CA : Sage .[Crossref] , [Google Scholar]) argued, metaphors offer new ways of thinking and seeing. And, as Burke (1945 Burke , K. ( 1945 ). A grammar of motives . Berkeley , CA : University of California Press . [Google Scholar]) suggested, metaphors have the power to transform dominant discursive systems.  相似文献   

Maternal Education Preferences Moderate the Effects of Mandatory Employment and Education Programs on Child Positive and Problem Behaviors     

Anna Gassman‐Pines  Erin B. Godfrey  Hirokazu Yoshikawa 《Child development》2013,84(1):198-208

Grounded in person–environment fit theory, this study examined whether low‐income mothers’ preferences for education moderated the effects of employment‐ and education‐focused welfare programs on children’s positive and problem behaviors. The sample included 1,365 families with children between ages 3 and 5 years at study entry. Results 5 years after random assignment, when children were ages 8–10 years, indicated that mothers’ education preferences did moderate program impacts on teacher‐reported child behavior problems and positive behavior. Children whose mothers were assigned to the education program were rated by teachers to have less externalizing behavior and more positive behavior than children whose mothers were assigned to the employment program but only when mothers had strong preferences for education.  相似文献   

Deleuze’s children   总被引：1，自引：0，他引：1  

Anna Catherine Hickey-Moody 《Educational Philosophy and Theory》2013,45(3):272-286

Children, the image of the child, and the gendered figures of the girl and the boy are thematics that run through the work of Deleuze and feature prominently in his joint writing with Guattari. However, there are many different children in Deleuze’s writings. Various child figures do distinct things in Deleuze’s work. In this article, I argue that his work on children can be utilized to rethink popular, teleological notions of childhood and ‘growing up’.  相似文献   

Book reviews     

Anna Eames 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):337-348

Background: To help equip students with 21^st century competencies, one popular strategy adopted by governments and schools worldwide is to move from less formal to more engaging school environments through School-Based Curriculum Development (SBCD). In Singapore, the governmental call to Teach Less and Learn More has galvanised SBCD in schools nationwide. Schools have been given more autonomy and greater flexibility to develop diverse approaches in innovating their own curriculum frameworks.

Purpose: This study aims to provide a nuanced, retrospective account of the enactment of SBCD via Information and Communication Technology (ICT)-integrated, theme-based programmes in a primary school in Singapore. The research questions that guide this study are: (1) How do the school stakeholders enact SBCD? (2) How does the enactment affect the school stakeholders?

Method: This study looked into curriculum innovation using a retrospective lens and employed a case study approach to examine the enactment of SBCD in the school. Five focus group discussions (FGDs) were conducted with the major stakeholders of the school, including two school leaders, ten key personnel and ten teachers across different subjects and grade levels. Thematic analysis of the data was undertaken.

Findings: Four themes and twelve associated sub-themes were identified from the analysis of the FGDs. The four themes include experimentation, support, growth and challenges. This whole-school approach to curriculum innovation had a clear focus on mobilizing the school community to tackle the uncertainties of implementing an innovative curriculum. The stakeholders played diverse but intertwined roles throughout different stages of the enactment process, producing strong collegiality amongst the stakeholders. This prevailing collegiality, as embedded in the active participation of the stakeholders in a multiplicity of collective sharing and learning practices, seems likely to help the school achieved desired outcomes.

Conclusions: The whole-school approach to curriculum innovation in the case school is promising from the perspectives of teaching-learning and student outcomes, but cannot provide a panacea for all the challenges encountered in the enactment process.  相似文献   

Referees who have given help in 2004/05     

Kerry Chappell  Anna Craft 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):363-364

Background:?‘Creative learning conversations’, are methodological devices developed in two co-participative qualitative research projects exploring creativity and educational futures at the University of Exeter in England.

Sources of evidence:?Framed by Critical Theory, the projects, one on dance education partnership, the other on student voice and transformation, sought to open space between creativity and performativity to initiate emancipatory educational change. This was undertaken over the course of five years in English primary and secondary schools, prioritising humanising, wise creativity.

Purpose:?This paper re-analyses data and methodological processes to characterise and theorise creative learning conversations in terms of social spatiality and dialogue. The characteristics are: partiality, emancipation, working from the ‘bottom up’, participation, debate and difference, openness to action, and embodied and verbalised idea exchange.

Main argument:?This re-analysis theoretically adapts Bronfenbrenner's ecological model (The ecology of human development; Cambridge, MA: Harvard University Press, 1979) to situate layered engagement. Utilising Lefebvre's conceptualisation of lived space (The production of space; Wiley-Blackwell, 1991) and Bakhtin's work (Problems of Dostoevsky's poetics; ed. and trans. Caryl Emerson; Minneapolis: University of Michigan Press, 1984) on open-ended dialogue, the paper theorises creative learning conversations as producing living dialogic spaces.

Conclusions:?Creative learning conversations are a way of contributing to change, which moves us towards an education future fit for the twenty-first century. From a living dialogic space perspective, a creative learning conversation is the ongoing process without forced closure of those in the roles of university academic, teachers, artists, students co-participatively researching and developing knowledge of their ‘lived space’ together. Given traditional lethargy in the educational system as a whole commitment to changing education for better futures demands active involvement in living dialogic space, where our humanity both emerges from and guides our shared learning.  相似文献