Environmental Education and Environmental Advocacy: Revisited     

Bob Jickling 《The Journal of environmental education》2013,44(2):20-27

Abstract

Environmental education and environmental advocacy have a contentious relationship. In this article, the author argues that there will always be uncertainty about educationally appropriate responses to controversial issues. Although uncertainty is inherent in this task, the choices are not dichotomous. The author also argues that education suggests a fluidity of meaning that shifts across a range of contexts, and what needs to be done will be found on a case-by-case and context-by-context basis in a mediated and negotiated third space. Some tentative guide-posts are offered.  相似文献   

Assessment     

Bob Reising 《Clearing house (Menasha, Wis.)》2013,86(6)

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Symposium on The New Significance of Learning: Imagination’s heartwork     

Morwenna Griffiths  Kenneth Wain  Bob Davis  Pádraig Hogan 《Educational Philosophy and Theory》2013,45(3):334-348

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Bourdieu and the study of educational policy: introduction     

Bob Lingard  Sandra Taylor  Shaun Rawolle 《教育政策杂志》2013,28(6):663-669

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The sociology of Pierre Bourdieu and researching education policy     

Shaun Rawolle  Bob Lingard 《教育政策杂志》2013,28(6):729-741

Bourdieu did not write anything explicitly about education policy. Despite this neglect, we agree with van Zanten that his theoretical concepts and methodological approaches can contribute to researching and understanding education policy in the context of globalisation and the economising of it. In applying Bourdieu’s theory and methodology to research in education policy, we focus on developing his work to understand what we call ‘cross‐field effects’ and for exploring the emergence of a ‘global education policy field’. These concepts are derived from some of our recent research concerning globalisation and mediatisation of education policy. The paper considers three separate issues. The first deals with Bourdieu’s primary ‘thinking tools’, namely practice, habitus, capitals and fields and their application to policy studies. The second and third sections consider two additions to Bourdieu’s thinking tools, as a way to reconceptualise the functioning of policy if considered as a social field. More specifically, the second section develops an argument around cross‐field effects, as a way to group together, research and describe policy effects. The third section develops an argument about an emergent global education policy field, and considers ways that such a field affects national education policy fields.  相似文献   

Use and evaluation of a technology-rich experimental collaborative classroom     

Diane Salter  David L. Thomson  Bob Fox  Joy Lam 《高等教育研究与发展》2013,32(5):805-819

In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes.  相似文献   

Performance indicators as conceptual technologies   总被引：1，自引：0，他引：1  

Bob Barnetson  Marc Cutright 《Higher Education》2000,40(3):277-292

This paper posits that performance indicators (PIs)are conceptual technologies that shape what issuesacademics think about and how academics think aboutthose issues by embedding normative assumptions intothe selection and structure of those indicators.Exploring the assumptions embedded in Alberta's(Canada) PIs yields an initial typology of assumptionsthat academics can apply to performance indicators inhigher education to understand, refine or criticallychallenge their introduction.  相似文献   

What it's like to be gay in the workforce     

Bob Powers 《Performance Improvement》1993,32(10):10-13

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The Mass Observers: A History, 1937–1949     

Bob Snape 《Cultural and Social History》2013,10(3):438-440

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Johnny Cash and the Paradox of American Identity by Leigh H. Edwards     

Bob Batchelor 《Journal of American culture (Malden, Mass. : 2003)》2010,33(2):160-161

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