Access to higher education in South Africa: expanding capabilities in and through an undergraduate photovoice project     

Carmen Martinez-Vargas  Melanie Walker  Faith Mkwananzi 《Educational Action Research》2020,28(3):427-442

ABSTRACT

There is a gap in research on access to universities in South Africa. The research that exists focuses on quantitative methodologies, although some qualitative studies are now emerging. These research methodologies, although necessary and substantial for the development of equity measures and policies, might be less successful in their impact on the local context, on research participants and in expanding what counts as knowledge in the university. In this paper, participatory research, which has not been used to research access, is explored. The paper seeks to go beyond the instrumentalization of research participants – especially those from low-income households – highlighting the potential of using multi-strategy research, in which participatory elements are included as a way to foster both participants’ human development and local impact. Drawing on a research project on access to higher education in South Africa, the paper demonstrates that by including participatory elements (in this case photovoice) has the potential to operationalize Appadurai’s notion of the ‘right to research’ among undergraduates. Using data, including processes, observations, workshops, interviews, and visual narratives from a participatory photovoice project, the findings highlight how methodological plurality creates space for locally and relevant knowledge production, challenging epistemic barriers and fostering human development among the research participants.  相似文献   

Handwriting production in Spanish children with dyslexia: spelling or motor difficulties?     

Martínez-García  Cristina  Afonso  Olivia  Cuetos  Fernando  Suárez-Coalla  Paz 《Reading and writing》2021,34(3):565-593

Reading and Writing - Spelling and handwriting are different processes; however, they are learned simultaneously, and numerous studies have shown that they interact. Besides the commonly reported...  相似文献   

Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland     

Jo-Anne Baird  Daniel H. Caro  Therese N. Hopfenbeck 《Irish Educational Studies》2016,35(4):361-379

Entirely predictable examinations are ones for which the questions are known in advance. Some assessments are designed this way, but in public examinations, predictability is subtler. Students familiarise themselves with the requirements broadly: likely topics that will come up, question formats and how to maximise their marks. If students can predict what they have to do, they can memorise performances, such as essays, and restrict their learning to fit only with examination requirements. The danger is that this focus could undermine curriculum aims. Further, examinations that are overly predictable might produce results that do not generalise to other performances or have predictive validity. This paper presents part of a broader project investigating whether the Higher Level Irish Leaving Certificate (LC) examinations were too predictable. Here, the development of a rating scale for students’ views of examination predictability is described. Data were collected from 1002 Irish LC students taking higher level examinations in biology (n?=?536), English (n?=?749) and geography (n?=?387). Students’ views on predictability of the examination could be grouped consistently across subject areas into three factors: valuable learning, predictability and narrowing of the curriculum. Belief that narrowing of the curriculum was a good examination preparation tactic had a negative relationship with examination scores and perceived learning value of examinations was positively associated with students’ scores in biology and English. These findings indicate that the scoring system rewards students who believe they must study the discipline broadly.  相似文献   

What troubles early childhood educators in New Zealand: a 20-year cross-sectional study of ethical difficulties in early childhood practice     

Sue Cherrington  Carmen Dalli 《Early Years: An International Journal of Research and Development》2019,39(2):205-221

For more than 20 years, the New Zealand early childhood (EC) sector has had guidance about how to deal with situations of ethical difficulty in daily practice through the ECE Code of Ethics. This paper reports on three surveys undertaken at 10-year intervals that sought to understand EC educators’ experiences of such situations, and how they addressed them within their EC settings. An analysis of educators’ stories of ethically troubling situations from the three data-sets traced shifts and similarities in the content reported, and in how educators responded to these challenges over the two-decade period. We situate this analysis alongside changes in the New Zealand ECE policy context during the same time frame. We argue that a connection exists between the reported situations and teachers’ responses to them, and changes within the policy and professional context of daily EC practice.  相似文献   

Prosody in the reading of children with specific language impairment / La prosodia en la lectura de niños con trastorno específico del lenguaje     

Natalia Jordán  Fernando Cuetos  Paz Suárez-Coalla 《Infancia y Aprendizaje》2019,42(1):87-127

Expressive reading is considered one of the subprocesses involved in reading fluency, and good readers show greater changes in tone and fewer unnecessary pauses than bad ones. Given the high frequency of reading difficulties in specific language impairment (SLI), there may be certain differences in the use of prosody among children with SLI. The purpose of this study was to research whether prosody in the reading of children with Spanish SLI differs from that in the reading of typical readers. To do so, 44 children (SLI and control) read aloud a text which contained declarative, interrogative and exclamatory sentences. Different prosodic parameters referring to length, tone and intensity were measured. The results showed that the children with SLI read slower, commit more errors and make more inappropriate pauses. Furthermore, fewer pitch variations were found in the interrogative sentence and in the final features of the sentence. These results confirm the relationship between decoding and prosody; therefore, interventions with these children should bear in mind the practice of expressive reading while learning reading fluency.  相似文献   

An Onto-Semiotic Analysis of Combinatorial Problems and the Solving Processes by University Students     

Juan?D.?GodinoEmail author  Carmen?Batanero  Rafael?Roa 《Educational Studies in Mathematics》2005,60(1):3-36

In this paper we describe an ontological and semiotic model for mathematical knowledge, using elementary combinatorics as an example. We then apply this model to analyze the solving process of some combinatorial problems by students with high mathematical training, and show its utility in providing a semiotic explanation for the difficulty of combinatorial reasoning. We finally analyze the implications of the theoretical model and type of analysis presented for mathematics education research and practice.  相似文献   

Understanding Students’ Perceptions of the Nature of Science in the Context of Their Gender and Their Parents’ Occupation     

Emran  Ameer  Spektor-levy  Ornit  Paz Tal  Ofra  Ben Zvi Assaraf  Orit 《Science & Education》2020,29(2):237-261

Science & Education - A thorough understanding of the concept of the nature of science (NOS) is essential to the development of scientific literacy among students, as it provides the students...  相似文献   

A chronology of Hong Kong’s umbrella movement: January 2013–December 2014     

Carmen Tong 《Educational Philosophy and Theory》2019,51(2):194-199

Abstract

The Umbrella Movement in Hong Kong is a 79 days political protest and occupy campaigns in major areas in the city. This chronology lists the key events prior to and during the movement.  相似文献   

Transformative Pedagogy: Emergent Bilinguals and Perspective Taking     

Mary Esther Soto Huerta 《Journal of Latinos & Education》2017,16(3):192-202

This study contributes to the limited research on emergent bilinguals, perspective taking, and second language reading of informative text. The explicit integration of Freire’s (1993) notion of conscientizacao, or consciousness-raising, with the constructs of empathy and embodiment (Gee, 2001; Hurtado, 1996) and with translanguaging (García, 2009) represented conceptual frameworks that explicitly guided the pedagogical approaches implemented in the study. The findings indicated that the incorporation of the integrated conceptual frameworks with the prescribed fourth grade social studies curriculum enabled emergent bilinguals to generate their own perspectives concerning social justice and equity when studying about slavery in Texas.  相似文献   

Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students     

Inda-Caro  Mercedes  Maulana  Ridwan  Fernández-García  Carmen-María  Peña-Calvo  José-Vicente  Rodríguez-Menéndez  M. del Carmen  Helms-Lorenz  Michelle 《Learning Environments Research》2019,22(2):229-251

Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.

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