Positive emotions: passionate scholarship and student transformation     

Colin Beard  Barbara Humberstone  Ben Clayton 《Teaching in Higher Education》2013,18(6):630-643

This paper challenges the practical and conceptual understanding of the role of emotions in higher education from the twin perspectives of transition and transformation. Focusing on the neglected area of positive emotions, exploratory data reveal a rich, low-level milieu of undergraduate emotional awareness in students chiefly attributed to pedagogic actions, primarily extrinsically orientated, and pervasive throughout the learning experience. The data conceive positive affect as oppositional, principally ephemeral and linked to performative pedagogic endeavours of getting, knowing and doing. A cyclical social dynamic of reciprocity, generating positive feedback loops, is highlighted. Finally we inductively construct a tentative ‘emotion-transition framework’ to assist our understanding of positive emotion as a force for transformational change; our contention is that higher education might proactively craft pedagogic spaces so as to unite the feeling discourse, the thinking discourse (epistemological self) and the wider life-self (ontological) discourse.  相似文献   

Translanguaging: origins and development from school to street and beyond     

Gwyn Lewis  Bryn Jones  Colin Baker 《Educational Research and Evaluation》2013,19(7):641-654

The article traces the Welsh origins of “translanguaging” from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research.  相似文献   

Implementing multifunctionality on the farm: a case presentation     

Colin Newsham 《The Journal of Agricultural Education and Extension》2013,19(2):107-112

Abstract

The relationship between technology adoption and farmers’ socio-economic characteristics can never be over emphasized. This study tests the determinants of technology adoption by women farmers. The result from the Logit analysis of data from Unguwan-Madaki showed that the socio-economic characteristics of women farmers significantly affect their technology adoption decisions.  相似文献   

Open Access to Criminal Justice Scholarship: A Matter of Social Justice     

Allan Scherlen  Matthew Robinson 《Journal of Criminal Justice Education》2013,24(1):54-74

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Students,Values and Politics: A Cross‐Cultural Comparison     

Donald W. Robinson 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):263-273

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On Going (Way) Beyond One’s Data: A Proposal to Restrict Recommendations for Practice in Primary Educational Research Journals     

Daniel H. Robinson  Joel R. Levin  Gregory Schraw  Erika A. Patall  Earl B. Hunt 《Educational Psychology Review》2013,25(2):291-302

To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate about the educational policy implications of their research. We believe that this change will be beneficial for maintaining a separation between evidence and opinion concerning the legitimate warrants of empirical research. We suggest viable accompaniments and alternatives to authors offering practical recommendations and policy speculations in primary-research journal articles. Among these is to rely on all sources of evidence, including systematic research syntheses based on the aggregated contribution of multiple research studies from different sources, with recommendations for practice tailored to specific situations so that both their validity and utility will be increased. It is hoped that our proposed policy change will initiate a conversation among researchers, editors, reviewers, and educational-policy experts with respect to the scope and purpose of primary research journal articles.  相似文献   

He Asked Me What!?—Using Shared Online Accounts as Training Tools for Distance Learning Librarians     

Kelly Robinson  Anne Marie Casey  Kathleen Citro 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):77-95

ABSTRACT

This study explores the idea of creating a knowledge base from shared online accounts to use in training librarians who perform distance reference services. Through a survey, follow-up interviews and a case study, the investigators explored current and potential use of shared online accounts as training tools. This study revealed that the participants viewed the concept positively, but many encountered barriers to effectively employing a local knowledge base as a training tool.  相似文献   

Do Infants Use Their Own Images to Locate Objects Reflected in a Mirror?     

J. A. Robinson  S. Connell  B. E. McKenzie  R. H. Day 《Child development》1990,61(5):1558-1568

The ability of infants to locate a toy from a mirror reflection was investigated in 3 experiments. In the first, it was found that a minority of 22-month-old infants turned to locate the toy that was the source of the reflection, and that localization of the toy occurred regardless of whether the infants' own image was visible in the mirror. The results of 2 further experiments indicated that younger infants aged 14 and 18 months rarely use mirror information to locate a toy. When they do so, they also turn whether or not images of themselves are visible. It is concluded that tasks involving the localization of objects or events from mirror images are not direct indices of self-recognition. Rather, they indicate the skill of infants in using the mirror as a perceptual tool.  相似文献   

The effectiveness of information and communication technology on the learning of written English for 5- to 16-year-olds   总被引：1，自引：0，他引：1  

Richard Andrews  Allison Freeman  Dan Hou  Nick McGuinn  Alison Robinson  Judy Zhu 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(2):325-336

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Pendulums in the Physics Education Literature: A Bibliography     

Colin Gauld 《Science & Education》2004,13(7-8):811-832

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