Innovative learning environments and new materialism: A conjunctural analysis of pedagogic spaces     

Jennifer Charteris  Dianne Smardon  Emily Nelson 《Educational Philosophy and Theory》2017,49(8):808-821

Abstract

An Organisation for Economic Cooperation and Development research priority, innovative learning environments (ILEs) have been translated into policy and practice in 25 countries around the world. In Aotearoa/New Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the redesign of these education facilities. Recognising that bodies and objects entwine in pedagogic spaces, we contribute a new materialism reading of ILEs as these are instantiated in New Zealand. New materialism recognises the agential nature of matter and questions the anthropocentric narrative that frames the post-enlightenment conception of what it means to be human. The decentring of human subjects through a materialist ontology facilitates a consideration of the power of objects to affect the spatial politics of learning environments. The article traces a relationship between the New Zealand strategic plan for Education 2015–2021 and principal conceptions of ILE as the lived spaces of this policy actualisation and the disciplinary/control society conjuncture. Informed by theories of spatial practice, we argue that principals’ understandings of ‘space’ are integral to pedagogic approaches within open-plan spaces. A conjunctural analysis can expand the capacity to act politically. By examining the complex conditions of a political intervention, in this case ILEs, we trace the displacements and condensations of different sorts of contradictions, and thus open up possibilities for action.  相似文献   

Ambivalent attitudes about teaching children with attention deficit/hyperactivity disorder (ADHD)     

Donnah L. Anderson  Sue E. Watt  Dianne C. Shanley 《Emotional and Behavioural Difficulties》2017,22(4):332-349

Drawing on attitude theories from social psychology, we conducted a survey of Australian pre-service (n = 327) and in-service (n = 127) teachers’ attitudes about teaching children with attention-deficit/hyperactivity disorder (ADHD). This paper reports a content analysis of beliefs, affect and behaviours towards teaching children with ADHD and quantitative analyses pertaining to attitudinal ambivalence – that is, where a teacher may simultaneously report negative and positive evaluations of teaching children with ADHD. While on average, overall or global attitudes were mildly positive for both cohorts, considerable ambivalence about teaching children with ADHD was commonly experienced. Participants reported ambivalent beliefs, affect and behaviours, as well as ambivalence between these attitude components. Paradoxically, participants who knew more about ADHD and held stronger positive global attitudes about teaching children with ADHD reported less ambivalent behaviours towards these children, but reported more ambivalent beliefs. The implications for teachers’ professional development and training are discussed.  相似文献   

Education and development in diverse contexts     

S. McGrath 《International Journal of Educational Development》2008

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Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self     

Amy B. Dellinger  Jacquline J. Bobbett  Dianne F. Olivier  Chad D. Ellett 《Teaching and Teacher Education》2008

This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self.  相似文献   

The ASTC Legacy and the Institute of Museum Services     

Lee Kimche McGrath 《Curator: The Museum Journal》1995,38(2):79-86

The Association of Science-Technology Centers (ASTC) represents 283 science-technology centers in the United States and 89 centers around the world. Among its most significant accomplishments is the leadership role that it played in the passage of the legislation that created the Institute of Museum Services (IMS), the federal agency that provides general operating support for the nation's museums. Prior to the funding of the IMS, government support for individual projects in art and history museums had come from the NEA and NEH, but the science museums fell through the cracks. Science museums, were already represented in Washington by ASTC, and ASTC became the natural lobbying group to establish a separate agency for museums. Although ASTC was one of the major driving forces behind the creation of IMS, its members represent only a fraction of the beneficiaries of IMS grants. Since 1984, ASTC institutions have received only 10 to 16 percent of the total dollars awarded by IMS.  相似文献   

Multiple mentoring: All of the gain; none of the pain     

Dianne D. Horgan 《Performance Improvement》1992,31(6):20-22

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Home-schooling in the Republic of Ireland     

Joanne Banks  Chris Forlin  Dianne Chambers 《British Journal of Special Education》2023,50(3):394-402

Internationally, there continues to be a rise in the popularity of home-schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid-19 Pandemic school closures, it appears to have impacted on the decision for some to home-school permanently. Using a scoping review of the literature, this paper considers the research evidence around home-schooling in the United Kingdom and Europe. It then focuses on home-schooling in the Republic of Ireland to assess the change and development of home-schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home-schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student.  相似文献   

The use of contingency management techniques an applied classroom project     

Dianne Knotts Carter  John E. Allen  Lynnette A. Murdock 《Performance Improvement》1970,9(3):8-18

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