The historiography of British imperial education policy,Part I: India     

Clive Whitehead 《History of education》2013,42(3):315-329

Colonial education has been controversial and widely divergent interpretations have been offered from contrasting ideological perspectives. British imperial education policy was highly contended during the colonial era and remains a contentious issue amongst many contemporary historians and a critical review of the historiography of the subject is long overdue. British colonial education policy starts in India in 1813, the intention being to promote both Oriental culture and Western science. But a former Director of Public Instruction, writing in the 1920s, claimed that education had done far less for Indian culture than for the material and political progress of India. More recent academic writing about the history of education in British India has been both intermittent and of mixed quality. To date, much of the criticism of British policy appears to have been motivated more by emotion rather than by detailed scholarly analysis and this account argues that more ‘plodding’ in archives is urgently needed at the present time to substantiate, refine or refute the claims of India’s educational historians. This is the first part of a two‐part article, the second of which will deal with Africa and the rest of the colonial Empire.  相似文献   

Contesting the 1944 McNair report: Lillian de Lissa’s working life as a teacher educator     

Kay Whitehead 《History of education》2013,42(4):507-524

This article explores teacher educator Lillian de Lissa’s working life in the first half of the twentieth century. In 1944 the McNair report criticised residential colleges and their female staff as isolated and intellectually impoverished. However, in Australia and then as the foundation Principal of Gipsy Hill Training College, de Lissa was not only committed to teaching and administration, but also to presenting and publishing her scholarly work nationally and internationally. Furthermore, she chaired the Nursery School Association for nine years, gave evidence at several government inquiries and lectured in the United States in 1943. This article focuses on the elements of de Lissa’s career that might be included in an academic curriculum vitae in order to challenge the McNair report and highlight her contributions to early childhood education and teacher education.  相似文献   

Capacity-Related Innovations Resulting From the Implementation of a Community Collaboration Model for School Improvement     

Dawn Anderson-Butcher PhD  Hal A. Lawson PhD  Aidyn Iachini PhD  Gerald Bean PhD  Paul D. Flaspohler PhD  Keith Zullig PhD 《Journal of educational and psychological consultation》2013,23(4):257-287

A new genus of district and school improvement models entails partnerships with other organizations and new working relationships with families, community leaders, and youths. The Ohio Community Collaboration Model for School Improvement (OCCMSI) is one such model. It enables partners to leverage family and community resources for learning, healthy development, and overall success in school. This study presents qualitative research findings about the key capacities developed by 6 schools and 6 districts piloting the OCCMSI. Process and product innovations, as well as facilitators and barriers, were tracked as these sites progressed with their implementation efforts. Implications are drawn in relation to how these new and expanded capacities might be prioritized by district and school leaders, consultants, and other professionals involved in partnership-centered models of school improvement.  相似文献   

Becoming a College Student: An Empirical Phenomenological Analysis of First Generation College Students     

Patrick M. Whitehead  Robert Wright 《Community College Journal of Research & Practice》2013,37(10):639-651

ABSTRACT

This article is an empirical phenomenological examination of the perceived security that first generation college students have in their identity as college students. First generation college students (FGCS) have been defined as students whose parents or guardians have not completed a 2- or 4-year postsecondary degree. Previous research (Davis, 2010; Peteet, Montgomery, & Weekes, 2015; Ward, Siegel, & Davenport, 2012) suggests that FGCS have a particularly difficult time finding confidence in their identities as college students, and that this exacerbates the difficulties that they face as students. The imposter phenomenon (IP) is the deep conviction that one is not good enough to deserve the title, responsibility, recognition, or job that one has (Clance, 1985). IP has been tied to FGCS both theoretically (Davis, 2010) and empirically (Peteet et al., 2015). This study examines the experience of overcoming IP by asking seven self-identified FGCS to describe the experience of recognizing their own identities as college students. There is an important difference that could be understood by separating students who experience that their confidence in this identity is authentic and those who do not. When students view college as in service to something greater, we found that they are uniquely impervious to the obstacles college students typically face. The discussion proposes two simple changes that can be made in service to help students navigate this transition in college student identity: the first is a suggestion for student advising and the second involves classroom instruction.  相似文献   

Quantum Literacy     

David Whitehead 《Teaching in Higher Education》2013,18(4):519-526

Quantum physics provides an alternative to classical explanations of matter and energy, and may have metaphoric utility in substantiating cognitive explanations of human information processing. Three concepts central to an understanding of the sub-atomic world of quantum physics are: (1) the role of the observer in the interpretation of events; (2) the uncertainty of physical states; and (3) the interconnectedness of the physical world. These concepts have parallels in the psychological world. They support a theory of literacy and learning that, when applied to the teaching of English explains: (1) the role of readers, authors, teachers and contexts in the construction of meaning; (2) the uncertainty and impermanence of meaning; and (3) the interconnectedness of meaning. These concepts challenge mechanistic explanations of behavioural psychology and associated pedagogy used by some teachers of English. Quantum-consistent English teaching engages teachers and students in practices that result in different kinds and levels of literate competence and achievement, and that provide different constructions of what counts as literacy.  相似文献   

Stress and performance: An application of Gray's three‐factor arousal theory to basketball free‐throw shooting     

Roger Whitehead  J. Wilson Butz  Bill Kozar  Ross E. Vaughn 《Journal of sports sciences》2013,31(5):393-401

The suitability of Gray's (1975) three‐factor arousal theory as a model of human performance under stress was investigated in a study of basketball free‐throw shooting. Free‐throw attempts, made by members of an NCAA Division I men's varsity team, were videotaped during one full season. On the basis of Gray's theory, we predicted that increased stress (assumed to be present in games as opposed to practices) would be associated with longer pre‐shot preparations and a greater incidence of overthrow shots. The prediction was confirmed by the results. Moreover, we found that free‐throws were more frequently overthrown when attempted during crucial rather than non‐crucial game situations. Further tests of the utility of Gray's theory are suggested.  相似文献   

Novice Elementary Teachers’ Developing Visions of Effective Science Teaching     

Carrier  Sarah J.  Whitehead  Ashley N.  Minogue  James  Corsi-Kimble  Becca S. 《Research in Science Education》2020,50(4):1521-1545

Research in Science Education - Theories of how people learn and how science connects to students’ lives provide frameworks for exploring the development of teachers’ visions of...  相似文献   

Laying the foundations for physical literacy in Wales: the contribution of the Foundation Phase to the development of physical literacy     

Nalda Wainwright  Jackie Goodway  Margaret Whitehead  Andy Williams  David Kirk 《Physical Education & Sport Pedagogy》2018,23(4):431-444

Background: The Foundation Phase in Wales is a play-based curriculum for pupils aged 3–7 years old. Children learn through more holistic areas of learning in place of traditional subjects. As such, the subject of physical education in its traditional form no longer exists for pupils under the age of 7 in Wales. In light of the role of physical education in developing physical literacy and in particular the importance of this age group for laying the foundations of movement for lifelong engagement in physical activity, the disappearance of physical education from the curriculum could be deemed to be a concern.

Purpose: The purpose of this study was to explore the Foundation Phase as a naturalistic intervention and examine its contribution to the development of physical literacy.

Participants and setting: Participants included year 1 pupils (N?=?49) aged 5 and 6 from two schools in contrasting locations. A smaller group within each class was selected through purposive sampling for the repeated measures assessments (N?=?18).

Research design and methods: A complementarity mixed-method design combined quantitative and qualitative methods to study the Foundation Phase as a naturalistic intervention. Quantitative data were generated with the Test of Gross Motor Development-2 administered to the sample group of children from both schools as a quasi-repeated measure, the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance and the Leuven Involvement Scale for Young Children. Qualitative data were generated throughout the study from the analysis of video and field notes through participant observation. Data from the mixed methods were analysed through complementarity to give a rich insight into pupils’ progress and experiences in relation to physical literacy.

Results: Overall analysis of the data from TGMD-2 showed significant improvements in the Gross Motor Quotient and Locomotor skills from T1 to T3, but no significant improvement in object control. Data from qualitative methods were analysed to explore processes that may account for these findings. Video and field notes complement the quantitative data highlighting that children were developing their locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of involvement in their learning and apparent in video and field notes was pupils’ motivation for movement. Paired sample t-tests (N?=?18) conducted on the Harter and Pike perceived physical competence six-item score subscales (T1 and T3) indicated a significant difference in the mean perceived physical competence scores on the six-item scale between T1and T3. Qualitative data explored pupils’ confidence for movement in many areas of learning.

Conclusion: The combination of quantitative and qualitative data indicates that the Foundation Phase is an early childhood curriculum that lays the foundations of physical literacy with the exception of aspects of the physical competence, specifically object control skills. Although these skills only contribute to psychomotor aspects of physical literacy they are strongly associated with later engagement in physical activity. The development of specific physical skills such as object control skills may need more specialist input with early childhood pedagogy teachers trained in motor development to see significant improvements.  相似文献   

ASSESSING AND EVALUATING AN INDIVIDUAL'S HIGHER EDUCATION     

Jack Whitehead 《Assessment & Evaluation in Higher Education》1982,7(1):74-84

My purpose is to raise a number of questions concerning the nature of what is being assessed and evaluated by the contributors to this Journal. I also wish to challenge a number of the assumptions concerning the concept of Higher Education which is implicit in the work of these contributors.

I will be arguing that important dimensions of Higher Education are being omitted from the Journal, not because they do not concern the contributors, but because of the prevailing view of knowledge in institutions of Higher Education. My particular concern is that the aesthetic dimensions of the concept of Higher Education are omitted from the Journal. I am thinking specifically of the quality of human relationship in education within which the unity of humanity is not violated.  相似文献   

Material things     

Dr. Hal Malehorn 《Early Childhood Education Journal》1975,2(5):32-34

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