‘It wasn't too easy,which is good if you want to learn’: an exploration of pupil participation and Learning to Learn     

Kate Wall 《Curriculum Journal》2013,24(3):283-305

This article explores the process of Learning to Learnb from the pupils’ perspective. The Learning to Learn in Schools Project started in 2003 and includes teachers and pupils from primary and secondary age phases in four local authorities. Key to the project has been a focus on the collaborative exploration of metacognition in practice. With the increased prominence of pupil participation and learner voice in the rhetoric of education during this time, the inclusion of learner perspectives in the project was perhaps inevitable. However, there appears to be something beneficial about the definition of Learning to Learn (L2L) used by the project that supports the development of such participation. As the project progressed, and the incidence of pupil participation increased, evidence from the contexts needed to support learning-based dialogues also developed as well as, crucially, understanding of how the interplay between L2L and pupil participation operates. This article therefore explores the link between the rhetoric of the pupil participation agenda and an understanding of L2L from the pupils’ perspective.  相似文献   

Senior female academics in the UK academy: theoretical perspectives for understanding the impact of education and familial influences on career success     

Kate Hoskins 《International Studies in Sociology of Education》2013,23(1):56-75

This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents’ stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents’ stories and experiences of their career success is inadequate because it has historically neglected to take account of women’s position in the labour market. Drawing on an example from my data examining the influence of the respondents’ familial attitudes and dispositions towards education, the paper contends that Bourdieu’s concept of habitus is an invaluable tool for theorising senior female academics’ pathways to career success by bringing together a cultural, social and economic understanding of social class and gender.  相似文献   

The Tensions of Urban School Renewal in an Era of Reform     

Kathleen Knight-Abowitz  Kate Rousmaniere  Alonzo Gaston  Sonja Kelley  William Solomon 《The Educational forum》2013,77(4):358-366

The faculty and administration of a school of education in the mid-Atlantic region formally adopted a standards-based, conceptual framework that reflects the values articulated by the faculty and the outcomes for students as they prepare for and develop in their professions. Faculty and administrators agreed to use the framework as the basis for examining professional programs, academic courses, and professional experiences, as well as for governing interactions with one another as colleagues. This article describes the conceptual framework, its goals, research used to evaluate the framework, and the outcomes attained.  相似文献   

London's Women Teachers: Gender,Class and Feminism 1870-1930     

Kate Rousmaniere 《课程研究杂志》2013,45(5):598-601

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Connecting with the Well-Elderly Through Reminiscence: Analysis of Lived Experience     

Peg Gallagher  Kate Carey 《Educational gerontology》2013,39(8):576-582

Reminiscing is a therapeutic nursing intervention for older adults. Nursing students and elders who participated in reminiscing interviews were excited by this activity. Researchers across disciplines collaborated in this qualitative research project to clarify the meaning and experience of reminiscing for the student and the diverse elder. Following the student-elder interview, researchers conducted unstructured interviews with a purposive sample of students and elder participants. Four patterns emerged: discovery of the value of intergenerational interaction and relationships; rejection of stereotypes; a willingness to overcome painful aspects of reminiscence; and gerotranscendence wisdom and peace. These findings have implications for nursing education, nursing practice, and further research.  相似文献   

Education with(out) distinction: beyond graduate attributes for Chinese international students     

Xianlin Song  Kate Cadman 《高等教育研究与发展》2013,32(2):258-271

The recent explosion of Chinese students in Australian universities presents serious challenges for staff in higher education as we try to meet the conflicting demands of our positions. On one hand, we must offer diverse international students opportunity to compete equitably with their Australian counterparts and to receive an appropriate ‘Western’ education; on the other, we must work within the university's education policies which, ironically, have become increasingly homogenising. We here suggest that Confucian philosophy can offer us two-fold insight: first, into the ‘educability’ of international students and, second, into our roles as education providers. In this paper we present the philosophy, curriculum and outcomes of a 3rd-year Asian Studies course targeted exclusively to speakers of Chinese, in order to evaluate the importance of providing these students with fair and rigorous opportunities that are directly relevant to their educational aspirations. This course was specifically designed to meet the university's mandated ‘graduate attributes’ by developing students' command of written critique following ‘Western’ conventions of logical argument and without plagiarism. It is based on a theoretically transcultural ‘pedagogy of connection’ and, significantly, it is conducted bilingually in English and Chinese. Through a qualitative, constructivist analysis of this course, we argue the importance of dismantling the dominant, invisible, monolingual framing of Australian higher education in the strategic practice of course design, delivery and assessment so that prescribed Anglo-Celtic institutional goals can be realised equitably for international students.  相似文献   

Embedded yet separate: tensions in voluntary sector working to support mental health in state‐run schools     

Jennifer Spratt  Janet Shucksmith  Kate Philip  Cate Watson 《教育政策杂志》2013,28(4):411-428

The policy agenda of the UK government has repositioned the voluntary sector as a key player in the delivery of locally responsive, ‘bottom up’ services to address the complex problems of social exclusion, reaching out to sectors of the community which are beyond the grasp of traditional state or market providers. This has drawn many voluntary sector organizations into new forms of partnership with statutory bodies. This article draws from a Scottish study to explore the role of voluntary sector organizations working in schools to support the mental well‐being of children and young people. A framework to interrogate the data from case studies is provided by the Scottish Executive, who rehearse four main advantages of such partnerships between state and the voluntary sector. The article concludes that whilst voluntary sector organizations can and do deliver support to children and young people in innovative ways on the margins of school life, the power differential within the school structure makes their position too vulnerable to bring about quick or substantial change.  相似文献   

Pre-service teacher perspectives on the importance of global education: world and classroom views     

Kate Ferguson Patrick  Suzanne Macqueen 《Teachers and Teaching》2013,19(4):470-482

In an era of international multimedia exposure and a global economy, there is no question that global education (GE) must be part of the school curriculum. Effective delivery of GE is reliant on adequate teacher preparation. A group of teacher educators at one University sought to raise the profile of GE with pre-service teachers through the integration of global perspectives in various courses. This paper explores pre-service teacher perceptions of the importance of GE and their learning as a result of this emphasis. Additionally, pre-service teacher preferences for further learning about GE are examined. It is apparent that pre-service teachers are interested in GE, especially in terms of how they can incorporate it in their teaching and, with exposure over a number of semesters student understandings develop, creating better prepared teachers of GE. Not surprisingly, these students were primarily focused on their future classroom practices rather than their role in the world more generally. Additionally, it was clearly evident that unique GE approaches were linked to specific teaching disciplines, an indication that GE continues to be a difficult concept to incorporate without explicit guidance for integration, something not always easy in a university setting.  相似文献   

The right to reticence     

Kate Chanock 《Teaching in Higher Education》2013,18(5):543-552

This article examines Anglo-western assumptions about the role of individual views and voices in constructing knowledge, and how these assumptions can disadvantage students from ‘Confucian-heritage’ cultures whose social values around education and authority constrain their self-expression in western classrooms. Lecturers may mistake their good manners for a lack of critical thinking or originality, and read their suggestive style as a failure to take responsibility for their ideas. A challenge for academic skills specialists promoting inclusive practices is to go beyond helping students to acculturate to local conventions, and help lecturers to recognise the varieties of writing that stem from different kinds of intellectual and social engagement with the world. This article advocates respect for students' reticence, together with explicit discussion of local expectations. It suggests a method by which lecturers, skills specialists and students could identify common goals of writers in different educational traditions, and see how these are achieved in the target discourse.  相似文献   

A Testing Issue: Key skills assessment in Australia     

Rosemary Clerehan  Kate Chanock  Tim Moore  Anne Prince 《Teaching in Higher Education》2013,18(2):279-284

Maintenance of academic standards, assessment and monitoring are key tasks for tertiary education, as the system attempts to meet government targets for universal participation. Tertiary education therefore demands more attention to the measurement of outcomes. However, the use of a graduate skills assessment test, we contend--particularly in the form this currently takes in Australia--implies a limited sense of the value added by a university education. We question the validity of national testing both on grounds of its suitability to assess the skills cultivated by university study and on grounds of equity and cultural inclusiveness.  相似文献