Book reviews     

Bronwyn Davies  Mickele de Courcy  Michael Garbutcheon Singh  Jacqui Stanley  Ken Alexander 《The Australian Educational Researcher》1994,21(3):115-127

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Drawing on the Past: Reflecting on the Future     

Tom Davies 《The International Journal of Art & Design Education》2002,21(3):284-291

This paper examines the connections between the training models of late 19th century Schools of Design (Art) as exemplified by the first municipal School of Art (Margaret Street, Birmingham) and the current preparation of specialist teachers of Art and Design. A recurrent theme is the paradox of objective, measurable standards, pitted against notions of subjective independent learning, individual relevance and choice. Consistent with other papers from this author, the thrust of the perspective is questioning the compatibility of an examination–dominated agenda and opportunities for experimentation, creative risk taking and forms of supported, purposeful play. Continuing research explores the concept and purpose of drawing in an increasingly technological, global information society.  相似文献   

Instructions for Authors     

Brian A. Davies 《Instructional Science》2002,30(1):71-78

Instructions for Authors

Instructions for Authors  相似文献   

Is Schooling a Risk? Gender,Power Relations,and School Culture in Uganda     

Robina Mirembe  Lynn Davies 《Gender and education》2001,13(4):401-416

This article relates a study of AIDS education in Uganda which used an ethnography of school culture to explore the contradictions in curriculum intervention. The school was found to be a site of an extensive set of gendered practices which constituted a risk in themselves in terms of sexual health. Four forms of control are examined in this article: hegemonic masculinity, gendered discipline patterns, sexual harassment and 'compulsory' heterosexuality. Male domination and power imbalances in the school encouraged attitudes and practices with regard to sexual relationships which negated the official messages of the AIDS curriculum.  相似文献   

International Cross-Cultural Online Learning and Teaching: Effective Tools and Approaches     

Larissa Titarenko  Craig B. Little 《The American journal of distance education》2017,31(2):112-127

“Study abroad” college programs can transform domestic students into a kind of “global citizens” with international experience and cross-cultural competences demanded in the emerging global market. Can a full-time international online undergraduate class serve as a virtual alternative to study abroad experience? Two questions were asked of a virtual class on Social Control that was taught for more than ten years: (1) Can an international online class can be a virtual option to the study abroad and (2) Which selected pedagogical tools and approaches can stimulate creativity of students and contribute to achieving a sufficient level of student satisfaction in this class? Students from several countries were taught in a virtual classroom while being physically “at home.” The research was based on observations and analysis of student-led discussions that were required of students. The class improved students’ substantive knowledge and created a learning environment to develop their skills in cross-cultural open dialogue with virtual classmates. The teaching design allowed instructors to attain many educational goals, enhance students’ understanding of foreign countries and cultures, and learn from each other through online communication. The results confirmed the effectiveness of selected pedagogical approaches and asynchronous communication technology in an international online class. Their effectiveness was demonstrated through the students’ postclass feedback and evaluation of the class. Findings indicate that an international online class can indeed help the students learn cross-cultural communication firsthand and obtain knowledge beneficial for future jobs in a global market.

In higher education, online distance education is useful for teaching large classes distributed among different campuses and universities or for teaching students abroad. Web 2.0 tools are widely used in the United States with transnational partnership programs (Martins 2015; Starke-Meyerring and Wilson 2008c). The American Center for the Study of Distance Education helps newcomers in this field learn transactional distance theory and tap into the broad experience already assembled by U.S. universities and other centers (Open University in the United Kingdom, similar Centers in Canada, the Netherlands, Germany, and Sweden).  相似文献   

A framework for enabling graduate outcomes in undergraduate programmes     

C. H. Bond  A. McLean  N. Smith  S. Frielick  M. Jenkins 《高等教育研究与发展》2017,36(1):43-58

Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a ‘whole-of-institution’ approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution’s unique characteristics.  相似文献   

Changing Resource and Organizational Patterns: The Challenge of Resourcing Education in the 21st Century     

Brent Davies  Guilbert C. Hentschke 《Journal of Educational Change》2002,3(2):135-159

This paper looks at the changing patterns ofresourcing (financing) education in thetwenty-first century. It identifies five trendsthat are altering the resourcing and provisionof education through their impact on theorganization of education systems. As aconsequence of these trends, it puts forwardthe view that the role of government ischanging from direct provider of education toone of regulator of the education industry.  相似文献   

Instructions for Authors     

Brian A. Davies 《Instructional Science》2001,29(6):517-524

Instructions for Authors

Instructions for Authors  相似文献   

The Ethnic Composition of Nursery Classes and its Effect on Children's Adjustment to Nursery     

J. A. Davies  I. Brember 《教育心理学》1992,12(1):25-36

Teachers’ perceptions of how children had adjusted to school were collected from two groups of classes; one group had a 100% British White population, the other was made up of 26% British White, 54% British Asian, 15% British Afro‐Caribbean and 5% from other groupings. Results showed that the children in the multi‐ethnic classes, the girls and morning attenders were rated by the teachers as having settled significantly better than the British White sample, the boys and afternoon attenders. Possible causes for these findings could lie in the school induction policies, the social makeup of the groups, the teacher subjectivity in completing the schedule or the mix of children from different backgrounds on the one hand compared to the more monoethnic makeup on the other.  相似文献   

Security,Extremism and Education: Safeguarding or Surveillance?     

Lynn Davies 《British Journal of Educational Studies》2016,64(1):1-19

This article analyses how education is positioned in the current concerns about security and extremism. This means firstly examining the different meanings of security (national, human and societal) and who provides security for whom. Initially, a central dilemma is acknowledged: that schooling appears to be simultaneously irrelevant to the huge global questions of security and yet central to the learning of alternative ways to conduct human relations. With regard to extremism, two aspects of importance in ideological compliance or challenge are firstly the attempted securitisation of education, and secondly the role of education in young people joining or supporting extremist movements. The UK’s ‘Prevent’ strategy is examined here. The issue of how to safeguard young people without securitising institutions suggests four key features: inclusivity, encounters with difference, networking and active citizenship. Critiquing sacred texts and the use of humour and satire also act to foster resilience. Educational approaches within transitional justice underline the importance of tackling violence in schools and promoting a human rights culture that promotes both human security and ultimately national security.  相似文献