Doubting Thomas: Reading between the lines     

Bruce Carrington  Martyn Denscombe 《Children‘s Literature in Education》1987,18(1):45-53

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Towards a framework for creative online collaboration: A research on challenges and context     

Björn Stockleben  Martyn Thayne  Seija Jäminki  Ilkka Haukijärvi  Nicholas Blessing Mavengere  Muhammet Demirbilek  Mikko Ruohonen 《Education and Information Technologies》2017,22(2):575-597

The OnCreate project was initiated by ten universities with expertise in collaborative work in online-based learning environments and explores the specific challenges of implementing university courses in creative disciplines in such an environment. The first research phase comprises a literature search on creativity and its contextual factors in online collaboration in an educational setting. From this research a first set of possible key challenges and contextual key factors has been selected and applied to categorize the results of interviews and surveys on current good practice in creative online collaboration among experienced online teachers from the partner universities. From the key findings we formulate hypotheses to guide future research towards a framework for creative online collaboration. At the same time, the results can serve as inspiration for the educational practice. Notable observations of the good practice research among the partner universities are that they realise innovative collaboration concepts usually on mashed-up environments of state-of-the-art web services rather than on the omnipresent learning management systems (such as Moodle or Blackboard). Also, they show a paradigm shift from teaching to coaching and promotion of an open peer-review culture among the students.  相似文献   

Technology refusal: Rationalising the failure of student and beginning teachers to use computers     

Martyn Wild 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(2):134-143

Research findings in the area of information technology in teacher education (ITTE) appear to be consistent, suggesting that information technology (IT) is still significantly under-used by pre-service teachers, particularly on teaching practice, and by beginning teachers. Investigations that have attempted to attribute the reasons for this have largely addressed students' development of attitudes to IT and their relative success in acquiring IT skills and knowledge. This paper takes a different approach and attempts to rationalise the apparent failure of IT education in pre-service courses in terms of the individual. More particularly, it offers a conceptual framework for investigating and analysing the failure of IT education, particularly at pre-service level, suggesting that IT outcomes are likely to be diverse and variable for any one student-teacher population: and that these outcomes need to be considered in the context of individual students' constructions of IT meaning.  相似文献   

Effective Inclusive Schools: a study in two countries     

Martyn Rouse  Lani Florian 《Cambridge Journal of Education》1996,26(1):71-85

Over the past several years a number of constituencies in the USA and the UK have advocated for the concept of the inclusive school as the placement of choice for students with disabilities. Such a school offers appropriate educational opportunities to all students regardless of type or severity of disability or difficulty. To determine the characteristic features of such a school, two separate studies of inclusive educational practices were undertaken in locations that shared a commitment to inclusive education but differed geographically and culturally. The first study focused on the implementation of a statewide policy on inclusion in a rural state in the USA. The second study was conducted in a densely populated London Borough also committed to inclusive education. Both studies utilised interviews with key personnel and observations of innovative practice. Results suggest that effective inclusive schools are diverse problem solving organisations and that there are different ways of achieving this goal that must reflect the cultural and social context. The barriers faced by schools are described and suggestions for policy makers, administrators and practitioners are presented.  相似文献   

Higher education,Curriculum 2000 and the future reform of 14–19 qualifications in England     

Ann Hodgson  Ken Spours  Martyn Waring 《牛津教育评论》2013,39(4):479-495

This article, which is based on research funded by the Nuffield Foundation, examines the responses of higher education institutions (HEIs) to the recent reform of advanced level qualifications in England, Wales and Northern Ireland, known as Curriculum 2000. The research, undertaken in late 2002 and early 2003 following the ‘graduation’ of the first cohort of Curriculum 2000 learners, combined documentary analysis, use of national survey findings and interviews with a sample of university admissions tutors from new (post‐1992) and old (pre‐1992) universities in England. The research shows that HEIs were generally well‐informed about most aspects of the advanced level reforms and, at the level of public statements, welcomed the possibility of a broader advanced level curriculum. However, this relatively positive approach was not reproduced in terms of offer‐making to candidates: admissions tutors, particularly in the pre‐1992 universities, continued to make offers largely on the basis of predicted grades in three main A Levels. We argue that the reason for this cautious approach by the HEIs was not simply a result of their traditional support for subject specialisation, but also stemmed from systemic problems related to the Curriculum 2000 qualifications, their voluntarism and their less than universal up‐take by schools, colleges and learners. We conclude by looking briefly at the implications of these research findings for the future reform of 14–19 curriculum and qualifications in England.  相似文献   

Foreword: a century of vocationalism   总被引：1，自引：1，他引：0  

Martyn Hammersley 《牛津教育评论》2013,39(1):3-25

Several writers have argued that educational research should be educative; in the sense of being geared directly to improving educational practice. This is proposed on a variety of grounds--from appeals to the meaning of the word 'educational', through claims about the very nature of all social inquiry, to arguments that there is a need for a practical form of educational research that is distinct from social scientific work. This article suggests that while these arguments point to important distinctions among types of research, they do not formulate those distinctions soundly; and a more effective formu lation will be attempted. Moreover, in conclusion, it will be argued that research cannot be educative, only informative.  相似文献   

Ethnography’s capacity to contribute to the cumulation of theory: a response to Hillyard     

Martyn Hammersley 《牛津教育评论》2013,39(6):803-809

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Sand training: a review of current research and practical applications     

Martyn John Binnie  Brian Dawson  Hugh Pinnington  Grant Landers  Peter Peeling 《Journal of sports sciences》2013,31(1):8-15

Abstract

Sand surfaces can offer a higher energy cost (EC) and lower impact training stimulus compared with firmer and more traditional team sport training venues such as grass. This review aims to summarise the existing research on sand training, with a specific focus on its application as a team sports training venue. Compared with grass, significant physiological and biomechanical differences are associated with sand exercise. However, evidence also exists to suggest that training adaptations unique to sand can positively influence firm-ground performance. Furthermore, the lower impact forces experienced on sand can limit muscle damage, muscle soreness, and decrements in performance capacity relative to exercise intensity. Therefore, using a sand training surface in team sports may allow greater training adaptations to be achieved, while reducing performance decrements and injuries that may arise from heavy training. Nevertheless, further research should investigate the effect of sand surfaces over a greater range of training types and performance outcomes, to increase the application of sand training for team sports.  相似文献   

Attitudes to diversity: a cross‐cultural study of education students in Spain,England and the United States     

M. Cristina Cardona Moltó  Martyn Rouse  Laura M. Stough 《欧洲师范教育杂志》2010,33(3):245-264

This study explores the beliefs and attitudes that university students enrolled in teacher education programmes in Spain, England and the US (Texas) hold about individuals who differ. A beliefs and attitudes toward difference scale (BATD) was constructed using nine dimensions of diversity; culture, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and special talent. A two‐way factorial analysis of variance indicated significant main effects due to the respondent groups on culture, religion and sexual orientation; significant main effects of worldview of difference on political ideology; and no interaction between the two factors on each of the nine domains of difference. An exploratory factor analysis was also performed in order to explore the viability of the theoretical model. The data suggest that attitudes towards people who differ include etic, emic and individual properties. These are discussed in terms of the uses of cross‐cultural data and further research opportunities.  相似文献   

From schools to Higher Education – neoliberal agendas and implications for autonomy     

Linda Hammersley‐Fletcher  Anne Qualter 《Journal of educational administration and history》2009,41(4):363-375

Neoliberal agendas have acted to limit the agency of groups and of individuals through both the imposition of boundaries and through setting up rigorous systems of accountability which together act to codify behaviours. Such systems do not so much remove freedom as influence conceptions about the alternatives available. In this article we outline the English educational policy context and the pressures placed upon first primary schools and then Higher Education establishments, considering the extent to which accountability and an emphasis on the needs of the individual impact on leadership behaviours in schools and upon academic freedoms in Higher Education. Boundaries to individual or group agency are explored drawing together lessons about the limits on professionals in these two situations.  相似文献