Students’ Views About Secondary School Science Lessons: The Role of Practical Work     

Rob Toplis 《Research in Science Education》2012,42(3):531-549

This paper reports an interpretive study that sought students' views about the role that practical work plays in their school science lessons. Twenty-nine students aged between 13 and 16 years were selected from three secondary schools in England. Data were collected from initial lesson observations and in-depth interviews in order to explore students’ views about practical work. The findings suggest that students have three main reasons why practical work is important in their school science lessons: for interest and activity, including social and personal features such as participation and autonomy; as an alternative to other forms of science teaching involving a pedagogy of transmission, and as a way of learning, including memorizing and recall. The findings are discussed in the context of a critical view of previous work on the role of practical work, work on attitudes to science and on the student voice. The paper concludes that practical work is seen to provide opportunities for students to engage with and influence their own learning but that learning with practical work remains a complex issue that needs further research and evaluation about its use, effectiveness and of the role of scientific inquiry as a component of practical activity.  相似文献   

Who is missing from higher education in New Zealand?     

Rob Strathdee  Ralf Engler 《British Educational Research Journal》2012,38(3):497-514

There is disagreement in the literature regarding the influence of social and cultural factors on the propensity for young people to undertake higher education. This study draws upon a national data set of over 45,000 young people to assesses their propensity to progress to bachelor level study, while controlling for their ethnic backgrounds, their socio‐economic status (as measured by the decile of the last secondary school they attended), their gender, and their school achievement. The results are discussed in light of recent policy developments designed to ensure that access to bachelor‐level study is not closed to under‐represented groups.  相似文献   

Engaging with the question ‘should teaching assistants have a pedagogical role?’     

Rob Webster  Peter Blatchford  Paul Bassett  Penelope Brown  Clare Martin  Anthony Russell 《欧洲特需教育杂志》2013,28(4):347-348

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New Public Management in an age of austerity: knowledge and experience in further education   总被引：1，自引：1，他引：0  

Rob Smith  Matt O'Leary 《Journal of educational administration and history》2013,45(3):244-266

This article originates in a piece of educational research into the experiences of further education (FE) student teachers in the West Midlands region of England. This cohort of students experienced significant upheaval in their college workplaces and placements during the 2010/2011 academic year. Pressures on FE funding were exacerbated by a Comprehensive Spending Review by the coalition government in late 2010 – prompted by the on-going global economic crisis. Some of the repercussions of these funding cuts for staff and students in the sector are discussed in this article, as perceived by this cohort of student teachers working in a range of FE providers across the West Midlands. Many of these repercussions can broadly be seen as an extension of existing managerialist practices, as the justification for an increasing squeeze on local resource allocation continues to be a wider appeal to global market ‘realities’. But we theorise that new public management (NPM) plays an important role in a reductive kind of knowledge production for policy-makers which fuels and legitimises on-going policy intervention, and we see this as an important shaping force in the emerging professional identity of these new teachers.  相似文献   

Social Realism and the problem of the problem of knowledge in the sociology of education     

Rob Moore 《British Journal of Sociology of Education》2013,34(3):333-353

This paper examines from a Social Realist perspective a set of issues in the sociology of education regarding the problem of knowledge. It focuses upon the issue of relativism associated with the constructionist approach that since the time of the New Sociology of Education in the 1970s has constituted in different forms the dominant perspective in the field. It identifies features shared between constructionism and the ‘positivist’ approach with which it contrasts itself. It is argued that these two positions have more in common than is often recognized and draws upon Critical Realism as an alternative to both. Social Realism explores the sociological implications of Critical Realism for education.  相似文献   

Paul R. Trowler 1998. Academics Responding to Change: New Higher Education Frameworks and Academic Cultures     

Rob Cuthbert 《Higher Education》2000,40(2):243-245

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Letter from the Editor-in-Chief     

Rob Kling 《The Information Society》1998,14(1):1-2

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Photovoice as a research method for higher education research     

Rob Wass  Vivienne Anderson  Rafaela Rabello  Clinton Golding  Ana Rangi  Esmay Eteuati 《高等教育研究与发展》2020,39(4):834-850

ABSTRACT

Higher education (HE) research often draws on a range of qualitative research approaches. However, some methods developed in other fields are underutilised in HE research, even though they could be of great use for answering particular kinds of research questions, or for involving students more actively in the research process. In this article, we draw on a study that piloted different methodological approaches to explore students’ conceptions of good teaching and effective learning at university. The participants in our study included 33 high achieving international, Māori, Pacific Island, and (other) local students enrolled in Humanities subjects. Our study used photovoice as a visual data collection approach in conjunction with more traditional methods of data collection: open-ended focus group questions and critical incident technique. In this article, we review the photovoice literature, which is mostly from outside HE. Then, we describe our study, discussing the students’ responses to photovoice, and the different kinds of data it elicited. We note that, while most students expressed appreciation of the photovoice approach, some also found it restrictive and challenging in some respects. We conclude, photovoice offers a useful methodological addition to HE research, while noting, as with all data collection approaches, researchers need to be mindful of its limitations.  相似文献   

Orientation and Perspective by Incongruity: Seeing and Not seeing in Native Son     

Rob McAlear 《Journal of American culture (Malden, Mass. : 2003)》2020,43(2):111-122

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Religion and education: comparative and international perspectives     

Rob Cuffe-Fuller 《师资教育杂志》2018,44(3):411-412

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