Codes Are Not Enough: What Philosophy Can Contribute To The Ethics Of Educational Research   总被引：1，自引：0，他引：1  

Robin Small 《Journal of Philosophy of Education》2001,35(3):387-406

Formal codes of ethics are not the best way of addressing ethical issues arising in educational research. Philosophers have often exaggerated the importance of such codes, although philosophy has little to contribute to them. What we need rather is a closer attention to the ways in which ethical decisions about research are actually made. Moral theory can contribute here by clarifying this process and identifying helpful procedures and strategies, such as those used by institutional review committees in arriving at good judgements. New and unfamiliar situations require us to extend our existing abilities, not to return to first principles and set up formal codes.  相似文献   

The expressive arts and resilience in aging     

Robin A. Majeski  Merrily Stover 《Educational gerontology》2019,45(3):161-166

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Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach     

Barnard  Marie  Dehon  Erin  Compretta  Caroline  Notebaert  Andrew  Sparkmon  Wesley  Meyer  Edgar  Stray  Stephen  Taylor  Juanyce  Sullivan  Donna  Rockhold  Robin 《Educational technology research and development : ETR & D》2020,68(5):2595-2614

Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers’ ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development.

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What motivates higher education educators to innovate? Exploring competence,autonomy, and relatedness – and connections with wellbeing     

Robin Margaret Averill  Jae Major 《Educational research; a review for teachers and all concerned with progress in education》2020,62(2):146-161

ABSTRACT

Background: High quality tertiary teaching is important for maximising the impact of tertiary education for students, employers and society, as well as for institutional reputation and accountability. Varied interpretations exist regarding what counts as ‘innovative’ tertiary teaching.

Purpose: This study sought to explore the deeper drivers of motivations of tertiary educators to initiate and implement teaching innovations.

Method: Drawing from the data from semi-structured interviews from a wider study into innovative teaching in a tertiary education institution in Aotearoa New Zealand, we analysed the rationale of 13 expert tertiary educators for teaching in novel ways. The framework for analysis was based on Self-Determination Theory: data were analysed in relation to three basic psychological needs known to impact on motivation and wellbeing – competence, autonomy and relatedness.

Findings: Our analysis suggests that tertiary educator motivation to innovate in their teaching is related to feelings of all three needs. Findings suggest that innovative pedagogical change was linked to educators’ need for feelings of competence in relation to subject area content, pedagogy and developing student competence. Enhancing autonomy for the educators themselves, or for their students, was also an important factor motivating innovative practice. Developing relatedness between students, between themselves and students, and between students and society were reported as motivations for innovative teaching. Some teaching innovations were motivated by the educator’s desire for greater personal or student wellbeing.

Conclusions Educators’ motivations for being innovative in their tertiary pedagogical practice encompassed content, pedagogical, personal and social dimensions. None reported that their innovation was motivated by institutional policy or expectations. The reported challenges to innovative teaching practice, including institutional structures and processes, lack of access to specific technologies, and the time needed to develop and implement changed practice, indicate that educators must be strongly committed to making change in their practice to sustain the effort required.  相似文献   

Providing Purpose to Parental Partnership in Reading     

Robin Lane 《Literacy》1997,31(3):64-68

Whilst parental partnership has gained considerable momentum it remains the responsibility of the individual primary school to establish effective systems of communication with parents which will help to support the school and, most importantly, their children to achieve their literacy goals. Robin Lane here outlines one approach to this, involving the familiar shared reading record.  相似文献   

Still no pedagogy? principle,pragmatism and compliance in primary education   总被引：5，自引：1，他引：5  

Robin Alexander 《Cambridge Journal of Education》2004,34(1):7-33

This article revisits Brian Simon's 1981 Simon B (1981) Why no pedagogy in England? in: B. Simon & W. Taylor (Eds) Education in the eighties: the central issues (London, Batsford) 124 145  [Google Scholar] judgement that for deep‐seated historical reasons English education lacks a coherent and principled pedagogy. Given that since 1997 the tide of educational centralisation has added teaching methods to those aspects of schooling which the UK government and/or its agencies seek to prescribe, it is appropriate to test the continuing validity of Simon's claim by reference to a major policy initiative in the pedagogical domain: the government's Primary Strategy, published in May 2003. This article defines pedagogy as both the act of teaching and its attendant discourse and postulates three domains of ideas, values and evidence by which both are necessarily framed. It then critically assesses the Primary Strategy's account of some of the components of pedagogy thus defined, notably learning, teaching, curriculum and culture, and the political assumptions which appear to have shaped them. On this basis, the Primary Strategy is found to be ambiguous and possibly dishonest, stylistically demeaning, conceptually weak, evidentially inadequate and culpably ignorant of recent educational history. The article is an extended version of the last in the 2002–2003 Research Lecture series at Cambridge University Faculty of Education, and preserves some of the style of its initial mode of presentation.  相似文献   

Embodiment and becoming in secondary drama classrooms: the effects of neoliberal education cultures on performances of self and of drama texts     

Kirsten Lambert  Peter Wright  Jan Currie  Robin Pascoe 《Critical Studies in Education》2019,60(2):149-167

This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari’s schizoanalysis and Butler’s concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and heterosexually striated space of the drama classroom. These post-humanist analyses are useful methodological tools for mapping the complexities of student becomings in the space context of the secondary school. We also show how Foucault’s governmentality and Ball’s theory of competitive performativity are particularly salient in the context of immanent capitalism that shapes the desires of its subjects. These frameworks, when combined, can be useful in critiquing neoliberal educational assemblages and in indicating emerging deterritorializations and lines of flight in teachers and students.  相似文献   

The Relation of Parental Affect and Control Behaviors to Children's Classroom Acceptance: A Concurrent and Predictive Analysis     

Susan Isley  Robin O'Neil  Ross D. Parke 《Early education and development》1996,7(1):7-23

The present study is a longitudinal examination of the relations between parental expressions of affect and parental control behaviors and children's classroom acceptance in kindergarten and first grade. One hundred-sixteen kindergarten-aged children and their parents were videotaped during physical play sessions and parents were rated on global affective and behavioral dimensions. Ratings of classroom social acceptance were provided by teachers and peers. Results indicated that parents' expressed positive and negative affect were related to children's classroom acceptance in kindergarten and in first grade. The most powerful and consistent predictor of children's social acceptance was fathers' expressed negative affect, particularly between father-son dyads. The current study emphasizes the importance of continued examination of linkages between the family and peer systems, especially with respect to the ways in which children's experiences in the family and school environments may mutually influence social development, and points to the need for further examination of the mechanisms by which multiple social contexts may influence children's behavior in the family and in school.  相似文献   

What Matters in Increasing Community College Students’ Upward Transfer to the Baccalaureate Degree: Findings from the Beginning Postsecondary Study 2003–2009     

Robin R. LaSota  William Zumeta 《Research in higher education》2016,57(2):152-189

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Developmental Differences in Infant Attention to the Spectral Properties of Infant-directed Speech     

Robin Panneton Cooper  Richard N. Aslin 《Child development》1994,65(6):1663-1677

Across several independent studies, infants from a few days to 9 months of age have shown preferences for infant-directed (ID) over adult-directed (AD) speech. Moreover, 4-month-olds have been shown to prefer sine-wave analogs of the fundamental frequency of ID speech, suggesting that exaggerated pitch contours are prepotent stimuli for infants. The possibility of similar preferences by 1-month-olds was examined in a series of experiments, using a fixation-based preference procedure. Results from the first 2 experiments showed that 1-month-olds did not prefer the lower-frequency pitch characteristics of ID speech, even though 1-month-olds were able to discriminate low-pass filtered ID and AD speech. Since low-pass filtering may have distorted the fundamental frequency characteristics of ID speech, 1-month-olds were also tested with sine-wave analogs of the fundamental frequencies of the ID utterances. Infants in this third experiment also showed no preference for ID pitch contours. In the fourth experiment, 1-month-olds preferred a natural recording of ID speech over a version which preserved only its lower frequency prosodic features. From these results, it is argued that, although young infants are similar to older infants in their attraction to ID speech, their preferences depend on a wider range of acoustic features (e.g., spectral structure). It is suggested that exaggerated pitch contours which characterize ID speech may become salient communicative signals for infants through language-rich, interactive experiences with caretakers and increased perceptual acuity over the first months after birth.  相似文献