Does a Sentiment-Based Ethics of Caring Improve upon a Principles-Based One? The problem of impartial morality     

James Scott  Johnston 《Educational Philosophy and Theory》2008,40(3):436-452

My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To push the point even further, I argue that Kantian ethics has an even stronger claim to treating those closest to oneself as imperative than Noddings and sentiment-based ethical theory in general, proposes.  相似文献   

Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice     

Robyn M. Gillies  Michael Boyle 《Teaching and Teacher Education》2008

This article describes the types of discourse seven high school teachers used during cooperative leaning. One classroom lesson where students worked in cooperating groups was audiotaped and fully transcribed for each teacher and a vignette of two of the teachers and one of the groups in his or her room are also provided. The data from the audiotapes showed that the teachers used a range of mediated-learning behaviours that included challenging students’ perspectives, asking cognitive and metacognitive questions, and scaffolding students’ learning. In turn, the students used many of the discourses they heard their teachers use in their interactions with each other. Follow-up interviews of teachers’ perceptions of cooperative learning as a pedagogical practice that had efficacy revealed that they believed it was important to structure the groups (i.e., tasks, composition), teach the appropriate social skills, and present tasks that encouraged students to think critically and reflectively about their learning.  相似文献   

Teachers’ perspectives of lower secondary school students in streamed classes – A Western Australian case study     

Olivia Johnston  Helen Wildy 《Educational studies》2018,44(2):212-229

Streaming in secondary schools is not beneficial for improving student outcomes of education with vast amounts of educational research indicating that it does not improve academic results and increases inequity. Yet teachers often prefer working in streamed classes, and research shows that teachers mediate the effects of streaming on students. This study sought to add to the understanding of teachers’ role in student learning by investigating how teachers conceptualise the students in streamed classes. A qualitative case study approach was used, where 18 teachers were interviewed in-depth to create narrative examples, three of which are presented here. These narratives summarise the research findings that teachers saw students in high and low streams as having homogenous characteristics according to five dichotomous categories: approach to learning, attitude to learning, learning style, autonomy and background. Students in mixed-ability classes were viewed along these same continua, but as more heterogeneous groups. Furthermore, these views of students had direct implications for how teachers planned for learning and the expectations that they held of their students. The discussion links streaming research with teacher expectation research, suggesting that teachers of streamed classes in this secondary school hold specific whole-class ideas that affect student learning. The article concludes with recommendations for further inquiry that links these two important fields of educational research.  相似文献   

German and UK higher education and graduate employment: the interface between systemic tradition and graduate views     

Brenda Johnston  Lewis Elton 《比较教育学》2005,41(3):351-373

This article presents a comparative analysis of the German and UK higher education systems and their relationship to graduate employment. It scrutinizes the complex interconnections between (1) higher education systems and traditions; (2) the role of higher education in the state, society and the economy; and (3) the views of graduates as expressed in interviews. We explore how far and in what ways opinions, expectations and experiences are shaped by (1) national traditions and culture and (2) current economic, social, political and educational developments. We find that today’s student expectations and perceptions are shaped and transformed by economic, political and social factors, including potent higher education beliefs dating back to earlier centuries, as illustrated by the reflections of graduates five years after graduation. The analysis explores the commonalities within each country grouping which lead to striking differences between the countries that transcend the mostly country‐independent disciplinary differences. The analysis has possible implications for the Bologna protocol and issues of European comparability.  相似文献   

RIGHT AND GOODS: PROCEDURAL LIBERALISM AND EDUCATIONAL POLICY     

James Scott Johnston 《Educational theory》2007,57(4):469-488

A bstract .  In this essay, James Scott Johnston asks what sort of liberalism is best for the educational systems of early twenty-first century, late capitalistic democratic nations, looking at the procedural liberalism extant. Two major models are John Rawls's Justice as Fairness and Jürgen Habermas's Communicative Action. Both owe their foundational movements to Immanuel Kant in various respects, and Johnston therefore examines Kant in those areas both thinkers draw upon. Johnston then turns to Rawls and to Habermas, discussing what is central to their frameworks. Johnston finally claims that neither liberalism will work without due attention to issues critics have raised regarding the distinction between Right and Good and suggests an alternative Kantian model in the conclusion.  相似文献   

Do, Show, and Tell: Children's Event Memories Acquired through Direct Experience, Observation, and Stories     

Tamar Murachver  Margaret-Ellen Pipe  Rachael Gordon  J. Laurence Owens  Robyn Fivush 《Child development》1996,67(6):3029-3044

To investigate how source of event information influences children's event representations, 5- and 6-year-old children were exposed to a novel event through direct experience, observation, or a story. 2 of the 4 scenes comprising the event contained actions that were logically organized, and the remaining 2 scenes contained actions that were arbitrary in their organization. Children received either 1 or 3 exposures to the event. For children receiving multiple exposures, 2 scenes contained actions that varied across exposures. A few days following their last exposure, children were asked to verbally recall and reenact the event. Reports were generally more complete, organized, and accurate when the event was directly experienced compared to when it was observed or heard about through a story. However, the impact of information source interacted with interview (recall, reenactment) and number of event exposures. Furthermore, children's sensitivity to event structure was dependent on information source and exposure. These results highlight the importance of information source in the formation of children's event representations.  相似文献   

How Integration Matters: An Alternative Vision for Urban Education in an Era of the Market     

Joseph B. Johnston 《Journal of School Choice》2016,10(4):516-536

ABSTRACT

The widespread assumption in the United States today is that traditional urban public schools are failing. Market-based solutions, particularly charter schools, are seen as the way to improve urban education. How then can we understand a large urban district where educational actors have furthered a locally popular alternative vision? This article analyzes the comparison of Indianapolis, IN and Louisville, KY to demonstrate how four-decades-old desegregation orders continue to matter for the perceptions of urban school districts. The analysis shows how actors in Louisville utilized more favorable perceptions to fight for a compelling alternative narrative–integration–and against charter schools.  相似文献   

Business-education collaboratives for college career centers     

Joseph A. Johnston  Norman C. Gysbers  Laura Lundeen Wright 《Journal of Career Development》1986,13(1):68-76

  相似文献   

Why lecturers still matter: the impact of lecturer-student exchange on student engagement and intention to leave university prematurely     

Ben Farr-Wharton  Michael B. Charles  Robyn Keast  Geoff Woolcott  Daniel Chamberlain 《Higher Education》2018,75(1):167-185

This research examines the impact of lecturer-student exchange (student-LMX) on engagement, course satisfaction, achievement, and intention to leave university prematurely for 363 students in one Australian university. Survey and grade point average (GPA) data were collected from domestic undergraduate first- and second-year students and analysed using structural equation modelling. The results indicated that student’s levels of engagement and course satisfaction fully mediated the relationship between student-LMX and intention to leave university, when demographic and socio-economic factors were controlled for. In an era when low student engagement and attrition is often attributed to individual demographic factors, and lecturers are under increasing threat of being replaced by technology, this research offers compelling evidence regarding the role of lecturer-student relationships in enhancing tertiary student outcomes.  相似文献   

Connectivity     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):355-355

  相似文献