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91.
Sandra Leaton Gray 《British Journal of Sociology of Education》2004,25(3):323-340
This paper examines notions of ‘educational time’ with particular reference to the work of Basil Bernstein. It focuses closely on the 1967 Plowden report as a particularly appropriate policy case study to demonstrate how different constructions of time can exist within the same document. It then develops educational models originally mapped out by Bernstein, arguing that a full understanding of the areas of consensus and conflict among these models is vital if we are to understand how teaching professionals think about the future. The paper addresses the following questions: How does time affects education? What influence does this have on educational outcomes? How does this relate to public policy initiatives? Assuming a tacit, collective understanding of time and the future can undermine the very policy intentions a government might be seeking to promulgate. 相似文献
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The purpose of this article is to provide a historical perspective on the contributions of learning and instruction to instructional theory and to discuss some of the major obstacles currently inhibiting the growth of “Instructional Theory.” Some suggestions for future development of this discipline are provided. In clarifying the impediments to instructional theories' development, heavy reliance is placed upon the process of theory construction as perceived by philosophers of the natural and social sciences. Some comments are made regarding the appropriate use of instructional theory in developing nations. 相似文献
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Kruit Patricia Oostdam Ron van den Berg Ed Schuitema Jaap 《Research in Science Education》2020,50(3):1093-1117
Research in Science Education - Information on students’ development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate... 相似文献
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ABSTRACT Criticisms have been levelled at academics at a time when funding of universities is increasingly tied to private and corporate purposes and when academics are held accountable through a hierarchy of functions. Claims are also made that academics work within narrow specializations and are removed from real-world experience and problems. Boyer’s model of scholarship offers four categories of scholarship that remain relevant to understanding and guiding the work of academics, including how they engage with communities. To explore the nature of academics’ work, we draw on data provided by a group of academics who participated in a research project using both sociological elicitation and visual arts-based research methodologies. The participants were asked to explore what various aspects of current academic work mean for them by providing an image and text, akin to creating a postcard. In this article, we focus on responses they provided to the prompt ‘Community engagement is?…?’ The postcards show how community engagement can be interpreted in diverse ways and that, along with teaching and research, community engagement are all integrated, mutually reinforcing drivers and outcomes of academic work. 相似文献
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Community tools are technologies designed to foster social processes of learning through active inquiry, project-based learning, and related collaborative pedagogical approaches. Current research and development in this field are moving from generic tool design towards the development of sociotechnical systems that address learning in relation to specific domains of knowledge or activity and social issues such as equitable access to learning opportunities. 相似文献
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This article addresses problems facing universities because of external pressures for changes in their teaching, research, and governance and management policies and practices to align them with public policies. The view is put that governments are introducing public policies in times of economic recession to achieve rationalisation of human, physical and financial resources in higher education and to foster initiatives that shape university teaching and research to serve the needs of society and assist in national economic recovery. Examples of these external pressures, which have resulted in intrusions into the autonomy of university governance and management, are provided in the context of general system theory. It is assumed that the pressure of public policies on universities will continue and that each university should have a development plan for its present and future teaching and research activities, which has the endorsement of the government higher education advisory agency so that university management can function on a secure basis. The effectiveness and efficiency of functioning at the various levels of the university system should be assessed by periodic evaluative reviews. The quality of management by academic leaders should be fostered by the establishment of national centres for the study of higher education management and policy. The relationship between government higher education advisory agencies and universities should be renegotiated so that, as interdependent and interrelated parts of the higher education system, they work in joint co-operation to ensure the most effective and appropriate development of each institution. Nevertheless, a state of equilibrium between the university system and the supra (social) system within which it exists will never fully be achieved. The fundamental role and functions of a university require that it be concerned with teaching and researching both ageless and current phenomena. Hence, a perfect equilibrium state cannot exist if external social pressures are for the main weight of university activities to be shifted to providing service for the current needs of society. 相似文献