Research and teaching cultures in two contrasting UK policy contexts: Academic life in Education Departments in five English and Scottish universities   总被引：3，自引：0，他引：3  

Rosemary Deem  Lisa Lucas 《Higher Education》2007,54(1):115-133

The paper explores academic staff and departmental research and teaching cultures in the Education Departments of five universities in Scotland and England, countries with increasingly diverging public policies in respect of education. The relationship between research and teaching, how the purposes of universities are defined and the status of research in Education are current UK higher education policy preoccupations. Data is drawn from interviews with 40 academics, observation of department settings, documentation and websites. The analysis draws on the work of Bourdieu, considering the changing habitus of individual academics, their departmental and academic subject context and the forms of symbolic capital now required in Scottish and English Education departments in response to new policies affecting their academic field. The paper also utilises recent literature on the research–teaching relationship. The career trajectories of respondents, their habitus and the forms of symbolic capital that they bring to academic life are examined, as are the extent to which the teaching and research cultures in each of the five departments studied mirror each other and whether these also reflect the two different policy contexts. The themes how academic cultures are shaped and research/teaching connections viewed have international as UK relevance.  相似文献   

The Language Proficiency Profile-2: Assessment of the Global Communication Skills of Deaf Children Across Languages and Modalities of Expression     

Bebko JM  Calderon R  Treder R 《Journal of deaf studies and deaf education》2003,8(4):438-451

Data are presented from two studies that investigate the developmental trends and concurrent validity of a measure of language and communication skills for deaf children, the Language Proficiency Profile-2 (LPP-2), developed by Bebko and McKinnon (1993). The LPP-2 was designed to evaluate the overall linguistic/communicative skills of deaf children, independent of any specific language or modality of expression. It focuses on the totality of the children's communication skills. Experiment 1 investigated developmental trends of the LPP-2 for both deaf and hearing children, studying a combined sample of deaf and hearing children from the United States and Canada. Experiment 2 investigated the relationship between the LPP-2 and two commonly used measures to assess deaf children on language development (Preschool Language Scale-3) and early reading skills (Test of Early Reading Ability-Deaf/Hard-of-Hearing). Results from the two studies indicate that the LPP-2 has good utility not only as a measure of overall language development but also as a predictor of achievement for English language and early reading skills.  相似文献   

Understanding Differences in Academic Effectiveness: Practitioners’ Views∗     

Pam Sammons  Sally Thomas  Peter Mortimore  Adrian Walker  Rosemary Cairns  John Bausor 《School Effectiveness & School Improvement》2013,24(3):286-309

As part of a large‐scale study of the ability of 94 secondary schools to promote academic achievement, case studies of six outlier schools were conducted and headteachers (principals) and their deputies were questioned about the processes of effectiveness. The analysis of their responses ‐ grouped by the performance of their school (measured by value added analyses of three years of public examination results) as effective, ineffective or mixed ‐ reveals considerable support for previously cited characteristics of effective schooling. Despite the limitations imposed by a reliance on the use of retrospective accounts, the study takes forward the field of school effectiveness in its search for generalisable findings and coherent theory.

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The history curriculum and its personal connection to students from minority ethnic backgrounds   总被引：1，自引：1，他引：0  

Richard Harris  Rosemary Reynolds 《课程研究杂志》2013,45(4):464-486

Whereas history is seen by some as crucial in developing a sense of identity and fostering social cohesion, it is however, often based around narrowly nationalistic views of the past, and yet little is known about how students relate to the past they are taught. Thus, this paper focuses on the history curriculum and the ways in which students aged 12–14, from different ethnic backgrounds, relate to it. Moreover, the small-scale study which enabled this paper, focused, in particular, on whether students enjoyed and valued history and whether they felt any sense of personal connection to the topics studied. Drawing on survey data collected from 102 students and focus group discussions with 42 students, from two high schools, the findings indicate that although many students enjoy history, they fail to fully understand its value. Additionally most students, especially those from minority ethnic backgrounds, feel a lack of personal connection to the past, as they do not see themselves in the history they are taught.  相似文献   

How parental and school responses to choice policies reconfigure a rural education market in Victoria,Australia     

Rosemary Morgan 《Journal of educational administration and history》2013,45(1):84-109

Market principles now dominate the education and social policies of many Anglophone countries, including Australia, but articulate differentially within specific contexts. Existing historical legacies, local economic and social conditions, and geographical settings interact with federal and state funding and transport policies to shape the nature of regional education markets and the choices families make in a rural school market in Australia. Through two school case studies, this article explores the effects of policy shifts on parental choice and student movement within a regional Victorian community. Informed by policy sociology, the article views the policy as a dynamic, often ad hoc process with contradictory effects. It indicates how an ensemble of federal and state funding and conveyancing policies enable some schools to develop marketing practices that reconstruct the local education market to their advantage through the introduction of transport and flexi-boarding policies. It demonstrates that education markets are not confined to urban settings and that while choice is not a new phenomenon in this rural area, federal and state funding and transport policies have reconfigured local markets and intensified the market work undertaken by schools and parents with, in this instance, unequal effects on the provision of schooling in a rural region.  相似文献   

Pressures,rewards and teacher retention: a comparative study of primary teaching in England and Finland     

Rosemary Webb  Graham Vulliamy  Seppo Hämäläinen  Anneli Sarja  Eija Kimonen  Raimo Nevalainen 《Scandinavian Journal of Educational Research》2013,57(2):169-188

The article presents some findings from the York‐Jyväskylä Teacher Professionalism project. The project was a follow‐up study to earlier case‐study research in six schools in Finland and six schools in England on the impact of educational reforms on teachers' work. Data were collected by re‐interviewing a sample of teachers from the original schools six years later. The views of English and Finnish teachers concerning the ways in which changes in practice, pay and working conditions affected their perception of teaching as a profession are contrasted. The crucial factors discouraging teachers from remaining in teaching were work intensification, low pay, deteriorating pupil behaviour and a decline in public respect. Positive influences on teacher retention were commitment to children, professional freedom and supportive colleagues. Suggestions are offered as to how policy makers should act to preserve the commitment of primary teachers and to promote their retention.  相似文献   

From the performance principle tO the Development principle: Every Kid a Winner?     

Alan G. Ingham  Melissa A. Chure  Jornne Butt 《Quest (Human Kinetics)》2013,65(4):308-331

This essay critically addresses the hegemony ofthe prolympic system, especially its effects upon children aud youth. It is argued that the prolympic system—its polical economy and socials structure—abrogates the liberal democratic promise that each individual has the right to develop his/her talents to the full. Indeed it is argued that liberal democracy cannot met this challenge because some individuals' extractive powers expropriate the developmental potentials of the many for their own gain. Thus, the prolympic feeder system places far more emphasis on the performance principle than the developmental principle because it is geared to the social reproduction of an elite athletic labor force, which provides asual or symbolic profits. Suggesths a made to combine the knowledges of sport psychology and socialogy to build a plat form which to think about a sport pedagogy system more oriented to democratic participation and more sensitive to the processes in chikh and youth. The work of Erik Erikson is uacd as a frame work for the structuring of our arguments.  相似文献   

The casualisation of teaching and the subject at risk     

Alisa Percy  Rosemary Beaumont 《Studies in Continuing Education》2013,35(2):145-157

The casualisation of teaching in Australian higher education has come to be problematised as a risk to the quality of teaching and learning. However, the potential and location of risk, and therefore what constitutes an appropriate institutional intervention, requires interrogation as universities comply with the various regulations that, on the one hand, legitimise further casualisation in the name of flexibility, and on the other, insist on institutional responsibilities in the performance of quality. Taking a critical approach to risk consciousness, this paper examines the way casualisation is produced through workplace reform and problematised as a danger to the student learning experience through the quality agenda in Australian higher education. By examining the tensions between the discourses of flexibility and quality, the authors argue that casualisation should not simply be understood as a problem with individual teaching expertise that can be overcome through formal training of the individual. The neo-liberal political rationality that seeks to individuate responsibility and locate “risk” in this way masks the broader systemic tensions within the culture of the university which the authors argue have increasingly profound consequences for the quality of university education. Arguing that professional learning and quality enhancement are the product of open collaborative and collegial social practice, the authors conclude that addressing casualisation only in terms of systematic teacher training is a politically expedient response to a highly complex political issue facing Australian universities. Drawing on professional learning literature, the authors argue for a shift in policy and practice within the university to recognise, value and integrate the expertise and potential quality contribution of casual teaching staff at a micro-level with a particular focus on the teaching team.  相似文献   

Being a ‘professional’ primary school teacher at the beginning of the 21st century: a comparative analysis of primary teacher professionalism in New Zealand and England     

Terry Locke  Graham Vulliamy  Rosemary Webb  Mary Hill 《教育政策杂志》2013,28(5):555-581

This article analyses findings from two studies conducted collaboratively across two educational settings, New Zealand and England, in 2001–2002. These studies examined the impact of national educational policy reforms on the nature of primary teachers’ work and sense of their own professionalism and compared these impacts across the two countries. Adopting a policy ethnography approach, using in‐depth interview data from samples of teachers in each country, it is argued that there have been discursive shifts in the meaning of the three key terms, autonomy, altruism and knowledge, embodied in the classical professionalism triangle. These shifts reflect policy‐makers’ moves from a ‘professional‐contextualist’ conception of teacher professionalism towards the ‘technocratic‐reductionist’ conception that accompanies neo‐liberal educational reforms in many countries. Teachers in both countries experienced increasing constraints on their autonomy as they became far more subject to ‘extrinsic’ accountability demands. Whether these demands were perceived as enhancing or diminishing teacher professionalism depended on the manner in which they were filtered through the profession’s defining quality, namely teachers’ altruistic concerns for the welfare of the children in their care.  相似文献   

Women and success     

Rosemary Deem 《教育政策杂志》2013,28(1):146-148

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