Creative discussion     

Rupert L. Cortright  George L. Hinds 《Communication quarterly》2013,61(4)

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“Do you see what I see?” Reading a different classroom scene     

Jo‐Anne Reid  Barbara Kamler  Alyson Simpson  Rod Maclean 《International journal of qualitative studies in education》2013,26(1):87-108

This paper examines the problem of representing a research site in poststructuralist terms, suggesting that “data” often taken for granted cannot be read to represent “reality” or “truth.” The representation of classroom life produced for analysis is both multifaceted and contradictory. The researcher's positioning within the major discourses governing educational practice may have as much influence on what is seen in the classroom as does the researcher's physical positioning within material reality. Rather than being seen as an impediment to ongoing educational research for change, the findings presented offer a challenge to researchers to make explicit their underlying interests and agendas.  相似文献   

Moments of impact: injury,racialized memory,and reconciliation in college football     

Malcolm Maclean 《Sport in History》2017,37(4):542-544

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Activism and the Olympics: dissent at the games in Vancouver and London     

Malcolm Maclean 《Sport in History》2016,36(4):546-549

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Postgraduate student teachers’ developing conceptions of the place of theory in learning to teach: ‘more important to me now than when I started’     

Rupert Knight 《师资教育杂志》2015,41(2):145-160

Integrating theoretical knowledge within teacher education has often been portrayed as difficult, with previous studies reporting student teachers’ ambivalence, or even scepticism, about the value of research findings and theory to classroom practice. Moreover, the nature of teachers’ professional knowledge is itself uncertain and highly complex. This paper reports on the developing conceptions held by a group of postgraduate student teachers about the relationship of theory to classroom practice in learning to teach. The data are drawn from a small-scale longitudinal case study. They capture participants’ preconceptions about theory before beginning training and subsequent developments through the course and into the first teaching post. The research finds these students to be far from naïve at the outset, entering training open to a range of forms of learning, with a positive view of the potential contribution of theory to practice. Alongside a growing appreciation of the complex, situated and contested nature of theory, the data suggest that theory comes to be increasingly valued over time. As newly qualified teachers, the participants not only see theory as integral to their practice, but recognise the important, largely unanticipated, role of the university in this process. As a result of these insights, potential considerations for course design are offered, at a time when teacher education in many countries is becoming more school-based and new forms of partnership are being developed.  相似文献   

Orientating Tvet for Sustainable Development Introduction to the open File     

Rupert Maclean 《Prospects》2005,35(3):269-272

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Educational Change in Asia: An Overview     

Rupert Maclean 《Journal of Educational Change》2001,2(3):189-192

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Creative discussion     

Rupert L. Cortright  George L. Hinds 《Communication quarterly》2013,61(1)

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Opportunity for change in the future roles for the health library and information professional: meeting the challenges in NHS Scotland     

Maclean G 《Health information and libraries journal》2006,23(Z1):32-38

BACKGROUND: NHS Education for Scotland (NES) is the Special Health Board responsible for supporting best practice in education, training and development for all staff groups within NHS Scotland. As part of its remit, the Knowledge Services Group within NES is responsible for the e-Library, a national electronic resource providing and supporting access to the evidence base. The Knowledge Services Group also supports the national development of library services to NHS Scotland. AIMS: This article aims to provide a reflective overview of some recent challenges within the health library and information field in Scotland, and the positive role opportunities these have afforded. METHODS: The information was gathered through extensive professional interaction with staff across the sector over the first year of establishing the new role of Librarian Staff Development Manager. FOCUS: New roles have emerged for health library and information professionals generally; for example, in response to new technology or new user groups. The development of the NHS Scotland e-Library provides examples of role development that emerges symbiotically from core skills applied to a new situation or applied in an innovative way. Role development among health library and information professionals operating at the local service level can be both reactive and proactive. Working together, the partnership between the national Knowledge Services Group and local library and knowledge services for NHS Scotland has resulted in the emergence of additional new roles, extending the role portfolio of the local professional (for example, the Librarian-Tutor role) and supported by other national infrastructures (for example, the competency framework initiative).  相似文献   

Work, skills development for employability and education for sustainable development     

Rupert Maclean  Victor Ordonez 《Educational Research for Policy and Practice》2007,6(2):123-140

This article focuses on the radical changes taking place in skills development for work and life, and their implications for the content of education and schooling. It examines skills development for employability and workforce education, with particular reference to technical and vocational education and training (TVET). In turn, it is argued that the impact of these issues upon the world of work will be reflected in those education reform initiatives that will become necessary to keep pace with such institutionalized change. This was a keynote presentation by Rupert Maclean at the APERA Conference and draws heavily on the chapter by Victor Ordonez and Rupert Maclean ‘Seeking a New Education Paradigm for Teaching and Learning to Meet the Changing Needs of Education for All and skills Development for Work and Life‘ in the book ‘Learning and Teaching for the Twenty-first Century: Festschrift for Professor Phillip Hughes’, Rupert Maclean (Editor), Springer Academic Publishers (forthcoming). The authors thank UNESCO-UNVOC consultant Professor David Wilson for his valuable inputs to this paper and to the keynote presentation.  相似文献