Educational administration and history Part 1: debating the agenda     

Helen M. Gunter  Tanya Fitzgerald 《Journal of educational administration and history》2008,40(1):5-21

In this first editorial paper we scope the terrain on which the JEAH is located and consider the knowledge production process that will shape the journal and, in turn, enable the journal to shape what is known and what is worth knowing. We begin by making a case for productive pluralism where we assert that the JEAH is not directly connected to a particular society or epistemic group, and so the opportunity exists for a range of work that focuses on historical understandings of educational administration to be published. We make the argument that educational administration is a field of study and practice, and that it can draw on historical perspectives and research designs to enable new insights and theoretical explanations to be developed.  相似文献   

Giving the “Viewser” a Voice? Situating the Individual in Relation to Personalization,Narrowcasting, and Public Service Broadcasting     

Tanya Kant 《广播与电子媒介杂志》2014,58(3):381-399

This article undertakes a critical comparison of contemporary personalization practices on Web platforms such as YouTube and Facebook with long-established practices of narrowcasting. Though such platforms appear to adhere to goals of universality similarly adhered to by public service broadcasting (PSB), the implementation of personalization on these platforms proves problematic to their discursive positioning as free “public” services. Furthermore, though public service broadcasters have embraced personalization in the name of pluralism, critics suggest that the narrowcasting inherent in personalization exists in tension to PSB's enduring commitments. Finally, the article argues that system-initiated personalization negates the “consumer sovereignty” that narrowcasting has traditionally mobilized.  相似文献   

Narratives from the road to social justice in PETE: teacher educator perspectives     

Fiona Dowling  Hayley Fitzgerald  Anne Flintoff 《Sport, Education and Society》2015,20(8):1029-1047

Developing teacher education programmes founded upon principles of critical pedagogy and social justice has become increasingly difficult in the current neoliberal climate of higher education. In this article, we adopt a narrative approach to illuminate some of the dilemmas which advocates of education for social justice face and to reflect upon how pedagogy for inclusion in the field of physical education (PE) teacher education (PETE) is defined and practiced. As a professional group, teacher educators seem largely hesitant to expose themselves to the researcher's gaze, which is problematic if we expect preservice teachers to engage in messy, biographical reflexivity with regard to their own teaching practice. By engaging in self- and collective biographical story sharing about ‘our’ teacher educator struggles in England and Norway, we hope that the reader can identify ‘her/his’ struggles in the narratives about power and domination, and the spaces of opportunity in between.  相似文献   

Teaching for Wisdom in an Intergenerational High-School-English Class     

Carey DeMichelis  Tanya Rozin  Bianca Stern 《Educational gerontology》2015,41(8):551-566

Although the psychological benefits of intergenerational learning environments have been well documented, no study has yet investigated wisdom as an outcome of intergenerational classroom engagement. In this study, Elders between the age 60–89 were recruited to participate in a high-school English classroom. We hypothesized that participating in an intergenerational high-school classroom would benefit both Elders and Students by fostering the conditions for both groups to develop greater psychological wisdom. Our findings indicate that both Elders and Students actively engaged the five dimensions of wisdom identified by Webster (2003 Webster, J. D. (2003). An exploratory analysis of a self-assessed wisdom scale. Journal of Adult Development, 10(1), 13–22.[Crossref], [Web of Science ®] , [Google Scholar], 2007 Webster, J. D. (2007). Measuring the character strength of wisdom. The International Journal of Aging and Human Development, 65(2), 163–183.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) during their time in the intergenerational class. Further, we find that while Students and Elders both demonstrated aspects of wisdom, they understood the concept of wisdom in strikingly different ways.  相似文献   

Teachers' trust in AI-powered educational technology and a professional development program to improve it     

Tanya Nazaretsky  Moriah Ariely  Mutlu Cukurova  Giora Alexandron 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):914-931

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Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning Environments     

Chichekian  Tanya  Trudeau  Joel  Jawhar  Tawfiq 《Journal of Science Education and Technology》2022,31(5):555-569

Journal of Science Education and Technology - This study examined the effects of an Arduino microrobot activity on college students’ interest in robotics through three specific objectives:...  相似文献   

Scholarly traditions and the role of the professoriate in uncertain times     

Tanya Fitzgerald 《Journal of educational administration and history》2014,46(2):207-219

Significant challenges confront many Westernised institutions of higher education. Financial pressures, the increasing commodification of higher education and the insistent demands of the global marketplace, have changed the configuration of academe. One of the immediate consequences has been that the role of the professoriate has altered through unrelenting pressure to serve the managerial interests of the university rather than the scholarly interests of the field. The new competitive realities of the corporatised university have inevitably and irrevocably changed the role of the contemporary professoriate. What is now required is a defence of the university as a public institution and the advancement of public intellectual inquiry. This is the fundamental challenge for the professoriate in the twenty-first-century university.  相似文献   

Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis     

Tanya Christ  Poonam Arya  Ming Ming Chiu 《Teaching Education》2014,25(4):349-374

Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in video-based reflective discussions and documented their learning, sources of knowledge that contributed to their learning, and application of this learning to their teaching in their practica courses. A total of 227 response sheets with this information were collected. Multilevel logit regression was used to examine how sources of learning and content learned were related to teachers’ application of learning to their teaching practices. We found that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.  相似文献   

Managing reading and related literacy difficulties: University students’ perspectives     

Tanya Serry  Jennifer Oates  Priscilla Ennals  Annie Venville  Anne Williams  Ellie Fossey 《Australian Journal of Learning Difficulties》2018,23(1):5-30

This study explored the experiences of university students who identified as always having had reading difficulties. Thirty-three participants, all from one Australian university, were surveyed and 10 were also interviewed. Findings revealed that many shared academic challenges related to studying, along with a belief that their difficulties were not well understood by staff or peers. While participants disclosed many similar personal struggles related to completing their studies, positive attributes such as determination and time management strategies were frequently mentioned as instrumental in allowing them to reach university. Experiences were more variable regarding awareness of, access to, and satisfaction with university-based support and academic adjustments. To facilitate optimal inclusive educational practices, this study supports the need for greater awareness among staff about challenges faced by these university students along with a more individualised and targeted approach to providing them with academic supports and accommodations.  相似文献   

The Cosmic Interaction     

Salimpour  Saeed  Fitzgerald  Michael T. 《Science & Education》2022,31(3):819-849

Science & Education - This study explored over 200 journals and a content-focussed research repository to investigate the occurrence of research on the Big Questions in the field of astronomy...  相似文献