The meaning and significance ofethnicity in educational discourse     

R. Murray Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(1):74-80

Summary The argument adduced in this article proposes that confusion about the meaning ofethnic and of similar terms can be avoided if the terms are newly defined for each case under consideration. Such a definition should specify which attributes have been selected for distinguishing the compared ethnic groups from each other in respect to the particular facet of educational under discussion.Ethnicity is significant in educational discourse only if (1) people's ethnic status affects their treatment or their self-perceptions in educational settings, or (2) the contents of education (curricula, textbooks, lectures) reflect ethnic differences, or (3) educational practices and contexts influence the ethnic status to which an individual is relegated.  相似文献   

Book reviews     

Irving J. Spitzberg Jr.  Robert F. Arnove  Murray Aitkin 《Higher Education》1984,13(2):225-230

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A scheme for assessing unmet educational needs: The American Samoa example     

R. Murray Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(1):59-78

From 1960 onwards the U.S. Government set out to improve the schools in American Samoa. During the period 1971–75 educational leaders there carried out a series of studies of the islanders' educational needs in order to assess the suitability of existing learning goals and the degree to which they were being achieved. Approaches used were a community-opinion survey, a classroom-problems survey, an evaluation of the school system's specific instructional objectives, a program of standarized testing, a bi-lingual testing of academic achievement, a physical performance testing programme and a system of teacher-parent conferences and ratings of pupils progress. Ten critical unmet needs were identified: better command of English; greater mastery of Samoan language and culture; better opportunities to learn according to the pupil's individual abilities and background; better command of mathematics; increased vocational-education opportunities; improved physical-education skills; better command of social sciences; better command of health and science knowledge; more consistent school attendance, and better social skills. These needs were investigated in detail so that specific steps might be planned to fulfil them. The teacher/parent conferencing program, based on a Californian model, was a failure.

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Zusammenfassung Seit 1960 ist die Regierung der USA bestrebt, das Schulwesen in Amerikanisch Samoa zu verbessern. In den Jahren 1971–75 haben führende Pädagogen eine Reihe von Untersuchungen über die Bildungsbedürfnisse der Inselbewohner durchgeführt, um festzustellen, ob die bestehenden Lernziele angemessen sind und inwieweit sie erreicht werden. Als Erhebungsinstrumente wurden benutzt: eine Meinungsumfrage in der Gemeinschaft, eine Erhebung über Unterrichtsprobleme, eine Bewertung der spezifischen Unterrichtsziele des Schulsystems, ein standardisiertes Testprogramm, ein Lehrer/Eltern-Konferenzsystem und Beurteilungswerte für Schülerleistungen. Es ergaben sich zehn kritische Erfordernisse: bessere Beherrschung der englischen Sprache; vertieftere Kenntnisse der Sprache und Kultur von Samoa; erweiterte Lernmöglichkeiten entsprechend den individuellen Fähigkeiten und der Herkunft der Schüler; bessere Mathematikbeherrschung; mehr Möglichkeiten zur Berufsausbildung; bessere Leibeserziehung; bessere Beherrschung der Sozialwissenschaften; mehr Kenntnisse über Gesundheitspflege und Naturwissenschaften; regelmässiger Schulbesuch; und besseres Sozialverhalten. Diese Erfordernisse wurden eingehend untersucht, damit spezifische Massnahmen zu ihrer Erfüllung geplant werden können. Das auf einem kalifornischen Modell basierende Lehrer/Eltern-Konferenzprogramm erwies sich als Misserfolg.

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Résumé A partir de 1960 le Gouvernement des Etats-Unis commença à améliorer les écoles dans les Samoa Américaines. De 1971 à 1975, des dirigeants pédagogiques menèrent dans ce pays une série d'études sur les besoins en éducation des insulaires, de sorte à estimer si les buts d'apprentissage existants étaient en accord avec les besoins et et jusqu'à quel point ces buts étaient atteints. On aborda ceci par une étude de l'opinion de la communauté, une étude sur les problèmes de la salle de classe, une évaluation des objectifs spécifiques d'instruction du système scolaire, un programme de l'épreuve standardisé, une épreuve bilingue de performance académique, un programme d'épreuve de performance physique et un système de conférences entre parents et maîtres et d'évaluations du progrès des élèves. Dix besoins critiques non satisfaits furent identifiés: meilleurs maîtrise de l'anglais, maîtrise plus grande de la langue et de la culture des Samoa; meilleurs possibilités d'apprendre conformément aux capacités individuelles et au passé de l'élève; meilleure maîtrise des mathématiques, possibilités accrues d'éducation professionnelle; aptitudes améliorées pour l'éducation physique; meilleure maîtrise des sciences sociales; meilleure maîtrise des connaissances sur la santé et la science; fréquentation plus régulière de l'école et meilleures aptitudes sociales. Ces besoins ont été étudiés en détail, de sorte que des mesures spécifiques puissent être projetées pour résoudre ces besoins. Le programme de conférence entre parents et maîtres, basé sur un modèle californien, s'est avéré être une erreur.

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Curriculum Policy,Values and Changes in Civics Education in Australia     

Murray Print 《Asia Pacific Journal of Education》2000,20(1):21-35

Civics education in Australia has experienced a dramatic transformation in the past few years. This change has been driven by several educational policy initiatives at both federal and state levels in response to a perceived need for a more active, participatory citizenry. A key feature of the new policies has been the deliberate inclusion of a set of values based on concepts of democratic citizenship. This article examines these developments in Australia, with particular emphasis upon values initiatives, as a new form of civics emerges.

This article was prepared as part of a project funded by the Pacific Basin Research Center and Soka University.  相似文献   

CyberConnect: Use the internet with Big6® skills to achieve standards     

Janet Murray 《TechTrends》2003,47(1):18-21

Conclusions Information seeking strategies can be taught more effectively in collaboration with a classroom teacher in conjunction with a specific assignment. The Big6 Skills(tm) help organize a long-term project into manageable pieces. Using the Internet for research can help students achieve information literacy and NETS standards.  相似文献   

The Algebraic Nature of Students’ Numerical Manipulation in the New Zealand Numeracy Project     

Kathryn?C.?IrwinEmail author  Murray?S.?Britt 《Educational Studies in Mathematics》2005,58(2):169-188

The New Zealand Ministry of Education has introduced a Numeracy Project for students aged 5–14 years in selected schools. The project encourages the adoption of flexible strategies for solving numerical problems, and discourages reliance on standard computational algorithms. One potential benefit of the project is that the methods students acquire in the project may provide a foundation for algebraic thinking through the use of quasi-variables in numerical operations. In order to evaluate this possibility, we constructed a 21-item test of numerical manipulation that required an underlying awareness of the presence of quasi-variables. The test was administered to 431 12-year-old students who participated in the project and to 468 students who did not. The test consisted of six sections, each of which examined the application of a different aspect of reasoning to numerical problems. The results showed that students who participated in the Numeracy Project solved numerical problems that required manipulation with more success than did students who had not participated in the project. This proved to be the case for three different levels of analysis: for the test as a whole, for each of the six sections of the test, and for every individual item of the test. The results were interpreted as showing that the project fostered students awareness of numbers as quasi-variables and thus provided an early indicator of algebraic thinking.  相似文献   

Civics and Values in the Asia‐Pacific Region     

Murray Print 《Asia Pacific Journal of Education》2000,20(1):7-20

The Asia‐Pacific region has witnessed a substantial and frequently profound surge of interest in civics and democratic citizenship in recent years. This change has been driven by global forces and educational policy initiatives at national level in most countries and more localized levels in others. In turn these policies have been driven by a perceived need for a more active, participatory citizenry in a time of accelerated capitalism and globalization. A key feature of the policies in the region has been the deliberate inclusion of a set of values based on concepts of the ‘good’ citizen and democratic citizenship. This article examines these developments in selected countries within the region, with particular emphasis upon the values initiatives taken, in an attempt to make sense of the changing scene in civics education.

This article was prepared as part of a project funded by the Pacific Basin Research Center and Soka University.  相似文献   

Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy     

Kelly Murray  Kath Ward 《Journal of Further & Higher Education》2019,43(4):545-559

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Taking stock of sustainability in higher education: a review of the policy literature     

Adam Cheeseman  Jaylene Murray  Marcia McKenzie 《Environmental Education Research》2019,25(12):1697-1712

Abstract

This paper provides a review of the current literature that examines the uptake of sustainability policies in higher education. Articles were retrieved from both ERIC and Scopus databases and then manually reviewed to ensure that they focused on each of: higher education; sustainability; and policy. A total of 91 articles were analysed using a multi-stage process that involved sorting data according to typologies (i.e. temporal, terminology, methodology, geography), coding the text of the articles based on topical content, and an indexing method used to label data for further analysis and the development of broader code categories. Results suggest that drivers and barriers associated with the integration of sustainability policy in higher education are well known; yet increased research is needed to understand best practices and processes by which sustainability can be furthered through higher education policy. In addition, findings demonstrate the need for future research to focus on various aspects of the policy process, including policy development and enactment, and on implications of policy for practice. While there have been some reviews of sustainability policy in higher education research to date, this review contributes to this literature by highlighting research primarily focused on sustainability policy within higher education.  相似文献   

Developing a community of research practice     

Rowena Murray 《British Educational Research Journal》2012,38(5):783-800

Writing journal articles is essential for academics and professionals to develop their ideas, make an impact in their fields and progress in their careers. Research assessment makes successful performance in this form of writing even more important. This article describes a course on writing journal articles and draws on interviews with participants one year after the course in which they identified persistent challenges. These writers’ accounts make visible some of the processes of writing for publication that are often tacit and identify key writing strategies. However, they also identify barriers to writing in academic workplaces and those professional workplaces where academic writing is produced. This article concludes by suggesting that while research assessment values written outputs over almost everything else, it is equally important to legitimise writing processes—and to be able to articulate the development of these processes—in communities of research practice.  相似文献