Enabling transformation through critical engagement and reflexivity: a case study of South African academics     

Grace Ese-osa Idahosa  Louise Vincent 《高等教育研究与发展》2019,38(4):780-792

ABSTRACT

Scholars writing on agency argue that normally, individuals who experience social structures as comfortable will tend to want to reproduce them while those who experience these structures as oppressive will want to change them. This is a bleak outlook because it suggests that those in positions of power and influence are less likely to seek to overhaul the very system of rewards and punishments that benefits them. However, there are exceptions to this pattern: instances where those who experience the structures as comfortable, nevertheless, work at transforming them. This article introduces an alternative perspective to current transformation discourses by seeking to understand why such exceptions exist. It argues that critical engagement is an important dimension of such transformation, and examines how it interacts with reflexivity to shape individual choices and reformulate interest. Drawing on a hermeneutic phenomenological analysis of in-depth interviews with 10 academics who have been identified as agents of change at one university in South Africa, we reveal how individuals are able to shift their understanding of what is or is not in their interest in a context where raced, gendered and classed interests are deeply embedded in the fabric of the society. In such contexts, reflexivity and critical personal engagement with one’s context can lead to a shift in interest and then consciousness as the individual comes to see and experience things from a different vantage point, opening up the possibility for a changed relationship with the social structure and its constraints and determining influence.  相似文献   

Where is the Research on Community College Students?     

Gloria Crisp  Vincent D. Carales  Anne-Marie Núñez 《Community College Journal of Research & Practice》2016,40(9):767-778

An understanding of where community college scholarship is published can be beneficial to practitioners seeking to identify and use scholarly evidence to support policies and programs that promote student success. Such an understanding will also benefit aspiring and new scholars seeking to identify community college scholarship. Unfortunately, there has been little effort to document journal characteristics of scholarship focused on community college students. The present study identified, reviewed, and described community college student scholarship published in P–20 education journals between 1990 and 2014. The study also examined trends over time in journals publishing articles focused on community college students. We found a sizable increase in scholarly work published in education journals since 1990—in particular within the past several years. Importantly, results also revealed an underrepresentation of empirical work focused on community college students published in P–20 education, top-tier, and open access journals. A discussion of implications for practice and recommendations for future research was also provided.  相似文献   

Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking     

Ido Roll  Vincent Aleven  Bruce M. McLaren  Kenneth R. Koedinger 《Metacognition and Learning》2007,2(2-3):125-140

Intelligent Tutoring Systems have been shown to be very effective in supporting learning in domains such as mathematics, physics, computer programming, etc. However, they are yet to achieve similar success in tutoring metacognition. While an increasing number of educational technology systems support productive metacognitive behavior within the scope of the system, few attempt to teach skills students need to become better future learners. To that end, we offer a set of empirically-based design principles for metacognitive tutoring. Our starting point is a set of design principles put forward by Anderson et al. (Journal of the Learning Sciences, 4:167–207, 1995) regarding Cognitive Tutors, a family of Intelligent Tutoring Systems. We evaluate the relevance of these principles to the tutoring of help-seeking skills, based on our ongoing empirical work with the Help Tutor. This auxiliary tutor agent is designed to help students learn to make effective use of the help facilities offered by a Cognitive Tutor. While most of Anderson’s principles are relevant to the tutoring of help seeking, a number of differences emerge as a result of the nature of metacognitive knowledge and of the need to combine metacognitive and domain-level tutoring. We compare our approach to other metacognitive tutoring systems, and, where appropriate, propose new guidelines to promote the discussion regarding the nature and design of metacognitive tutoring within scaffolded problem-solving environments.  相似文献   

The social geography of childcare: making up a middle‐class child     

Carol Vincent  Sophie Kemp 《British Journal of Sociology of Education》2004,25(2):229-244

Childcare is a condensate of disparate social forces and social processes. It is gendered and classed. It is subject to an excess of policy and political discourse. It is increasingly a focus for commercial exploitation. This is a paper reporting on work in progress in an ESRC funded research project (R000239232) on the choice and provision of pre‐school childcare by middle‐class (service class) families in two contrasting London locations. Drawing on recent work in class analysis the paper examines the relationships between childcare choice, middle‐class fractions and locality. It suggests that on the evidence of the findings to date, there is some evidence of systematic differences between fractions in terms of values, perspectives and preferences for childcare, but a more powerful case for intra‐class similarities, particularly when it comes to putting preferences into practice in the ‘making up of a middle‐class child’ through care and education.  相似文献   

The convergent validity of the cognitive preference construct     

Euwe Van Den Berg  Vincent N. Lunetta  Pinchas Tamir 《科学教学研究杂志》1982,19(5):417-424

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The effects of virtual human gesture frequency and reduced video speed on satisfaction and learning outcomes     

Davis  Robert O.  Wan  Li Li  Vincent  Joseph  Lee  Yong Jik 《Educational technology research and development : ETR & D》2021,69(5):2331-2352

Educational technology research and development - Educators use various strategies to increase listening comprehension for nonnative English speakers in the classroom and multimedia environments....  相似文献   

Critical role of leadership in nurturing a knowledge-supporting culture     

Vincent M?RibièreEmail author  Ale?a Sa?a?Sitar 《知识管理研究与实践》2003,1(1):39-48

This paper addresses the critical role leadership plays in the implementation and facilitation of knowledge management activities. Leadership is particularly important for organizations willing to ‘evolve’ their culture to a knowledge-supporting culture. Organizational culture has been identified as the main impediment to knowledge activities, and therefore leaders should model the proper behaviors causing culture to evolve in a way that enables and motivates knowledge workers to create, codify, transfer, and use and leverage knowledge. In the literature this leadership behavior is referred to as ‘leading through a knowledge lens’. Leading through a knowledge lens has some special characteristics since it is dealing with knowledge workers having specialized expertise. Leading them can be done only by intellectual power, conviction, persuasion, and interactive dialog. It requires skills that build confidence and engagement. Therefore, leaders should establish trust and commitment that will help the knowledge organization to achieve its knowledge and business goals.  相似文献   

Looking to the Internet for models of governance   总被引：3，自引：0，他引：3  

Charles?Vincent  Jean?CampEmail author 《Ethics and Information Technology》2004,6(3):161-173

If code is law then standards bodies are governments. This flawed but powerful metaphor suggests the need to examine more closely those standards bodies that are defining standards for the Internet. In this paper we examine the International Telecommunications Union, the Institute for Electrical and Electronics Engineers Standards Association, the Internet Engineering Task Force, and the World Wide Web Consortium. We compare the organizations on the basis of participation, transparency, authority, openness, security and interoperability. We conclude that the IETF and the W3C are becoming increasingly similar. We also conclude that the classical distinction between standards and implementations is decreasingly useful as standards are embodies in code – itself a form of speech or documentation. Recent Internet standards bodies have flourished in part by discarding or modifying the implementation/standards distinction. We illustrate that no single model is superior on all dimensions. The IETF is not effectively scaling, struggling with its explosive growth with the creation of thousands of working groups. The IETF coordinating body, the Internet Society, addressed growth by reorganization that removed democratic oversight. The W3C, initially the most closed, is becoming responsive to criticism and now includes open code participants. The IEEE SA and ITU have institutional controls appropriate for hardware but too constraining for code. Each organization has much to learn from the others.  相似文献   

Correlates of leisure-time reading     

Vincent Greaney  Mary Hegarty 《Journal of Research in Reading》1987,10(1):3-20

Pupils from middle-class homes devoted an average of 7.2 per cent of leisure time to reading. The relationship between home environment, attitude to reading and motivations for reading on the one hand and leisure-time reading on the other, was examined. The addition of these sets of variables to previously established correlates of leisure-time reading, achievement, sex, and library membership increased the proportion of variance accounted for in leisure-time reading by a significant amount (10.1 per cent). Correlations tended to be low, since leisure reading is a relatively sporadic type activity. From the perspective of developing the reading habit, the results suggest that what parents do is more important than what they are; the emphasis placed on reading in the home, on academic development and on intellectuality was related to leisure-time reading. Attitude to reading correlated more highly with leisure-time reading than any of the other variables included in the study; the correlation between attitude and time was significant even after controlling for sex, reading achievement and library membership. Among the motivational variables, reading for enjoyment was related to leisure-time reading whereas reading for utilitarian or escapist reasons was not.  相似文献   

Cognitive preferences: A validation study     

Euwe van den Berg  Vincent N. Lunetta  Pinchas Tamir 《Studies in Educational Evaluation》1978,4(2):107-120

In 1964 Health introduced the cognitive preference construct and used it to evaluate a new science curriculum. Since then the construct, adapted from research on cognitive styles, has been used in many research and evaluation studies. More recently, however, a number of questions have been raised concerning the validity of findings and analytical techniques employed in these studies. Ultimately the validity of the cognitive preference construct itself is being questioned.In this article a framework for examining validity evidence for the cognitive preference construct is developed; the literature on cognitive preferences in the context of this framework is reviewed, and the validity evidence developed in one recent study is presented and discussed.  相似文献