Decoloniality as inversion: decentring the west in emancipatory theory and pedagogy     

Noah De Lissovoy 《Globalisation, Societies & Education》2019,17(4):419-431

ABSTRACT

This study starts from contemporary scholarship in decolonial theory as well as from the seventeenth century political thinker Guaman Poma de Ayala, whose critique of colonial society in Peru enacted an epistemological displacement of colonial authority in its own method and perspective. On this theoretical basis, and by means of a contrast with the accumulative drive that has partly characterised both capitalism and Western critical theory, I argue that interrogating the Eurocentric architecture of emancipatory praxis from a decolonial standpoint necessarily involves a project of inversion that disrupts modernity’s developmentalist imaginary, and that restores historical agency to the marginalised while exposing the corruption of power’s supposed virtue. Extrapolating from Guaman Poma and contemporary theorists of decolonisation, the paper argues that rather than a dialectical process of progression, emancipatory theory and practice must be thought of first of all as a process of unwinding, in which the catastrophe of colonialism is reckoned with and what has been taken is restored. In education, both on the terrain of curriculum proper as well as in the process of subject formation in schools, this means a radical reconstitution of the values underwriting canon, rationality, and ways of being – as they are lived within the school and in its relationship to the communities around it.  相似文献   

Technical college teachers sharing their knowledge: does leadership,institutional factors or barriers predict their practices?     

Lokman Mohd Tahir  Muhamad Berhanddin Musah  Abdul Halim Abdullah  Aede Hatib Musta’amal  Mohd Hazim Asran Abdullah 《Educational studies》2016,42(5):465-492

This study determines the preferable leadership practised by colleges’ directors, institutional factors and challenges encountered in knowledge sharing in Malaysian technical higher learning institutions (HLIs). Using a pragmatic mixed-method strand, we obtained 212 teachers and instructors’ viewpoints on knowledge sharing factors and barriers. The study also interviewed four teachers in exploring college directors’ leadership practices and issues faced while sharing their knowledge and experiences with their colleagues. The findings revealed that technical college teachers favoured enabling others to act as a preferable leadership practice that empirically supports their knowledge sharing practices. Thus, reward system and culture were antecedents and significant predictors for teachers’ knowledge sharing practices in technical HLIs compared with their colleges directors’ transformational leadership practices. Teachers also highlighted that their directors provide affirmative responses concerning the knowledge sharing activities; thus, practising their roles as a knowledge sharing catalysts. However, lack of support from the management, micro-politics and teachers’ own negative perceptions were identified as challenges and constraints teachers encountered while sharing their knowledge with their peers. The findings put forward some suggestions for improvement on technical college’s knowledge sharing practices.  相似文献   

Developing and Enacting Culturally Relevant Pedagogy: Voices of New Teachers of Color     

Noah E. Borrero  Esther Flores  Gabriel de la Cruz 《Equity & Excellence in Education》2016,49(1):27-40

ABSTRACT

A group of preservice and first year teachers share their experiences as new teachers of Color entering the profession in urban public schools. Specifically, these novice teachers discuss the transition from an urban education teacher preparation program into the classroom and their successes and challenges enacting culturally relevant pedagogy. Findings showcase understanding self, community, and collaboration among critical pedagogues and navigating theory and practice as emergent themes. These new teachers speak to the journey of becoming the teachers they want to become and the challenges they encounter in public K-12 schools. Implications are presented to highlight the power and passion of these new teachers and how we, as critical scholars, must learn from them and work with them as we seek to disrupt the dominant, middle class, white discourse in teacher education programs and educational research.  相似文献   

Development of computer play pedagogy intervention for children with low conceptual understanding in basic mathematics operation using the dyscalculia feature approach     

Nor Elleeiana Mohd Syah  Nur Azah Hamzaid  Belinda Pingguan Murphy  Einly Lim 《Interactive Learning Environments》2016,24(7):1477-1496

This study describes the development of a basic computer-based play pedagogy intervention using a dyscalculia-remedy-oriented approach such as repetition and number orientation manipulation, and the investigation of its effect on children displaying dyscalculia characteristics. This computer play was evaluated in a group of 50 seven-year-old Malaysian children, who were low achievers in mathematics subject and were divided into control and intervention group. The intervention group engaged with the newly developed computer play for an hour per day for five consecutive days, while the control group attended normal classroom learning for the same time period. Overall post-test scores indicated that children from the intervention group performed significantly better than the control group after the five-day intervention period by 57.9%. Number disorientation and arithmetic operation confusion, which are common amongst the children displaying dyscalculia characteristics, were also significantly reduced after the intervention. This implies that the children benefitted from the computer play.  相似文献   

Strategies for Designing Engaging Online Kinesiology Courses Based on the Community of Inquiry Model     

Bethany Hersman  Noah Schroeder 《Quest (Human Kinetics)》2017,69(4):480-493

Technology integration has become an ever-present phenomenon in institutions of higher education. This has led to an increase in online learning experiences that make higher education accessible to those who previously experienced barriers, such as having full-time jobs. One issue that affects online education is the challenge of engaging the learner in meaningful learning experiences that they subsequently use once they are in their careers. This article uses the Community of Inquiry (CoI) theoretical model to explain how instructors can increase student engagement in online kinesiology courses. By focusing on the CoI constructs of teaching presence, cognitive presence, and social presence, instructors can design engaging online classes that can help to positively influence each student’s experience with online education.  相似文献   

Beyond the Search for Truth: Dewey's Humble and Humanistic Vision of Science Education     

David I. Waddington  Noah Weeth Feinstein 《Educational theory》2016,66(1-2):111-126

In this essay, David Waddington and Noah Weeth Feinstein explore how Dewey's conception of science can help us rethink the way science is done in schools. The authors begin by contrasting a view of science that is implicitly accepted by many scientists and science educators — science as a search for truth — with Dewey's instrumentalist, technological, and nonrealist conception of science. After demonstrating that the search‐for‐truth conception is closely linked to some ongoing difficulties with science curricula that students find particularly alienating, they then analyze some of the educational opportunities that Dewey's vision opens up. Ultimately, Waddington and Weeth Feinstein argue that Dewey offers a humble and humanistic vision of science and science education practice that captures the power of science by connecting it clearly to everyday human activities and challenges.  相似文献   

Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity   总被引：1，自引：0，他引：1  

Simmons DC  Kame'enui EJ  Harn B  Coyne MD  Stoolmiller M  Santoro LE  Smith SB  Beck CT  Kaufman NK 《Journal of learning disabilities》2007,40(4):331-347

A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design of instruction specificity--and consisted of (a) 30 min with high design specificity (30/H), (b) 15 min with high design specificity plus 15 min of non-code-based instruction (15/H+15), and (c) a commercial comparison condition that reflected 30 min of moderate design specificity instruction (30/M). With the exception of the second 15 min of the 15/H+15 condition, all instruction focused on phonemic, alphabetic, and orthographic skills and strategies. Students were randomly assigned to one of the three interventions and received 108 thirty-minute sessions of small-group instruction as a supplement to their typical half-day kindergarten experience. Planned comparisons indicated findings of statistical and practical significance that varied according to measure and students' entry-level performance. The results are discussed in terms of the pedagogical precision needed to design and provide effective and efficient instruction for students who are most at risk.  相似文献   

Students’ interest towards STEM: a longitudinal study     

Edy Hafizan Mohd Shahali  Mohamad Sattar Rasul  Kamisah Osman  Nurazidawati Mohamad Arsad 《Research in Science & Technological Education》2019,37(1):71-89

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Heart-Type Fatty Acid-Binding Protein,in Early Detection of Acute Myocardial Infarction: Comparison with CK-MB,Troponin I and Myoglobin     

Anand K. Pyati  Basavaraj B. Devaranavadagi  Sanjeev L. Sajjannar  Shashikant V. Nikam  Mohd. Shannawaz  Satish Patil 《Indian journal of clinical biochemistry : IJCB》2016,31(4):439-445

The study aimed to investigate whether heart-type fatty acid binding protein (H-FABP) measurement provides additional diagnostic value to that of conventional cardiac markers in acute myocardial infarction (AMI) within first 6 h after the onset of symptoms. The study included 120 subjects: 60 AMI cases and 60 age and sex matched controls. The cases and controls were further divided into 2 subgroups depending on the time since onset of chest pain as (1) subjects within 3 h and (2) between 3 and 6 h of onset of chest pain. In all the cases and controls, serum H-FABP concentration was measured by Immunoturbidimetric method, serum Troponin I and myoglobin concentrations by Chemiluminescence immunoassay and serum CK-MB concentration by Immuno-inhibition method. The sensitivity, specificity, positive and negative predictive values of H-FABP were significantly greater than CK-MB and myoglobin but were lesser than Troponin I in patients with suspected AMI in both within 3 h and 3–6 h groups. Receiver operating characteristic curves demonstrated greatest diagnostic ability for Troponin I (AUC = 0.99, p < 0.001) followed by H-FABP (AUC = 0.906, p < 0.001) within 3 h and 3–6 h after the onset of chest pain. In conclusion, the diagnostic value of H-FABP is greater than CK-MB and myoglobin but slightly lesser than troponin I for the early diagnosis of AMI within first 6 h of chest pain. H-FABP can be used as an additional diagnostic tool for the early diagnosis of AMI along with troponin I.  相似文献   

Working commitment among trainee teachers： A meta evaluation approach     

Mohd Sahandri Gani B. Hamzah Hapidah Bt. Mohamed Saifuddin Kumar B. Abdullah Roselan B. Baki 《美中教育评论》2008,5(10):1-16

The main aim of the study was to evaluate trainee teachers working commitment in their teaching practicum. There were seven component teaching practices and eleven demographic factors. The instrument of the study was extracted from various sources to suit the research design based on Units, Treatments, Observing, and Surveying （UTOS） model modification. The reliability index obtained for both research instruments were reasonably good ranging from 0.7030 to 0.9053. A total of 276 trainee teachers who were doing their practical teaching in one of the state in Malaysia （Kelantan）. Stratified random sampling was used. They made their self-assessment by using the working commitment instrument. At the same time, their teaching processes were guided through conferences, observations and finally evaluations to get their comparative scores of teaching performance. The data were analyzed by using statistical multiple regression at significant ofp 〈 0.05. As a result, a linear equation of trainee teachers＇ commitment comprises contribution of work load, work satisfaction, study opportunities, teachers＇ prospect, marital status, teaching practices, planning and preparation teaching procedure, and religious studies. Furthermore the findings of this study led to some suggestions for future teachers development and become more efficient and adaptive.  相似文献