Educational poetics: an aesthetic approach to action research   总被引：1，自引：1，他引：0  

Andrew Gitlin  Marcie Peck 《Educational Action Research》2013,21(3):309-319

In this article, Gitlin and Peck argue that much of the development of action research has been based on a reconstructed view of science (i.e., a science that is more contextual, less law‐like, less causal, but still accurately represents reality and is teacher centered as opposed to researcher centered). In contrast to this reconstructed view of science, the authors suggest it is time to look at the limits and possibilities of basing action research on an aesthetic view of knowledge production. Gitlin and Peck do so by providing an outline of educational poetics that uses imagination and creativity to unearth and challenge limiting conceptions of commonsense as the action research participants enter into a freedom quest, to utilize imagination and creativity, our inherent human potential, to think beyond the categories and codes that tie us to the status quo.  相似文献   

Student resistance to the surveillance curriculum     

Andrew Hope 《International Studies in Sociology of Education》2013,23(4):319-334

The growth of surveillance in UK schools in recent years has resulted in the development of what can be labelled as the surveillance curriculum. Operating through the overt and hidden curricula, contemporary surveillance practices and technologies not only engage students in a discourse of control, but also increasingly socialise them into a ‘culture of observation’ in which they learn to watch and be watched, accepting unremitting monitoring as a norm. This paper examines how the surveillance curriculum operates through observation, discourse and simulation, before drawing upon elements of Gary Marx’s typology of resistance to consider student responses to new surveillance technologies, such as CCTV and Internet monitoring devices. It is concluded that although the surveillance curriculum seeks to control, it also provides a space within which students can forge their own identities through playful resistance, (re)configuring the ‘algebra of surveillance’.  相似文献   

In Defense of the Argumentativeness and Verbal Aggressiveness Scales     

Dominic A. Infante  Andrew S. Rancer 《Communication quarterly》2013,61(2):145-154

The Argumentativeness (ARG) Scale and Verbal Aggressiveness Scale have been used in hundreds of studies over the past quarter century. As expected, psychometric research has examined their validity. Although this article focuses on recent criticisms by Kotowski, Levine, Baker, and Bolt, some major points refute earlier criticisms. This article argues that (a) a large body of research demonstrates validity of the scales, (b) dimensionality of the scales is quite unequivocal, (c) argumentative presumption favors using the original scales (unless and until newer scales demonstrate statistically significant greater criterion variance), (d) critics of the ARG Scale's predictive validity have failed to include 4 situational components of argumentativeness theory in their testing, (e) both scales are designed and supposed to measure extensive sets of relevant behaviors over time, not individual behaviors observed once, and (f) statistical inference cannot confirm nulls, so critics' claims of "no correlation" between scale scores and observable behaviors are not scientific.  相似文献   

Science Engagement and Literacy: A Retrospective Analysis for Indigenous and Non-Indigenous Students in Aotearoa New Zealand and Australia     

Amanda Woods-McConney  Mary C. Oliver  Andrew McConney  Dorit Maor  Renato Schibeci 《Research in Science Education》2013,43(1):233-252

Previous research has underlined the importance of school students’ engagement in science (including students’ attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to pursue science related careers, and to support science related policies and initiatives. This retrospective, secondary analysis of PISA 2006 national data for Aotearoa New Zealand and Australia examines and compares the factors associated with science literacy and with science engagement for indigenous and non-indigenous 15 year old students. Using a four step hierarchical regression model, our secondary analyses showed consistent patterns of influence on engagement in science for both indigenous and non-indigenous students in Aotearoa and Australia. Variations in students’ interest, enjoyment, personal and general valuing, self-efficacy, and self concept in science were most strongly associated with the extent to which students engaged in science activities outside of school. In contrast, socioeconomic status, time spent on science lessons and study, and the character of science teaching experienced by students in their schools were the factors most explanatory of variations in science literacy. Yet, the factors that explained variation in science literacy had only quite weak associations with the suite of variables comprising engagement in science. We discuss the implications of these findings for science educators and researchers interested in enhancing students’ engagement with science, and committed to contributing positively to closing the persistent gap in educational outcomes between indigenous and non-indigenous peoples.  相似文献   

PUBLIC BROADCASTING IN AUSTRALIA     

Andrew Bear 《Studies in Continuing Education》2013,35(2):1-20

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Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?     

Ruth G. Kane  Andrew Francis 《Teacher Development》2013,17(3):362-379

Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching. In some jurisdictions, other agencies (Ministries of Education, school districts, and private providers) are supplementing the work of teacher education through the introduction of new teacher induction programs which have become favoured policy initiatives to enhance new teacher transition, retention and quality. Evidence suggests that induction and mentoring increase teacher retention and ensure more effective socialisation of new teachers into the school culture. In spite of their growing popularity, the degree to which induction programs complement teacher education and/or impact new teacher professional learning remains unclear. In this paper the authors report a secondary analysis of data from an evaluation of the New Teacher Induction Program in Ontario, Canada to consider the implications for the future of teacher education by asking: What are the challenges facing new teachers? In what ways does the induction program support new teacher professional learning? What are the major implications for the future of teacher education?  相似文献   

Gender differences in South African men and women's access to and evaluation of informal sources of sexual and reproductive health (SRH) information     

Erin Stern  Diane Cooper  Andrew Gibbs 《Sex education》2013,13(1):48-63

While much research has documented unsatisfactory sexual and reproductive health (SRH) awareness among young people in South Africa, understanding of gender differences in access to and evaluation of SRH information is limited. This paper concerned itself with men and women's informal sources and content of SRH, and gendered divergences around accessibility, evaluation, and impact of such information. Fifty sexual history narrative interviews and twenty-five narrative interviews with women were conducted with participants purposively sampled from a range of ages, cultural and racial backgrounds, and in urban and rural sites across five provinces in South Africa. Data were analysed using thematic analysis. While young women were more likely to learn about SRH information from family members, they also reported greater regulation concerning their sexuality. This could enhance stigma surrounding women's sexuality and hinder open communication. Men predominantly learned about sex through pornography and peers, which was reported to encourage sexual prowess to the neglect of practising safer sex. Lack of adequate SRH instruction for young people as revealed through the narratives had significant and often negative implications for men and women's early safer sex behaviours. In response to these insights, recommendations are offered to strengthen informal sources of SRH awareness.  相似文献   

Enhancing transfer of learning through post-course reflection     

Sarah I. Leberman  Andrew J. Martin 《Journal of Adventure Education & Outdoor Learning》2013,13(2):173-184

Abstract

This article investigates how a structured post-course follow-up reflection activity affects the depth of reflection and facilitates the transfer of learning. The research is reflective, based on the findings from the Action Learning Management Practicum, a 3^rd year paper at Massey University, New Zealand. The initial reflections at the end of the course generally went no deeper than students “noticing”, or “making sense” of the experiences. With the benefit of distance and time away from the course, the students' reflection was deep and insightful. The findings suggest that the post-course reflection activity enables participants to “make meaning” from their experiences with the benefit of time and distance from the initial post-course reflection, thus enhancing the transfer of learning. The article argues for an extension and adaptation to Kolb's “Experiential Learning Cycle” model in relation to the time of reflection based on the empirical evidence provided.  相似文献   

A critique of neo-Hahnian outdoor education theory. Part one: Challenges to the concept of “character building”     

Andrew Brookes 《Journal of Adventure Education & Outdoor Learning》2013,13(1):49-62

Abstract

Within the diverse and sometimes amorphous outdoor education literature, “neo-Hahnian” (NH) approaches to adventure education are exceptional for their persistence, seeming coherence, and wide acceptance. NH approaches assume that adventure experiences “build character”, or, in modern terminology, “develop persons”, “actualise selves”, or have certain therapeutic effects associated with personal traits. In social psychological terms NH thought is “dispositional”, in that it favours explanations of behaviour in terms of consistent personal traits. In this paper I critically review NH OAE in an historical context, and draw on Ross' and Nisbett's (1991) seminal review of dispositional social psychology to argue that OAE programs do not build character, but may provide situations that elicit certain behaviours. For OAE research and theory, belief in the possibility of “character building” must be seen as a source of bias, not as a foundation. The conceptual analysis I develop provides not only a basis for critique, but also offers a way forward for OAE.  相似文献   

What factors influence the decisions of parents of children with special educational needs when choosing a secondary educational provision for their child at change of phase from primary to secondary education? A review of the literature     

Andrew Byrne 《Journal of Research in Special Educational Needs》2013,13(2):129-141

This review presents the results of a literature scoping exercise looking at the decisions parents of children with special educational needs (SEN) make when choosing a secondary placement to send their child at change of phase. The review reports on studies that were conducted in England and other areas of the UK as well as in Australia and the USA because there has been only a limited amount of research into this area conducted in an English context. In addition, some of the papers do not discuss school choice specifically but cover related themes. The study identifies a number of broad factors that impact on parents' decision‐making: the age of the child, the nature and degree of the SEN; the socio‐economic status of the parents; the child's experience of inclusion in the primary phase; the secondary schools philosophy, capacity and perceived commitment to SEN; beliefs about teacher's skills, knowledge, capacity and attitudes; and the influence of other people, for example family, friends and professionals.  相似文献