Neoliberalism and curriculum in higher education: a post-colonial analyses     

Gifty Oforiwaa Gyamera  Penny Jane Burke 《Teaching in Higher Education》2018,23(4):450-467

In an era of internationalisation and globalisation, neoliberal agendas have now become important aspects of many institutional and national governments’ higher education policy. A major aspect of these neoliberal agendas is their impact on the curriculum. This paper critically examines the impact of neoliberal agendas on curriculum through a postcolonial and decolonising lens, drawing on research conducted in the African context to illuminate the theoretical analysis presented. Drawing on 48 semi-structured interviews and documentary analyses across three public universities in Ghana, we examine the relationship between neoliberal agendas, neo-colonialism and curriculum imperatives in African higher education. The analysis illuminates the ways that hegemonic discourses connected to neoliberal agendas re-privilege Western-oriented values and perspectives and impact the curriculum changes in African higher education institutions.  相似文献   

Counselor Experience Related to Complexity of Case Conceptualization and Supervision Preference     

Nicholas Ladany  Sylvia Marotta  Janet L. Muse‐Burke 《Counselor Education & Supervision》2001,40(3):203-219

The authors investigated the relationship among trainees' counseling experience, familiarity with specific client symptomatology, case conceptualization integrative complexity (i.e., the ability to differentiate and integrate knowledge related to specific client symptomatology), and preference for supervisor style. Data from 100 beginning practicum to intern‐level counselor trainees revealed that general trainee experience and familiarity with specific client symptomatology were related to trainee case conceptualization integrative complexity. However, contrary to developmental models of counselor supervision, neither trainee experience, familiarity with specific symptomatology, nor trainee case conceptualization integrative complexity significantly predicted preference for supervisor style.  相似文献   

Exploring teacher pedagogy,stages of concern and accessibility as determinants of technology adoption     

Paul F. Burke  Sandy Schuck  Peter Aubusson  Matthew Kearney  Bart Frischknecht 《Technology, Pedagogy and Education》2018,27(2):149-163

This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors’ investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher’s stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not.  相似文献   

Two thinking skills assessment approaches: “Assessment of Pupils’ Thinking Skills” and “Individual Thinking Skills Assessments”     

Lynsey A. Burke  Joanne M. Williams 《Thinking Skills and Creativity》2012,7(1):62-68

This paper is linked to a previous paper outlining an evaluation of a thinking skills intervention (Burke & Williams, 2008). Following extensive requests for the assessment tools used in the intervention, this short paper presents the development and potential uses of two thinking skills assessment tools. The aim of the paper is simply to make these measures available for other researchers to use, adapt and extend them in future research. The Assessment of Pupils Thinking Skills (APTS) measure is a 14-item measure of a range of thinking skills and metacognition. The assessment can be used to provide a comparative measure across thinking skills or to provide a sum score of thinking skills and raise metacognitive awareness of thinking skills. It can be used to assess thinking skills interventions and to monitor change in thinking skills over time among 9 to 12-year-olds. The Individual Thinking Skills Assessments (ITSA) are six more in-depth measures of specific thinking skills that can be used before, during or after interventions to provide more detailed information on children's individual thinking skills. The APTS and the ITSA can be used separately or in conjunction to assess thinking skills and change in thinking skills among older children.  相似文献   

Creating an Instrument to Measure Social and Cultural Self-efficacy Indicators for Persistence of HBCU Undergraduates in STEM     

Quinlan  Catherine L.  Picho  Katherine  Burke  Janelle 《Research in Science Education》2022,52(5):1583-1601

Research in Science Education - This study is part of a larger research that explores the creation of an instrument to capture the social and cultural factors that affect Black students’...  相似文献   

Book reviews     

Margaret B. Sutherland  Sheldon Rothblatt  Barbara M. Kehm  Christoph Oehler  Jack D. Burke  Richard Smith  Brian Holmes  Ian Strachan  Michael Williams 《Higher Education》1992,23(1):79-93

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The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study     

Sally Baker  Bongi Bangeni  Rachel Burke  Aditi Hunma 《高等教育研究与发展》2019,38(1):142-156

ABSTRACT

While the importance of academic language and literacies in students’ meaningful participation in higher education has been well-explored, studies have focused on writing rather than reading. There has been a significant silence in the literature around what constitutes reading in higher education, the sociocultural complexities of reader engagement with text, and contemporary understandings of situated experiences regarding reading practices in the disciplines, especially for traditionally under-represented student groups. Scholarly interest in academic literacies, and reading in particular, has significant implications for the equity and widening participation agenda. To this end this article critically engages with research examining reading in tertiary education and describes a scoping study of scholarly work at the intersection of three domains: academic literacies, reading studies, and widening participation and equity in higher education. In asking questions of these three overlapping fields of inquiry, we map trends in existing academic literature, and argue for a research agenda that examines the experiences, perceptions and enactments of academic reading in the context of South African and Australian efforts to widen participation to higher education.  相似文献   

The Probing of Children's Reading Strategies     

Elizabeth Burke 《Educational studies》1977,3(2):137-143

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Indebted: how families make college work at any cost,     

Nicola Ingram  Sylvia Nissen  Penny Jane Burke 《British Journal of Sociology of Education》2020,41(5):733-742

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Humanism,modernism and designing education: exploring progressive relations between Australia,New Zealand and the West Riding of Yorkshire 1930s–1970s     

Catherine Burke 《History of education》2018,47(2):257-268

Abstract

This article takes as a starting point the career of Sir Alec Clegg, Chief Education Officer for the West Riding of Yorkshire (1945–1974), and traces his professional connections with educationists in Australia and New Zealand. In exploring the nature of global exchanges between educators, artists, architects and designers in the decades immediately before and after the Second World War, the intertwining of modernism and progressivism is critically explored in the wider contextual frame of the Arts and Crafts Movement. The notion of increasing the humanity of the classroom occupied the efforts of a constellation of individuals caught up in the desire to redesign schooling in ways that would regenerate democratic relations of living in the post-war world. It is suggested that a common thread connected those concerned to strengthen democracy through combining progressive and modernist attitudes with the potent legacy of the Arts and Crafts Movement.  相似文献