Reconceptualising inquiry in science education     

Stuart Bevins  Gareth Price 《International Journal of Science Education》2016,38(1):17-29

Decades of discussion and debate about how science is most effectively taught and learned have resulted in a number of similar but competing inquiry models. These aim to develop students learning of science through approaches which reflect the authenticity of science as practiced by professional scientists while being practical and manageable within the school context. This paper offers a collection of our current reflections and suggestions concerning inquiry and its place in science education. We suggest that many of the current models of inquiry are too limited in their vision concerning themselves, almost exclusively, with producing a scaffold which reduces the complex process of inquiry into an algorithmic approach based around a sequence of relatively simple steps. We argue that this restricts students’ experience of authentic inquiry to make classroom management and assessment procedures easier. We then speculate that a more integrated approach is required through an alternative inquiry model that depends on three dimensions (conceptual, procedural and personal) and we propose that it will be more likely to promote effective learning and a willingness to engage in inquiry across all facets of a students’ school career and beyond.  相似文献   

Research‐capacity building,professional learning and the social practices of educational research     

Gareth Rees  Stephen Baron  Ruth Boyask  Chris Taylor 《British Educational Research Journal》2007,33(5):761-779

There have been numerous attempts in the past few years within education research—and social science research more generally—to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of ‘research‐capacity building’ initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways in which different modes of professional learning are implicated in the social practices of education research. These considerations lead to the conclusion that the currently dominant approaches to research‐capacity building are based on an underestimation of the difficulties in influencing the professional learning of educational researchers significantly and, thereby, changing the practices of educational research. More realistic expectations of these forms of research‐capacity building, in turn, suggest the need to develop alternative approaches that acknowledge the exigencies of the current social organisation of educational research more fully.  相似文献   

The language of performativity? A content analysis concerning differing constructions of leadership for secondary school PE departments     

Gareth Williams 《School Leadership & Management》2017,37(3):311-329

The aim of this paper was to analyse how teachers and government may differ in their views regarding the qualities required to be an effective middle manager with responsibility for Physical Education (PE). Lines of inquiry were based upon the practices associated with a performative work culture and how this has affected teacher language. There is a perception that Heads of Physical Education (HoPE) could possibly hold different views to those espoused by government. A content analysis was used to research differences between the language used by HoPE in the form of questionnaire responses and that used by government through OFSTED publications. An analysis of job adverts for middle management positions in PE was also undertaken to provide an extra dimension for comparison. Results showed that OFSTED documents reflecting government ideology used a language of performativity to describe leadership characteristics at a higher rate than that used by HoPE who revealed a preference for more personal, human attributes. However, both the HoPE responses and the school job adverts did use some performative language. A Foucauldian analysis of these findings suggested that middle managers, in particular, may be reluctantly using performative language to ‘play the game’ within differing power networks in order to claim limited resources.  相似文献   

A qualitative approach to understanding the role of lecture capture in student learning experiences     

Gareth Hall  Antonia Ivaldi 《Technology, Pedagogy and Education》2017,26(4):383-394

Lectures continue to be the dominant form of university teaching, and lecture capture technologies are tentatively taken up to support this form of delivery, rather than being used as a viable alternative. Much of the previous research, however, has been self-reports or survey-based, with far less attention given to qualitative explorations. This study aims to bridge this gap by using qualitative methods in order to examine students’ experiences of lecture capture provisions within the context of their own learning by utilising six focus groups to generate data. Thematic analysis was used to understand group opinions and experiences of lecture capture within university teaching. Two conceptual themes emerged: enhancing the learning environment and working and learning strategically. Results show that the value of lecture capture provisions could not be fully evaluated by students without considering their current learning environments. The main positive function of lecture capturing was to alleviate negative perceptions of lectures as a learning event, but it also provided students an opportunity to learn strategically. The extent to which lecture capturing develops and enhances the learning experience is discussed. Recommendations for how universities could utilise lecture capturing are proposed.  相似文献   

Preschool curriculum     

D. Michelle Irwin 《Early Childhood Education Journal》1974,1(4):44-44

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‘Widening Access’ to higher education: the reproduction of university hierarchies through policy enactment     

Ceryn Evans  Gareth Rees  Chris Taylor  Caroline Wright 《教育政策杂志》2019,34(1):101-116

Patterns of participation in higher education (HE) in the UK, as elsewhere, have been marked by social inequalities for decades. UK Governments have responded with a plethora of policies and agendas aimed at addressing this broad social issue. However, little is known about how higher education institutions (HEIs) interpret and ‘enact’ these policies in relation to institution-specific contexts. Drawing on concepts from policy sociology this paper examines how HEIs in one nation state, Wales, enact its Government’s policy on ‘widening access’ to higher education. Interviews with a range of ‘policy actors’ along with analyses of institutional ‘widening access’ policy documents, reveal divergences between HEIs in how this policy agenda is interpreted and delivered. These differences reflect institution-specific contexts – not least their internal politics and assumptions about the type of students they admit, but also their interests and priorities in relation to their positions within a global, marketised, HE system. The implications of this for the reproduction of university hierarchies in the UK, as well as social inequalities more generally are brought to the fore.  相似文献   

Towards a philosophy of academic publishing     

Michael A. Peters  Petar Jandrić  Ruth Irwin  Kirsten Locke  Nesta Devine  Richard Heraud 《Educational Philosophy and Theory》2016,48(14):1401-1425

This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper is the result of a collective writing process.  相似文献   

Preschool curriculum     

Dr. D. Michelle Irwin 《Early Childhood Education Journal》1976,4(2):37-40

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Core or periphery? The positioning of language and literacies in enabling programs in Australia     

Sally Baker  Evonne Irwin 《The Australian Educational Researcher》2016,43(4):487-503

Enabling education has a respected and established place in Australian higher education as an alternative pathway into university study. While the value of enabling education in providing access to higher education is undeniable, its provision across Australia is necessarily diverse, as individual programs respond to the needs of their local communities. This resulting diversity makes it difficult to gain insight into the field of enabling education. Given the purpose of enabling education is to prepare students for tertiary study, the role of academic literacies and language (ALL) is central for both Native English Speaker and Language Background Other Than English students, and it is to this focus that this paper attends. To shed light on the field, this paper presents the findings from a national audit of enabling education, providing a much-needed overview of the enabling programs offered across Australia, focusing on the ways that language and literacies are taught, positioned and, in some cases, disconnected from practice. Drawing on this analysis, we discuss how language and literacies are positioned as either central or periphery to the core work of enabling programs and begin a discussion which seeks to place ALL at the centre of enabling education.  相似文献   

Longitudinal Effects of PostDivorce Interparental Conflict on Children’s Mental Health Problems Through Fear of Abandonment: Does Parenting Quality Play a Buffering Role?     

Karey L. O’Hara  C. Aubrey Rhodes  Sharlene A. Wolchik  Irwin N. Sandler  Jenn Yun-Tein 《Child development》2021,92(4):1476-1493

In a sample of 559 children (ages 9–18), researchers investigated whether: (a) fear of abandonment mediated the association between postdivorce interparental conflict (IPC) and mental health problems, and (b) parent–child relationship quality moderated the association between IPC and fear of abandonment. Mediation analyses indicated that pretest IPC predicted fear of abandonment 3 months later, which then predicted child- and teacher-reported mental health problems 10 months later. The hypothesized protective effect of a high-quality parent–child relationship was not observed. IPC predicted fear of abandonment for all children, except for those with low- and moderate-quality father–child relationships, for whom IPC was not significantly related to fear of abandonment. Findings highlight the need to optimize child coping programs and improve parenting-after-divorce programs to reduce IPC.  相似文献