Cultivating creative mentalities: A framework for education     

Guy Claxton  Louise Edwards 《Thinking Skills and Creativity》2006,1(1):57-61

In so far as education has acknowledged creativity at all, it has commonly focused on ‘allowing’ rather than ‘developing’ creativity, on arts-based ‘experession’ rather than broader or deeper kinds of creativity; and on the role of techniques rather than dispositions. This paper seeks to redress the balance by arguing for a range of candidate ‘habits of mind’ that are conducive to general-purpose creativity, and focusing on some of the aspects of classroom culture that seem to be conducive to the development of these habits of mind. Two practical examples from action research projects carried out over the last four years in Cardiff are used to illustrate the potential of this approach. It is suggested that this kind of ‘gentle persuasion’ may well have greater long-term value than the kind of bolt-on reative binges that are sometimes found in primary schools.  相似文献   

Early childhood education and care: Do we need to develop the physical literacy of educators?     

Buckler  E. Jean  Puterman  Eli  Faulkner  Guy E. 《Prospects》2021,50(1-2):55-68

The early years are critical for physical literacy (PL) and physical activity (PA). With increasing numbers of children attending early childhood education and care (ECEC), educators play a significant role in childhood development and may influence young children’s PL journey. Educators receive minimal training in PL and PA, but receive increasing direction to integrate these concepts into ECEC learning. The purpose of this study was to assess educators’ PL, then determine which components of their PL were associated with self-reported intentions and behaviours to promote PL and PA. Educator PL was moderate, while self-reported intentions and behaviours to provide PL and PA opportunities were high. Only one component of PL was associated with intentions and behaviours. The PL of educators may not inform their intentions and behaviours to provide PL and PA within ECEC frameworks.

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New politics of higher education: Hidden and complex   总被引：1，自引：0，他引：1  

Guy Benveniste 《Higher Education》1985,14(2):175-195

Public universities in the United States are in a changed political environment, resulting from past enrollment growth and increased budget needs, centralization, the routinization of state-university relations, government budget uncertainty, and the emergence of strong competing claims on state or federal monies. The author argues that centralized government intervention is carried through technocratic approaches that mask the political forces at work. The article discusses characteristics of government intervention such as: buffer groups, formulas and data monopoly. It suggests these technocratic approaches hide the political weakness of the public universities. These, in turn, have been weakened. In conclusion, three new trends are suggested: (1) public universities will seek to do with less government support - that is, the privatization of some American public university services; (2) they will seek to increase government's or society's dependency on what it is the public universities do - that is, making universities more immediately useful to government and society; and (3) they will increasingly organize political coalitions both inside and outside the universities. This last strategy implies greater collaboration between faculty, students and university administrators and between higher education, the public schools and other potential allies.  相似文献   

The appearance of literacy in new communicative practices: interrogating the politics of noticing     

Cathy Burnett  Guy Merchant  Michelle M. Neumann 《Cambridge Journal of Education》2020,50(2):167-183

ABSTRACT

This conceptual article examines how ready-made assumptions about literacy both frame and limit understandings of new communicative practices in educational contexts. Proposing a tripartite heuristic that interrogates the appearance of literacy in terms of emergence, semblance and performance, it uses stories from a study of touchscreen tablets in one early years setting to illustrate the social-material arrangements associated with moments when tablets became texts to be looked at, shared or made. The authors argue that a sociomaterial sensibility can not only sensitise researchers to new communicative practices, but also to the ways in which sociomaterial arrangements help to construct habits of noticing often active in accounts of literacy practice and research. It is their contention that exploring the relations between emergence, semblance and performance is particularly valuable at a time when conceptualisations of literacy are being challenged in response to diversifying communicative practices.  相似文献   

Teacher Education and European Community Policy     

Guy Neave 《欧洲师范教育杂志》1982,5(1-2):9-18

There is no policy of the European Community specifically labelled ‘teacher education’. However, policies which do exist at Community level have clear implications for teacher education. This can be seen from a study of the policy model developed within the Community; teacher education becomes a ‘dimension’ of policy in relation to objectives and as a sphere of action. The article illustrates these points and refers also to the currently ‘blocked’ policy dossiers of the Community.

Il n'existe aucune politique pour la formation des enseignants dans la Communauté Européenne. Cependant, les politiques qui existent dans le cadre de la Communauté ont une certaine portée sur la formation des enseignants. Ceci ressort d'une étude sur le modèle politique qui a été développée à l'intérieur de la Communauté; dans cette perspective, la formation des enseignants devient une dimension de la politique par rapport aux objectifs de cette politique et en tant que domaine d'action. L'article illustre ces point et fait aussi référence aux dossiers de politique actuellement ‘bloqués’ de la Communauté.  相似文献   

Digital connections: transforming literacy in the primary school     

Cathy Burnett  Paul Dickinson  Julia Myers  Guy Merchant 《Cambridge Journal of Education》2006,36(1):11-29

Much has been written about the transformative influence of new technology on the school curriculum, but only a small number of studies have focused on the practical implications for primary literacy. The dominant paradigm seems less concerned with transformation, instead favouring a view of ‘technology as enrichment’. This case study examines the possibilities of transformation through an electronically mediated partnership between two primary schools in the North of England. Children's digital texts are analysed alongside interview and observational data in order to document what transformation might look like in practice. The study illustrates how technology can be used to promote new literacy practices in the classroom, through the production of new kinds of texts. It also documents the emergence of peer‐based learning relationships and changing perceptions of the teacher's role.  相似文献   

Back to the future: Or, a view on likely brain teasers with which university management is likely to be faced in aFin de Siècle World     

Guy Neave 《Tertiary Education and Management》1997,3(4):275-283

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Influence of voluntary coffee certifications on cooperatives’ advisory services and agricultural practices of smallholder farmers in Costa Rica     

Anna Snider  Eva Kraus  Nicole Sibelet  Aske Skovmand Bosselmann  Guy Faure 《The Journal of Agricultural Education and Extension》2016,22(5):435-453

ABSTRACT

Purpose: This article explores how voluntary certifications influence the way cooperatives provide advisory services to their members and the influence of these services on agricultural practices. Design/Methodology/Approach: Case studies were conducted in four representative Costa Rican cooperatives interviewing twenty interviewed cooperative administrators and members to determine changes in advisory services and farming practices over the past twenty years and factors which influenced those changes. Findings: Certifications induce cooperatives to offer new services to support farmers. Cooperatives form collaborations with new stakeholders or reconfigure existing collaborations to provide advisory services to their members. These services have helped to shape farmers’ attitudes about sustainable farming practices, though farm-level changes may be small. The main change at the cooperative level is adding new topics for group training, and certification issues are directly linked with practices such as maintaining a farm record book or wearing a mask when applying pesticides. Practices which compete with productivity are unlikely to change. Practical Implications: The results are useful to improve the advisory services provided by cooperatives by better identifying the key issues to be addressed to fulfill the certifications’ requirements. Theoretical implications: Cooperatives are a relevant player to induce more sustainable practices, by providing or coordinating advisory services, but their efforts cannot be seen disconnected from a broader institutional environment. Originality/Value: We demonstrate that certifications change the intensity and scope of advisory services and induce cooperatives to engage with a more diverse network of stakeholders.  相似文献   

Beyond Kolpak: European Union Law’s Unforeseen Contribution to the Movement of African Cricketers     

Steve Greenfield  Guy Osborn  J. P. Rossouw 《国际体育史杂志》2016,33(15):1748-1766

Abstract

The movement of professional cricketers from South Africa to England to play in County Cricket has expanded since the late 1960s. It became more attractive during the period of South African isolation and some players saw English cricket as a route to play at Test match level through changing national allegiance. This paper explores the role of law in facilitating movement in two ways. First, in the case of Greig, the attempt to ban players who chose to participate in the new commercial venture, World Series Cricket, was overturned. Second, in the Kolpak case a decision of the European Court of Justice paved the way for South Africans and Zimbabweans to abandon their national side and play in England as domestic players without the usual constraints applied to overseas players. The opportunity was taken by numerous players because of the political upheaval in cricket that was contemporaneously taking place in both South Africa and Zimbabwe. The movement of players caused concern in both South Africa and England and led to a re-consideration of the financial relationships between governing bodies and players.  相似文献   

Diversity and Difference in Early Childhood Education: Issues for Theory and Practice by Kerry H. Robinson and Criss Jones-Diaz     

Guy  Roberts-Holmes 《British Journal of Educational Studies》2006,54(4):496-498

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