Facilitating action research: reflections on the challenges and opportunities faced by a doctoral researcher engaged in education for sustainable development     

Gisela Cebrián 《Educational Action Research》2020,28(4):668-685

ABSTRACT

Many universities have signed international and national declarations that have publicly committed them to embed sustainability within education, research, outreach and management operations. To date, research has focused on examples of good practice and case studies. Little research exists that has looked at the change process itself. This paper is based on a doctoral study conducted at the University of Southampton in which a doctoral student was engaged as a facilitator and critical friend for a period of more than one and a half years working with a group of staff and students trying to embed sustainability within the institution. In this paper, evidence is provided on the impact and contributions made by the critical friend and facilitator role, and reflections presented on the challenges and opportunities the doctoral researcher encountered during the research.  相似文献   

Beatrix Potter: A Hundred Years in Translation     

Dana?CocargeanuEmail author  Eithne?O’Connell  áine?McGillicuddy 《Children‘s Literature in Education》2016,47(4):374-391

This year, 2016, marks the 150th anniversary of the birth of Beatrix Potter (1866–1943), the much-loved author and illustrator of children’s books. Although translation has made a vital contribution to her international success, Potter’s work remains relatively under-researched from a translation studies perspective. This article aims to provide a clearer picture of Potter’s work in translation over the last hundred years. It identifies early translated editions and discusses Potter’s involvement in their preparation, before examining the appearance of her stories in translation around the world and outlining particular trends in Potter translation. This study is based on extensive research using numerous databases, Potter’s published biographies and correspondence, and on an analysis of the first French editions of her tales. The study reveals that the first published translations of Potter’s works are both of an earlier date and more numerous than is recognised in existing scholarship. It also shows that Potter’s preferred approach in the translation of her stories into French was to adapt the tales to their new French readership, rather than staying close to the originals. Her works are found to have been extensively translated during the last century, especially into European languages, as well as into a significant number of Asian languages. Other matters discussed include the involvement of Potter’s official publisher, Warne, in the publication of international editions; the existence of translations based on American editions with new illustrations; and the posting of online translations by Potter enthusiasts.  相似文献   

A conceptual framework for developing an activity-based approach to career counselling     

Timo T. E. Vähämöttönen  P. Anita Keskinen  Rauno K. Parrila 《International journal for the advancement of counseling》1994,17(1):19-34

The present paper develops a conceptual framework for an activity-based approach to career counselling. The main objective of this approach is to combine clients' practical activity, such as visits to educational institutions, work practices etc., with their psychological processes leading to occupational choice. Some basic ideas that are relevant to developing an activity-based approach to counselling in postmodern work life and some recent changes in work life itself and in the individuals' relation to work are discussed. These include plasticity, which emphasizes the individuals' capability and activeness in shaping both their working environment and themselves; the nonnormative nature of the developmental tasks that postmodern work life sets for the individual; the openness and nonlinear nature of the counselling process and the implications of this on the role of the counsellor; and the usefulness of conceptualizing the counselling process as a metaphorical reality. Also, some preliminary findings from a research project aimed at developing a counselling process model which is congruent with activity-based approach are presented. The implications of these findings on the framework are also discussed.  相似文献   

Job change in later life: A process of marginalization?     

Martin Nekola  Andrea Principi  Michal Švarc  Markéta Nekolová  Deborah Smeaton 《Educational gerontology》2018,44(7):403-415

Adopting a longitudinal approach, this article examines downward occupational mobility (DOM) later in working life and its effects on job satisfaction and perceptions of working conditions of older workers in Europe. The main aim was to test whether the risk that workers will be negatively impacted and marginalized in the labor market due to demotion into lower quality jobs is offset by benefits. Based on an ordinal logistic regression of merged Survey of Health, Ageing and Retirement in Europe and English Longitudinal Study of Ageing datasets, the study found a positive significant impact of DOM on overall job satisfaction. Moreover, DOM was associated with a statistically significant reduction in workload pressure, although it did increase physical work demand. This article adds to the literature on marginalization of workers with indications that the lower income and status associated with DOM at older ages may have offsetting benefits.  相似文献   

Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups     

Nina Schünemann  Nadine Spörer  Vanessa A. Völlinger  Joachim C. Brunstein 《Instructional Science》2017,45(4):395-415

The goal of this research was to highlight the role social regulatory processes play in making students’ teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher’s role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students’ reading comprehension achievements. Because previous research (Schünemann et al. in Contemp Educ Psychol 38:289–305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students’ collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students’ interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback.  相似文献   

Adding automatic evaluation to interactive virtual labs     

Gonzalo Farias  David Muñoz de la Peña  Fabio Gómez-Estern  Luis De la Torre  Carlos Sánchez  Sebastián Dormido 《Interactive Learning Environments》2016,24(7):1456-1476

Automatic evaluation is a challenging field that has been addressed by the academic community in order to reduce the assessment workload. In this work we present a new element for the authoring tool Easy Java Simulations (EJS). This element, which is named automatic evaluation element (AEE), provides automatic evaluation to virtual and remote laboratories built with EJS by using the server application Goodle grading management system (GMS). The integration of both tools entitles a professor to create interactive virtual and remote laboratories and automatically evaluate the work of their students. As a test bed two case studies are presented; a non-linear controller design virtual laboratory used in an advanced control master course and a servomechanism virtual laboratory used in an undergraduate basic control course.  相似文献   

Zoltán Bay on education and science teaching     

László Kovács Jr 《Science & Education》1996,5(3):309-311

The present article is based on Zoltán Bay's Old Education, New Teaching — an unpublished paper written for the XXVIIth National Meeting of Secondary School Physics Teachers (5–7th April, 1984 Veszprém, Hungary).  相似文献   

Learning design and learning analytics in mobile and ubiquitous learning: A systematic review     

Gerti Pishtari  María J. Rodríguez-Triana  Edna M. Sarmiento-Márquez  Mar Pérez-Sanagustín  Adolfo Ruiz-Calleja  Patricia Santos  Luis P. Prieto  Sergio Serrano-Iglesias  Terje Väljataga 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1078-1100

Mobile and Ubiquitous Learning (m/u-learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u-learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u-learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.  相似文献   

Flourishing as the aim of education: towards an extended, ‘enchanted’ Aristotelian account     

Kristján Kristjánsson 《牛津教育评论》2016,42(6):707-720

Flourishing, understood along Aristotelian or quasi-Aristotelian lines as objective eudaimonic well-being, is re-emerging as a paradigm for the ideal aim of education in the 21st century. This paper aims to venture beyond the current accounts and Aristotle’s own, by arguing that both suffer from a kind of ‘flatness’ or ‘disenchantedness’ in failing to pay heed to the satisfaction of certain impulses that have been proven to give fullness to our lives: impulses having to do with awe-inspiring emotional attachments to transpersonal ideals. I thus argue that while Aristotelian flourishing is a necessary place to begin, it is not a sufficient one to conclude, a study of human flourishing, either generally or in classroom contexts; it needs to be extended and ‘enchanted’ in order to do so. That venture does not necessitate an embrace of supernaturalism, however.  相似文献   

Primary pre-service teachers’ skills in planning a guided scientific inquiry     

Antonio García-Carmona  Ana M. Criado  Marta Cruz-Guzmán 《Research in Science Education》2017,47(5):989-1010

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