A voice in the wilderness: Meetings as ritual in a cross-cultural context     

Dawn Francis 《International journal of qualitative studies in education》2013,26(4):583-601

Drawing on a wider ethnographic study of cross-cultural interaction in a Papua New Guinean tertiary institution, this paper examines the interactions occurring in staff meetings. While the cross-cultural context is important, there are patterns here that are illuminating for all who have participated in meetings in any context. Meetings are framed as ritual: stereotypic, quasi dramatic, repetitive behaviors that persevere and are valued regardless of what is actually achieved. Having access to prestigious forms of knowledge, along with the prerogative to determine which knowledge and discourse types may be legitimately drawn upon in the meeting frame, allows those with power to determine the rules. Perhaps more importantly, it allows them to treat these rules, once normalized, in a more flexible way than less knowledgeable participants. Those who have communication competence, as defined within this frame, not only exercise influence but determine others' ability to do so. Non-participants collude with this in their silence. Collusion sustains existing perceptions of power, knowledge, and competence. If there is a genuine desire for more equitable decision making in meetings, participants might begin by probing the rituals of their meetings.  相似文献   

Pigeons and Programing     

Francis A. Cartier 《College Teaching》2013,61(2):109-111

  相似文献   

Producing and practising social justice policy in education: A policy trajectory study from queensland,Australia     

Becky Francis 《International Studies in Sociology of Education》2013,23(2):157-172

Recent philosophical debates have questioned the bases of identity politics in educational research and elsewhere, drawing attention to complexity and diversity of identity. These arguments will be briefly rehearsed, with reference to feminist theory. The criticism that one facet of identity (e.g. gender) cannot be analysed in isolation from others has sometimes been addressed via the study of the 'intersection' or 'interaction' of these various facets. However, others have attacked such approaches, maintaining that such aspects of identity are inseparably intermeshed, and beyond analysis. The poststructuralist account of the self and diversity appears to offer an analytical approach which can address such problems, yet poststructuralist theory also problematises many of the fundamental assumptions underlying emancipatory research in education and elsewhere. This article seeks to debate these various issues, with reference to research in schools. It argues the validity of research concerning specific aspects of identity. Drawing on concepts from feminist theory and reader response criticism, it outlines an approach to such work which rejects the dualisms of relativism/realism, similarity/diversity.  相似文献   

THE MEASUREMENT OF CHILDREN'S MEANING     

Francis J. Di Vesta 《Scandinavian Journal of Educational Research》2013,57(1):150-168

  相似文献   

III. RELIGIOUS STUDIES AND VALUES EDUCATION IN PUBLIC SCHOOLS IN NOVA SCOTIA     

Francis J. Abbass 《Religious education (Chicago, Ill.)》2013,108(2):259-262

  相似文献   

Creating,implementing and integrating a first‐year statistics requirement     

Douglas B. Redington  R. Alan Russell 《Teaching Statistics》2012,34(2):50-55

We present the process our institution used to create a statistics requirement for almost all incoming first‐year students. From conception and planning, to hiring and acceptance by the university community, we offer lessons learned should you consider making such a shift in your own curriculum.  相似文献   

RIM: A Random Item Mixture Model to Detect Differential Item Functioning     

Sofie Frederickx  Francis Tuerlinckx  Paul De Boeck  David Magis 《Journal of Educational Measurement》2010,47(4):432-457

In this paper we present a new methodology for detecting differential item functioning (DIF). We introduce a DIF model, called the random item mixture (RIM), that is based on a Rasch model with random item difficulties (besides the common random person abilities). In addition, a mixture model is assumed for the item difficulties such that the items may belong to one of two classes: a DIF or a non-DIF class. The crucial difference between the DIF class and the non-DIF class is that the item difficulties in the DIF class may differ according to the observed person groups while they are equal across the person groups for the items from the non-DIF class. Statistical inference for the RIM is carried out in a Bayesian framework. The performance of the RIM is evaluated using a simulation study in which it is compared with traditional procedures, like the likelihood ratio test, the Mantel-Haenszel procedure and the standardized p -DIF procedure. In this comparison, the RIM performs better than the other methods. Finally, the usefulness of the model is also demonstrated on a real life data set.  相似文献   

A Review of: “Peter Dahlgren. Media and Political Engagement: Citizens,Communication, and Democracy.”     

Reviewed by Russell Waltz 《Mass Communication and Society》2013,16(4):482-484

  相似文献   

PLANNING,ORGANIZATION, MANAGEMENT     

Francis M. Trusty 《The Educational forum》2013,77(4)

  相似文献   

Response to Giroux     

Francis Schrag 《Educational theory》1988,38(1):143-144

  相似文献