The learning democracy? Adult learning and the condition of democratic citizenship     

Gert Biesta 《British Journal of Sociology of Education》2005,26(5):687-703

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The two sides to affirmative action     

Michael Meyers 《Academic Questions》1996,9(4):24-28

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Framing the Flotilla: Newsmaking,Image Crises and the Kishon Dives Investigative Report     

Oren Meyers  Asaf Rozen 《Communication monographs》2014,81(1):108-132

The article explores the journalistic coverage of the public crisis that developed following the publication of Yediot Aharonot's investigative report about the diving practices of Israel's sea commandos in the polluted Kishon River. The coverage of the Kishon diving crisis is probed via two complementing research trajectories. The first trajectory looks at the construction of the newsworthiness of the Kishon diving crisis in comparison to two similar crises while addressing the interpretations provided by various involved factors. The second trajectory explores the various frames through which the Kishon diving crises were narrated. The article's concluding section discusses the complex interrelations between newsworthiness and framing.  相似文献   

At the Convergence of Input and Process Models of Group Discussion: A Comparison of Participation Rates across Time,Persons, and Groups     

Joseph A. Bonito  John Gastil  Jennifer N. Ervin  Renee A. Meyers 《Communication monographs》2014,81(2):179-207

We investigate the stability and change of participation patterns in small groups by examining two longitudinal data sets at the individual and group levels of analysis. Rejecting the dichotomy between input and process models, we advance a view at the convergence of these two perspectives. We argue that stability in participation reflects input factors and that change emerges from process mechanisms. Study 1 analyzed discussion data from zero-history laboratory groups that worked on three similar tasks in succession, each with stable membership across the tasks. Results showed significant variation within participants and between groups, indicating that group members varied their participation as needed and that group-level factors influenced participation. Study 2 analyzed longitudinal data collected from the Australian Citizens' Parliament, where tasks and group membership varied over time. Study 2 replicated Study 1's findings, but analyses showed more complex patterns of both stability and change across groups and tasks. Taken together, results from the two studies support our position that both input and process mechanisms cause variation in participation. Our Conclusion examines how structural features and participation impact democratic group deliberation.  相似文献   

The Relationship between Workplace Climate,Motivation and Learning Approaches for Knowledge Workers   总被引：1，自引：0，他引：1  

Gert Vanthournout  Dorien Noyens  David Gijbels  Piet Van den Bossche 《Vocations and Learning》2014,7(2):191-214

Workplace learning is becoming a central tenet for a large proportion of today’s employees. This seems especially true for so-called knowledge workers. Today, it remains unclear how differences in the quality of workplace learning are affected by differences in perception of the workplace environment and the motivation of knowledge workers to learn. Moreover, the possible role of motivation as a mediating factor between workplace climate factors and learning is underexplored. This paper therefore investigates direct and indirect links between perceptions of the workplace climate, motivation to learn and approaches to learning in the workplace. Knowledge workers (N?=?202) in one knowledge intensive organisation were questioned using existing and adapted questionnaires to measure learning approaches, motivation and workplace climate. Correlations and multivariate regression analyses were carried out to assess direct relationships amongst variables. Path analysis was carried out to assess the mediating role of motivation. Results show that both workplace climate factors and motivation directly influence employees’ approaches to learning. Some direct relationships between workplace climate factors and motivation were also uncovered. Results regarding the mediating role of motivation showed that the effect of good supervision on deep learning is completely mediated by autonomous motivation. The effect of choice independence on deep learning approach is partially mediated by the same motivational drive. A-motivation was found to partially mediate the link between good supervision and a surface disorganised approach. Implications for research and practice are discussed.  相似文献   

Knowledge,judgement and the curriculum: on the past,present and future of the idea of the Practical     

Gert Biesta 《课程研究杂志》2013,45(5):684-696

In 1970, Joseph Schwab published the first of four papers that argued for a turn to the idea of the Practical in curriculum research and practice. In this paper, I revisit Schwab’s original paper and explore the extent to which his case for the Practical is still relevant today. I first look at the past of the deliberative tradition in which Schwab’s argument is located. I argue that a more precise engagement with the work of Aristotle – particularly the distinction between making/production and doing, and between knowledge of the eternal and of the variable – can strengthen Schwab’s case and allow for a better understanding of the kind of knowledge and judgement needed in education. In relation to the present, I highlight three ways in which the current context has changed from when Schwab published his paper. These concern the strongly diminished space for teachers’ professional judgement; the rise of a call for evidence-based education; and the shift in curriculum studies away from practical questions. To (re)connect the field of curriculum studies and research with questions about the ‘doing’ of curriculum is, in my view, where a deliberative approach such as the one articulated by Schwab remains highly relevant.  相似文献   

THELMA AND LOUISE DO RELIGIOUS EDUCATION: A DIALOGUE FROM THE EDGE FOR LEADING WITH HOPE     

Patty Meyers  Susan Willhauck 《Religious education (Chicago, Ill.)》2013,108(3):382-398

The 1991 movie Thelma and Louise and its protagonists continue to be cultural icons for many women of all ages. With quotations, song lyrics, the metaphor of the edge from the film, and collected wisdom from pedagogy, two religious educators reflect on their vocations and leadership drawing implications for the teaching ministry. The themes address friendship, the journey, risk-taking, awakening, turning points, and the choice to keep going. The authors believe that friendship and co-creating dialogue offer their students hopeful models of leadership for ministry and higher education in mutually beneficial ways.  相似文献   

Developing Nonthreatening Expertise: Thoughts on Consultation Training From the Perspective of a New Faculty Member     

Adena B. Meyers 《Journal of educational and psychological consultation》2013,23(1-2):55-67

A new faculty member's experiences teaching consultation for the first time are described. Several dilemmas and challenges involved in the initial planning of a consultation course are discussed, including: how to fit the consultation course into the broader school psychology training program; how to balance didactic and applied training; and how to teach the interpersonal skills necessary for students to form productive, collaborative relationships with diverse adults. It is argued that Black feminist epistemology (Collins, 2000) provides a potentially useful framework for helping students develop effective collaborative skills.  相似文献   

An Organizational Consultation Framework for School-Based Prevention of Commercial Sexual Exploitation of Children     

Erin A. Harper  Ann Cale Kruger  Kristen Varjas  Joel Meyers 《Journal of educational and psychological consultation》2013,23(4):401-422

ABSTRACT

The commercial sexual exploitation of children (CSEC) is a form of childhood sexual abuse involving the sexual exploitation of youth for economic gain. School-based CSEC prevention efforts have increased in recent years. While these efforts represent important progress in school-based efforts to prevent CSEC, the literature indicates that they need to be strengthened. This article presents a school-based organizational consultation framework that may help schools and support personnel to enhance existing school-based CSEC prevention efforts.  相似文献   

The end/s of education: complexity and the conundrum of the inclusive educational curriculum     

Deborah Osberg  Gert Biesta 《International Journal of Inclusive Education》2013,17(6):593-607

The conundrum of the inclusive educational curriculum is that the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle. In this paper we explain the conundrum and argue that its appearance is a product of what could be called ‘object‐based’ logic which is underpinned by a deterministic understanding of causality. As long as we employ object‐based logic to think about the curriculum, we cannot avoid asking what a curriculum is for. Whoever answers this question necessarily excludes other possibilities. We argue that a relational or ‘complex’ understanding of causality, which is shared by complexity theories, poststructural theories, deconstruction and Deweyan pragmatism, offers a way out of the conundrum by offering a different understanding of process and hence the guiding role of the curriculum in the educational process. In allowing the possibility of a guiding role for the curriculum, while dispensing with the need for a curricular ‘end’, complex logic can inform an understanding of curriculum which succeeds where humanistic education in its various forms has failed.  相似文献