The route to ‘inclusive counselling’: counsellors' perceptions of disability inclusion in Turkey     

Halis Sakız  Charlotte Woods  Hande Sart  Zehra Erşahin  Raiha Aftab  Nizamettin Koç 《International Journal of Inclusive Education》2013,17(3):250-269

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Dealing with Power Games in a Companion Modelling Process: Lessons from Community Water Management in Thailand Highlands     

Cécile Barnaud  Guy Trébuil  Tanya Promburom  François Bousquet 《The Journal of Agricultural Education and Extension》2013,19(1):55-74

Abstract

Although stakeholder participation is expected to promote equitable and sustainable natural resource management, lessons from the past tell us that more careful attention needs to be paid to achieving equitable impacts. Now the question is how to address social inequities and power asymmetries. Some authors emphasize the need for more dialogue, while others prefer a critical perspective, arguing that dialogue might not be sufficient to avert the risk of a process deepening existing social inequities. This article aims to enrich this debate and question the practical implications of the critical perspective through an in-depth analysis of power games in a participatory process.

A Companion Modelling (ComMod) process was conducted in an Akha community of Northern Thailand with a critical perspective, i.e. with a concern for the less influent stakeholders. Simulation tools such as role-playing games were used to mediate a cross-cultural learning process among researchers, farmers and administrators about a local irrigation water management problem. The detailed analysis of power games in this learning and negotiation process reveals that in spite of initial power asymmetries, the poorest farmers of the community started to voice and assert their interests. This was very much due to the role of a Western researcher who put the equity issue on the public agenda and to the strategic support of a charismatic Christian leader.

We identify a set of practical facilitation methods that helped to manage power asymmetries and to level the playing field, but we also discuss the main limits of our cultural-embedded methodological choices. Acknowledging that ‘the facilitators’ neutrality' is an illusion, this study allows us to raise the question of their social legitimacy. We suggest that they should systematically make explicit and reflect on their cultural-ideological background and methodological hypothesis and choices and their effects on the socio-political context. This article is an original attempt to accept this challenge.  相似文献   

A comprehensive model covering prospective teachers’ technology use: the relationships among self,teaching and learning conceptions and attitudes     

Eralp Bahçivan  Mutlu Tahsin Üstündağ 《Technology, Pedagogy and Education》2013,22(4):399-416

ABSTRACT

This study was conducted to propose and examine a comprehensive model embracing prospective teachers’ beliefs about self, teaching and learning conceptions, and attitudes towards using instructional technologies. Prospective or inservice teachers’ beliefs (from central to peripheral) and attitudes may empower the support of teacher training related to using instructional technologies. Participants were 1208 Turkish prospective teachers from five different universities who participated voluntarily and were selected using convenience sampling. Structural equation modelling analysis showed that prospective teachers’ beliefs about the autonomous self and autonomous–related self positively related to both their constructivist beliefs about teaching and learning and attitudes towards using instructional technologies, whereas the same beliefs negatively related to traditional conceptions of teaching and learning. Moreover, participants’ constructivist beliefs about teaching and learning positively predicted their attitudes towards using instructional technologies. Furthermore, their beliefs about related self positively and unexpectedly predicted their constructivist conceptions and attitudes. Implications are presented considering these results.  相似文献   

Advocating for Sustainability: A Report on and Critique of the Undergraduate Capstone Course     

Lisa Melonçon  Joanna Schreiber 《Technical Communication Quarterly》2013,22(4):322-335

ABSTRACT

The authors provide an overview of what capstone courses do by presenting information from across the field based on materials received from and interviews with technical and professional communication program administrators and faculty. The authors then point to opportunities to improve the course. Finally, the authors argue for sustainable program development as the theoretical framework to perform programmatic work.  相似文献   

Histoire du sport     

Jean-François Loudcher 《国际体育史杂志》2013,30(6):961-963

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The theatricality of sport and the issue of ideology     

Jean-François Morissette 《体育哲学杂志》2013,40(3):381-397

Through the study of Richard Gruneau and Gunter Gebauer’s respective works, this article examines the social significance and theoretical implications of sport’s capacity to represent social life in a theatrical manner. The drama-like images and representations sporting practices produce, institutions codify, and television programs enhance is considered in relation to ideology’s integrative, legitimating, and distorting functions (Ricoeur). Acknowledging the filiations of ‘theatre’ with ‘theory’ – both words stand for ‘to contemplate, to see, to observe’ – this study considers theatricality as a valuable theoretical notion that enables a synthetic and reflexive understanding of athletic practices’ bodily dimension, symbolic representations, and institutional determinants.  相似文献   

The Analysis of Qualitative Data     

Joan Bliss  Jon Ogborn  François Grize 《International Journal of Science Education》2013,35(4):427-440

Summaries

English

A method for the analysis of qualitative data, based on the linguistic device of systemic networks used to represent a structure of possibilities, is reported. Some initial applications are described, and work in progress including a computing system is outlined.  相似文献   

The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram     

Paula Cristina Cardoso Mendonça 《International Journal of Science Education》2013,35(14):2407-2434

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Knowledge,its Application,and Attitudes Associated with the Reading of Diverse Genres of Science Texts     

Rogerio Gonçalves Nigro  Silvia Frateschi Trivelato 《International Journal of Science Education》2013,35(16):2529-2564

The purpose of this article is to assess the knowledge, application of knowledge, and attitudes associated with the reading of different genres of expository science texts. We assigned approximately half of a sample consisting of 220 students 14–15 years of age, chosen at random, to read an excerpt from a popular scientific text, and the other half to read an excerpt from a textbook addressing the same topic. Readers took knowledge and application tests immediately after the reading and again 15 days later. Students also took knowledge and reading proficiency pre-tests, and attitude tests related to the selected texts. Overall, girls scored higher than boys and readers of the popular scientific text scored higher than their colleagues who read the textbook excerpt. We noted interaction between ‘reader gender’ and ‘genre of the text read’ in terms of long-term learning based on the reading. Attitude regarding the text read appears as an important factor in explaining behavior of boys who read the popular scientific text. Surprisingly, knowledge and application test scores were not statistically different among girls with different degrees of reading proficiency who read the textbook excerpt. In addition, on the application tests, among the boys who read the popular scientific text, good readers scored lower than their colleagues who read the textbook excerpt. In our opinion, this study can serve to show that ‘reading in science education’ is not a trivial matter and we feel that the subject merits more in-depth investigation.  相似文献   

Toward another ideal speech situation: A critique of habermas’ reinterpretation of speech act theory     

François Cooren 《Quarterly Journal of Speech》2013,99(3):295-317

With incredible daring Habermas has reinterpreted speech act theory in a way that poses a foundational challenge to rhetorical scholars.  相似文献