Multi‐cultural education. The way forward?     

Jan Hardy 《Cambridge Journal of Education》1982,12(2):77-81

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Visual Literacy in Primary Science: Exploring Anatomy Cross-Section Production Skills     

Beatriz García Fernández  José Reyes Ruiz-Gallardo 《Journal of Science Education and Technology》2017,26(2):161-174

Are children competent producing anatomy cross-sections? To answer this question, we carried out a case study research aimed at testing graphic production skills in anatomy of nutrition. The graphics produced by 118 children in the final year of primary education were analysed. The children had to draw a diagram of a human cross section, integrating knowledge of anatomy acquired from longitudinal sections. The results show that they have very limited skills in producing these graphics judging by the dimensions (scale, shape, organs represented and its organization inside the section) and their conception of human anatomy at thoracic level (location of the organs, elements in the spaces between them and connections between organs). The results also indicate that the only exposure to cross-sections in daily life is not enough by itself to draw them correctly, so this type of graphic production should be addressed from the earliest stages of education, since it contributes to the development of visual literacy, and this is a crucial skill when it comes to learning science concepts and developing scientific literacy.  相似文献   

Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform     

Ian Hardy  Karin Rönnerman  Dennis Beach 《牛津教育评论》2019,45(3):350-366

This paper analyses recent educational reforms on teachers’ work in Sweden following the 2010 Education Act, and up to the School Commission Report released in April 2017. We draw upon key policy texts and associated documents from the Ministry of Education, and the Swedish National Agency for Education (Skolverket). We consider the background to the reforms, their relations with one another and how they have played out in the Swedish educational policy context. We argue that these reforms exhibit features of ‘fast policy’ in terms of how they have taken on an increasingly centralised and neoliberal character, and the rapid-fire way they have been directed at teachers as individuals, rather than broader schooling structures. We show how the fast policy reforms have recentralised schooling and teachers’ work—effectively de-professionalising educators.  相似文献   

Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives     

Victoria Quesada  Miguel Ángel Gómez Ruiz  Maria Beatriz Gallego Noche  Jaione Cubero-Ibáñez 《Assessment & Evaluation in Higher Education》2019,44(7):987-1002

Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation.  相似文献   

Driving change from ‘the middle’: middle leading for site based educational development     

Christine Edwards-Groves  Peter Grootenboer  Ian Hardy  Karin Rönnerman 《School Leadership & Management》2019,39(3-4):315-333

ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.  相似文献   

Chaos in Environmental Education     

Joy Hardy 《Environmental Education Research》1999,5(2):125-142

Random behaviour, perfectly controlled by deterministic laws, is the seemingly paradoxical definition of ‘chaos’. Hence, chaos theory reconciles order and disorder, and portrays an evolutionary universe based upon a delicate interplay of chance and necessity. These findings have raised fundamental questions regarding the nature of reality and humankind's dialogue with reality. In response, many theorists, both within and beyond the natural sciences, are heralding an emerging paradigm. In the context of education, the assumptions of the emerging paradigm posit learners in a creative process in which the evolution of knowledge and the participant's impact upon each other in a manner that remains ambiguous until the chance has been taken. Explorations of this vision of learning, and the philosophical assumptions, from which it is derived, have the capacity to promote and enrich the current contestation in environmental education. This article presents an example of such an exploration. Specifically, this exploration outlines the essence of chaos theory and the evolutionary capacity of chaotic systems, the philosophical implications of chaos theory both in general and for education, and compares the relations between Doll's (1986, 1988, 1989, 1992, 1993) curriculum vision based on chaos theory and critical education for the environment as outlined by Tien (1993).  相似文献   

Emotion,understanding, and social skills among boys at risk of attention deficit hyperactivity disorder     

Inna Kats‐Gold  Beatriz Priel 《Psychology in the schools》2009,46(7):658-678

There is growing interest in the role of emotional competence in middle school children's adjustment and functioning, yet many populations remain underresearched. Few studies have explored the emotional competence, especially emotion understanding, of children with, or at risk of, attention deficit hyperactivity disorder (ADHD), and even fewer have examined the role emotion understanding plays in these children's social skills. Our study investigates a profile of the emotion understanding capacities of Israeli boys at risk of ADHD and evaluates its association with their social skills. One hundred and fifty‐two boys (grades 4–6) were each assigned to an at‐risk (n = 66) or comparison (n = 86) group based on their scores on an ADHD symptoms questionnaire (Conners Rating System–Revised). The two groups were matched on age, socioeconomic status and class, and school environment. Group comparisons revealed that relative to their non–at‐risk counterparts, at‐risk boys demonstrated less mature emotion understanding. Finally, our findings indicate that poor emotion understanding plays a more notable role in the social functioning of at‐risk than non–at‐risk children. This study's contribution to the understanding and school treatment of children with ADHD emotional and social competencies is discussed. © 2009 Wiley Periodicals, Inc.  相似文献   

Teacher learning: a call to complexity     

Ian Hardy 《Discourse: Studies in the Cultural Politics of Education》2010,31(5):713-723

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University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities     

Anabel Moriña  Beatriz Morgado 《Journal of Further & Higher Education》2018,42(1):13-23

The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain’s Ministry of Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been classified based on one of five barrier types: urban (barriers that are outside the actual university campus), transport (public transportation and personal vehicles), building (obstacles inside university buildings), environmental (those elements within the classroom, including furniture, excessive noise or inadequate temperatures) and communication (these are divided into signposting and barriers when accessing information). Lastly, a variety of questions are considered in the conclusions which indicate that universities still need a certain degree of adaptation and readjustment to really be accessible and inclusive, in keeping with the principles of universal design.  相似文献   

Scripts or Components? A Comparative Study of Basic Emotion Knowledge in Roma and Non-Roma Children     

Marta Giménez-Dasí  Laura Quintanilla  Beatriz Lucas-Molina 《Early education and development》2018,29(2):178-191

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