Inside research,inside ourselves: teacher educators take stock of their research practice   总被引：1，自引：1，他引：0  

Neil Houston  Hamish Ross  Jannet Robinson  Heather Malcolm 《Educational Action Research》2013,21(4):555-569

This paper tells the story of how a group of teacher educators in a university education department used action research to examine their research situation, and what conclusions they reached. Some recent historical background puts the study in context, identifying tensions between university expectations and time‐heavy teaching demands that operated as obstacles to research activity. This context is shared by many academics who provide training for practitioners in UK universities that seek substantial funding through their performance in national research quality assessments. The project was initially organised in Spring 2007 by new research staff who had investigated staff perceptions of and interests in research through semi‐formal interviews, observations and documentation. An invited group turned to action research as a possible way forward. They asked the question ‘What kind of research culture do we want, and how can we get it?’ Over a year, all participants gathered at semi‐formal meetings for collaborative reflection and discussion, engaged in a diversity of micro‐researches that experimented with ways of researching around the barriers, and wrote a collaborative paper about what they had learned. This gave rise to a series of national and international conference presentations that drew several of the group members into the wider research community. The group members grew to realise that the kind of research that they perceived the institution to value was not necessarily a kind that was readily built into their identities as teacher educators. But this realisation itself was empowering, exposing previously opaque assumptions that had left a felt irreconcilability that had been difficult to articulate.  相似文献   

Forest School in an inner city? Making the impossible possible     

Heather Elliott 《Education 3-13》2013,41(6):722-730

The Forest School approach to Early Years education, originally developed in Scandinavia, is influencing learning outside the classroom in England. An inner city primary school in Yorkshire investigated the nature and purpose of Forest Schools in Denmark, through a study visit, prior to developing their own Forest School in the midst of an urban landscape. The views of staff and parents were sought and findings suggest that the ethos and intention of Forest School were positively welcomed. The results demonstrate the need to create further opportunities for teachers, children and parents to be involved in Forest school activities together.  相似文献   

Rescaling education: reconstructions of scale in President Reagan’s 1983 State of the Union Address     

Ross Collin  Joseph J. Ferrare 《教育政策杂志》2013,28(6):796-809

This article presents a discourse analysis of President Ronald Reagan’s 1983 State of the Union Address. Focusing on questions of scale, the article considers how and with what effects Reagan reconstructs education as a local, state, national and global endeavour. It is argued that by situating education in a competitive global economy, Reagan justifies his project of rolling back social/educational programmes and placing the USA’s institutions more squarely in service to capitalist growth. Furthermore, it is argued that Reagan’s efforts to rescale education and society contribute to a New Right project of re-establishing a white-dominated racial order in the USA and around the world. Although Reagan did not prioritise education in his domestic agenda, his statements on education advanced the New Right’s project of rescaling society and set the terms of debate in education for subsequent presidents.  相似文献   

Equality and Opportunity in Education: Evidence from the 1958 and 1970 birth cohort studies     

John Bynner  Heather Joshi 《牛津教育评论》2013,39(4):405-425

There is controversy about whether inequalities and educational outcomes are increasing or decreasing. Using longitudinal data collected in two birth cohort studies started in 1970 and 1958 respectively, the paper examines the evidence in relation to two outcomes, probability of leaving school at 16 and highest qualification achieved. Multi-variate analysis (logistic and OLS regression) was used to model the relationships of these educational outcomes to family social class, taking account of a wide range of early life variables, including living in an urban as opposed to rural location. It is concluded that the impact of social class on educational achievement has not changed across the 12 years covered by the two studies, a result that applies in both rural and urban areas of Britain.  相似文献   

Experience,knowledge and attitudes: Are paramedic students prepared to care for older patients?     

Linda Ross  Paul Jennings  Brett Williams 《Educational gerontology》2013,39(4):241-252

ABSTRACT

As the population ages, so does the number of older patients encountered by paramedics. It is vital that paramedics are adequately prepared to meet the unique and growing needs of these patients. Experience and education play key roles in the formation of attitudes that impact behavior, and ultimately patient care. The aim of this study was to determine the level of student paramedic experience with knowledge of, and attitudes toward, older adults and to examine the relationship between these factors. This was a cross-sectional study utilizing three paper-based questionnaires; Experience with Older Adults Questionnaire, Australian Facts on Aging Quiz 2 (FAQ2), and Aging Semantic Differential (ASD). Of the 871 paramedic student participants, 79% had an oldest living grandparent 65 years old or above, and 63% had encountered older adults on clinical placement. The mean (SD) score for the FAQ2 was 12.7 (3.0) out of a possible 25, indicating a low level of knowledge about older people. The mean (SD) score for the ASD was 120.3 (17.77), indicating slightly positive attitudes toward older adults. Knowledge (β = ?0.06; p = .058) and experience (β = ?0.06; p = .058) had weak associations with attitudes. Student paramedics have some prior experience with older adults, relatively low knowledge and generally positive attitudes. There is some association between these factors; however, the impact on patient care requires further investigation. Paramedic educators should strive to provide students with broad quality experiences and education that increases awareness and understanding of older people.  相似文献   

Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year?     

Julianne C. Turner  DeLeon L. Gray  Lynley H. Anderman  Heather S. Dawson  Eric M. Anderman 《Contemporary educational psychology》2013

We investigated the relation of students’ perceptions of mastery goal structure and of teacher support. Original formulations of achievement goal theory proposed that social–relational aspects of classrooms were integral to perceptions of a mastery goal structure, but these components have not survived in current conceptions of goal theory. Recent studies have found that student perceptions of mastery goal structure and of teacher support are highly interrelated, if not identical constructs. We propose that the interrelations between these perceptions may, in fact, emerge over time, as suggested by Tharp, Estrada, Dalton, and Yamauchi’s (2000) four stage model of the development of intersubjectivity between students and teachers. Students in grade 6 (N = 1197, 65 classrooms) and in grade 7 (N = 1036, 37 classrooms) reported perceptions of the mastery goal structure and of teacher support in the fall and the spring. Structural equation models with maximum likelihood estimation were used to test two competing models. We hypothesized that student perceptions of mastery goal structures and of teacher support were separate constructs in the fall, but converged by spring. The hypothesized model fit the data better than the alternative model for 6th and 7th grade students. Our findings both replicated those of others, and suggest that students’ perceptions of classroom environments develop over time. Theoretical implications include the reexamination of current conceptualizations of mastery goal structure and the stability of motivational constructs. Methodological implications include timing measurement occasions to assess possible changes in perceptions during the school year.  相似文献   

Infant Gaze Following During Parent–Infant Coviewing of Baby Videos     

Lindsay B. Demers  Katherine G. Hanson  Heather L. Kirkorian  Tiffany A. Pempek  Daniel R. Anderson 《Child development》2013,84(2):591-603

A total of 122 parent–infant dyads were observed as they watched a familiar or novel infant‐directed video in a laboratory setting. Infants were between 12–15 and 18–21 months old. Infants were more likely to look toward the TV immediately following their parents' look toward the TV. This apparent social influence on infant looking at television was not solely due to the common influence of the television program on looking behavior. Moreover, infant looks that were preceded by parent looks tended to be longer in length than those that were not preceded by parent looks, suggesting that infants assign greater value to media content attended to by their parents. Thus, parental patterns of attention to television may influence early viewing behavior.  相似文献   

Feminist Policy Analysis: Expanding Traditional Social Work Methods     

Heather Kanenberg 《Journal of Teaching in Social Work》2013,33(2):129-142

In an effort to move the methodology of policy analysis beyond the traditional and artificial position of being objective and value-free, this article is a call to those working and teaching in social work to consider a feminist policy analysis lens. A review of standard policy analysis models is presented alongside feminist models. Such a comparison should help practitioners and educators work and train students to advance understandings of society beyond the androcentric norms. Of significance is how the inclusion of feminist policy analysis in social work curricula can assist with program accreditation.  相似文献   

Recognizing Differences and Commonalities: The Rhetoric of Health and Medicine and Critical-Interpretive Health Communication     

John A. Lynch  Heather Zoller 《Communication quarterly》2013,61(5):498-503

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Advertising,rhetoric, and public opinion     

Ross Scanlan 《Communication quarterly》2013,61(2):9-11

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