Narrative inquiry and the problem of representation: ‘giving voice’, making meaning     

Gillian Byrne 《International Journal of Research & Method in Education》2017,40(1):36-52

In this article, the author argues that the exploration of alternative forms of research representation can result in new possibilities for making meaning in educational research. Narrative inquiry as a methodology has become established as an approach in education but remains contested in many ways. How we come to an understanding of such research findings and in particular how the issues of voice and representation are resolved are subject to much debate. Here, the author proposes that using fictive methods of representation of research, particularly poetry, can have implications for the ways in which meaning is made and therefore the possible meanings that can be made. Further, this article argues that the poetic form allows for the inclusion of many voices and stories in a non-hierarchical manner, making the author's influence explicit without it being dominant. Researchers have argued for poetic representations of research data as a means to evoke the participants' experience whilst making the author's influence explicit; here, it is argued that poetry can be utilized to provide a fuller representation of the research, placing the voice of the participants, the researcher and the literature on an equal level within the whole story of the research project. This article first details narrative inquiry as a methodological approach and its particular application to educational research before discussing the issues surrounding voice and representation. Subsequently, fictive forms of representation are explored as a means of addressing these issues.  相似文献   

Dynamic and static assessment of phonological awareness in preschool: a behavior-genetic study     

Coventry WL  Byrne B  Olson RK  Corley R  Samuelsson S 《Journal of learning disabilities》2011,44(4):322-329

The genetic and environmental overlap between static and dynamic measures of preschool phonological awareness (PA) and their relation to preschool letter knowledge (LK) and kindergarten reading were examined using monozygotic and dizygotic twin children (maximum N = 1,988). The static tests were those typically used to assess a child's current level of PA such as blending and elision, and the dynamic test included instruction in phoneme identity to assess the child's ability to respond to this instruction. Both forms were influenced by genes and by shared and nonshared environment. The static and dynamic versions were influenced by the same genes, and part of the total genetic influence was shared with LK. They were subject to both overlapping and independent shared environment influences, with the component in common also affecting LK. Nonshared environment influences were mostly independent. Scores from dynamic assessment added only minimally to variance explained in kindergarten reading after LK and static assessment had been factored in. Although one of the genetic factors that influenced both forms of PA also affected kindergarten reading, it was only the one shared with LK. The authors conclude that dynamic assessment of PA in preschool offers little advantage over the more commonly used static forms, especially if LK scores are available, although they acknowledge its potential in cases of preschool educational disadvantage.  相似文献   

Freirean critical pedagogy’s challenge to interfaith education: what is interfaith? What is education?     

Cathy Byrne 《British Journal of Religious Education》2011,33(1):47-60

Interfaith education has been boosted recently by the imprimatur of current and previous political world leaders. However, a critical analysis of what makes good interfaith education is yet to emerge. Indeed the attention may distract from the effort needed to ensure positive outcomes. This paper questions whether the uncritical nature of some interfaith education initiatives encourages the continuation of cultural and theological bias. Critical social theorist Paulo Freire viewed education as an opportunity for social evolution. His pedagogy of freedom relied on the idea that no knowledge is out of bounds and that such freedom nurtured the security to greet difference with humility. This paper examines some Australian approaches to interfaith education in light of Freire’s challenge. It questions the persistence of an Abrahamic skew and calls for a more critical approach to differences of belief.  相似文献   

Getting In and Getting On? The Experiences of Young People with Visual Impairments and Hearing Impairments in Third-level Education     

Bronagh Byrne 《International Journal of Disability, Development & Education》2014,61(2):119-133

Young disabled people continue to be under-represented throughout further and higher education settings. Drawing on Pierre Bourdieu’s social theory of habitus, capital and field, this paper explores the practices of domination and oppression that have made it difficult for young people with visual impairments and hearing impairments to participate in third-level education on the same basis as non-disabled people. Twenty young people with hearing impairments and visual impairments were interviewed about their educational experiences. In addition, 31 interviews were conducted with third-level education providers, policy-makers and non-governmental organisations. This article has two aims: firstly, to critically examine the experiences of young people with hearing impairments and visual impairments in accessing and engaging with support provisions in further and higher education settings; and secondly, to identify and explore the diversity of ways in which these young people have managed and responded to the practices they have encountered. This article emphasises the journey from ability to dis-ability that young people with hearing and visual impairments experience in their quest for educational achievement. The ambiguities of “inclusion”, “widening participation” and “support” are highlighted and critiqued for their extensive failure to challenge taken-for-granted discourses.  相似文献   

A structural-developmental analysis of levels of role taking in middle childhood     

R L Selman  D F Byrne 《Child development》1974,45(3):803-806

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Can ‘pooling teaching tips’ be more than ‘pooling teaching tips’?     

Colin O’Byrne  Gwynaeth McIntyre  Celia Lie  Sheena Townsend  Benjamin Schonthal 《Tertiary Education and Management》2013,19(4):351-361

Abstract

There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.  相似文献   

Peer development as an alternative to peer observation: a tool to enhance professional development     

Jenny Byrne  Hazel Brown  Doreen Challen 《International Journal for Academic Development》2013,18(3):215-228

Many higher education institutions worldwide require that all academic staff undergo a peer observation of teaching each academic year. Within one department in a university in the South of England, questions have arisen about the value and purpose of the traditional ‘peer observation’ process, and as a result a new voluntary system of ‘peer development’ has been introduced. This paper explains the rationale underpinning the new peer development process, and explores its worth and value to those who have participated in it as a mechanism for professional development. Reflections on the process are considered, along with what can be done to improve the new system.  相似文献   

The effect of exercise interventions on resting metabolic rate: A systematic review and meta-analysis     

Kristen MacKenzie-Shalders  Jaimon T. Kelly  Daniel So  Vernon G. Coffey  Nuala M. Byrne 《Journal of sports sciences》2020,38(14):1635-1649

ABSTRACT

The systematic review and meta-analysis evaluated the effect of aerobic, resistance and combined exercise on RMR (kCal·day^-1) and performed a methodological assessment of indirect calorimetry protocols within the included studies. Subgroup analyses included energy/diet restriction and body composition changes. Randomized control trials (RCTs), quasi – RCTs and cohort trials featuring a physical activity intervention of any form and duration excluding single exercise bouts were included. Participant exclusions included medical conditions impacting upon RMR, the elderly (≥65 years of age) or pregnant, lactating or post-menopausal women. The review was registered in the International Prospective Register of Systematic Reviews (CRD 42,017,058,503). 1669 articles were identified; 22 were included in the qualitative analysis and 18 were meta-analysed. Exercise interventions (aerobic and resistance exercise combined) did not increase resting metabolic rate (mean difference (MD): 74.6 kCal·day^-1[95% CI: ?13.01, 161.33], P = 0.10). While there was no effect of aerobic exercise on RMR (MD: 81.65 kCal·day^-1[95% CI: ?57.81, 221.10], P = 0.25), resistance exercise increased RMR compared to controls (MD: 96.17 kCal·day^-1[95% CI: 45.17, 147.16], P = 0.0002). This systematic review effectively synthesises the effect of exercise interventions on RMR in comparison to controls; despite heterogenous methodologies and high risk of bias within included studies.  相似文献   

Where are we now? A review of research on the history of women's soccer in Ireland     

Helena Byrne 《Sport in History》2019,39(2):166-186

ABSTRACT

It is a common fact that women's sport and leisure history, especially in male dominated spheres, and more specifically football, have been ignored by many academics. However, in recent years there have been major developments in digital technology that have changed the nature of the type of research that can be done. Access to tools to facilitate field research are relatively cheap and with the high volume of digitisation projects that have taken place over the last few years as well as the increasing number of born digital resources that have been published, there are new opportunities. In relation to women's soccer in Ireland, this paper asks the question – where are we now? The argument will review the current literature on this subject and outline potential approaches for future research.  相似文献   

A behaviour‐genetic analysis of orthographic learning,spelling and decoding     

Brian Byrne  William L. Coventry  Richard K. Olson  Jacqueline Hulslander  Sally Wadsworth  John C. DeFries  Robin Corley  Erik G. Willcutt  Stefan Samuelsson 《Journal of Research in Reading》2008,31(1):8-21

As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification.  相似文献