Values and Practice: History teaching 1971-2001     

Bernard Barker 《Cambridge Journal of Education》2002,32(1):61-72

From the biographical perspective of his own career as a history teacher and trainer, the author explores how the ideological ferment of the last 30 years has shaped the values and principles that have informed classroom practice in the period. The paper contrasts the tolerant, progressive humanism of the post-war era with the intense political controversies of the 1970s and explains how history teachers who recognised the post-modern dilemma and responded with new approaches and methods found themselves blamed for moral decline and falling standards. The arguments of Thomas Greenfield and Alasdair MacIntyre, with their frank acknowledgement of the contested nature of truth and knowledge, are compared with the certainties of Rhodes Boyson, Sheila Lawlor and Melanie Phillips. The History National Curriculum, with its apparatus of objectives and levels, is criticised as an incoherent set of bureaucratic procedures designed to close down classroom debate that appeared to threaten the established order. Research from Texas is cited as evidence that this standardised method may hinder teaching and learning, inducing compliance rather than understanding. In conclusion, a visit to the Beth Shalom Holocaust Centre provides an example of how effective history teaching engages with inescapable controversy and is trivialised by an excessive concern with objectives, tests and examinations.  相似文献   

A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 10: knowledge-based CAL     

Philip Barker  Allan Proud 《British journal of educational technology : journal of the Council for Educational Technology》1987,18(2):140-160

Within all modern societies human survival depends critically upon the generation, dissemination and assimilation of vast quantities of information. In situations where there is rapid technological change, conventional information and knowledge transfer mechanisms are often both inappropriate and inadequate. This paper examines the role of computers as knowledge/information transfer agents and how knowledge-based computer-assisted learning may provide an effective and efficient means of aiding learning and training processes.  相似文献   

A Practical Introduction to Authoring for Computer Assisted Instruction. Part 3: MICROTEXT   总被引：1，自引：0，他引：1  

P G Barker  R Singh 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(2):82-106

MICROTEXT is a new CAI authoring facility that has recently been developed by the United Kingdom's National Physical Laboratory. This paper presents an overview of the language, describes the mechanism of lesson creation and then outlines some of the applications for which we have been using it.  相似文献   

Teachers learning: professional development and education     

Jacqueline Elton 《Compare》2016,46(4):670-673

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Cross-Cultural Perspectives on Intercultural Communication Competence     

Gina G. Barker 《Journal of Intercultural Communication Research》2016,45(1):13-30

This study examined the process of developing intercultural communication competence (ICC) with particular attention to cross-cultural differences in communication patterns. A qualitative approach involving 40 interviews with Americans living in Sweden and Swedes living in the US was employed in order to gain a nuanced, in-depth, and contextual understanding of how immigrants and expatriates experience the process. Several differences in verbal and nonverbal communication patterns between the two cultures emerged. The findings provide insights into how ICC is developed differently across cultures, as well as how the cognitive, affective, and behavioral components of ICC are interrelated and influenced by culture-specific aspects.  相似文献   

Web Browsers Take Another Step Forward     

Charles Edge  William Barker  Beau Hunter  Gene Sullivan 《TechTrends》2008,52(5):6-7

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The Institute for Educational Technology (IET) at the University of Surrey     

J. K. Gilbert  L. R. B. Elton 《International Journal of Science Education》2013,35(3):333-337

This paper first takes a brief look at the school system and the teaching of biology in Germany. Then a research project is described which is aimed at improving methods of teaching biology. Within the framework of this project, several teaching models are examined and their effectiveness, in both cognitive and affective terms, analysed. This research project includes empirical studies in which more than 2000 school students have been involved. The results of four of these studies will be looked at in detail. The following models were studied and compared: Lab work completed by students compared with lab work demonstrated by the teacher and with pencil and paper lessons. Classroom instruction on the identification of plants compared with outdoor instruction. Lessons using living invertebrates compared with lessons using models, slides and pictures. The effect on the attitudes of students towards AIDS infected children and on their knowledge about AIDS after lessons showing films on the subject compared with lessons on the same subject with no films.  相似文献   

Sport and challenges to racism     

Dean Barker 《Sport, Education and Society》2013,18(4):545-546

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Physical education futures     

Dean Barker 《Sport, Education and Society》2013,18(3):383-385

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Understanding teachers: the potential and possibility of discourse analysis     

Dean M. Barker  Anthony Rossi 《Sport, Education and Society》2013,18(2):139-158

Understanding the ways in which teachers make sense of what they do and why is critical to a broader understanding of pedagogy. Historically, teachers have been understood through the thematic and content analysis of their beliefs or philosophies. In this paper, we argue that discourse analysis (DA) involves a much finer-grained analysis of the ‘lifeworlds’ of teachers and, in our view, provides a more detailed canvas from which inferences can be made. Our argument is structured in four parts. We begin by locating DA within the physical education (PE) literature and discuss what others have referred to as its relatively modest use. Following our location of DA, we outline a conceptual framework that we regard as useful, which contains six interrelated principles. We then introduce the idea of interpretive repertoires, which we consider to have particular explanatory power as well as being a sophisticated way to represent the subjectivities of PE teachers. Finally, we discuss the methodological strengths of interpretive repertoires. The paper concludes with a discussion on the theoretical and practical merits of adopting DA to analyse problems within PE.  相似文献