Context and history: Using a capabilities-based social justice perspective to explore three generations of western Turkish female teachers’ lives     

Firdevs Melis Cin  Melanie Walker 《International Journal of Educational Development》2013

The purpose of this paper is to understand historically and contextually the well-being and agency of selected female teachers in Turkey. The paper develops a justice model based on the capability approach to build on the relation between freedom and equality, and to take gender and cultural diversity as a key element. The research draws on results from in-depth biographical narratives of 15 participants from west Turkey, examining the real freedoms and opportunities of three different generations of female teachers through constructing a gendered look into women's lives. The study begins by developing a framework linking women's opportunities and freedoms drawing its normative compass from Martha Nussbaum's capabilities approach. It explores how female teachers’ well-being can be understood in relation to key capabilities that individuals, communities and society have reason to value and how these capabilities and functionings can be expanded or constrained. The paper argues for the significance of thinking about capabilities in the professional lives of teachers who work for social change. Through a historical and generational sequence, it captures the egalitarian aspects of the capability approach, and strengthens its emphasis on freedoms of women. The findings of this enquiry indicate that there are persistent economic, cultural, ethnical, structural and gendered inequalities in women's lives, but that women also have agency to bring changes in their lives and through their teaching.  相似文献   

中国地方政府绩效评估中的绩效维度:现状与未来——基于德尔菲法的研究   总被引：2，自引：1，他引：1  

吴建南  白波  Richard Walker 《情报杂志》2009,28(10)

对绩效的认识是确定政府绩效评估内容的基础,而评估内容往往反映了对不同绩效维度的使用。本文应用德尔菲法,对当前地方政府绩效评估中各种绩效维度的使用情况进行系统描述,并对其未来可能的发展趋势进行预测。分析表明,目前各地政府偏重于用"关键议题是否解决"来衡量政府绩效,以GDP为代表的"正式的效果"被普遍而且优先使用;而在未来三年中,各种绩效维度的使用均会得到不同程度的加强,各个维度的使用情况将可能不再存在显著差异,总体上会向着评估内容逐渐全面、区域之间逐渐统一的方向发展。  相似文献   

Strategic alertness and expanded awareness within sophisticated conceptions of teaching   总被引：1，自引：1，他引：0  

Noel Entwistle  Paul Walker 《Instructional Science》2000,28(5):335-361

  相似文献   

Societal Culture and School Leadership Charting the Way Ahead     

Clive Dimmock  Allan Walker 《Asia Pacific Journal of Education》2000,20(2):110-116

This paper discusses four issues emerging from the papers that make up the special edition. These are considered key issues as researchers further investigate the influence of societal culture on educational administration and leadership. The four selected issues target the definition of societal culture; possible relationships between organizational culture, personality and societal culture; the interface between school leadership, educational policy and societal culture; and some of the limitations of Hofstede's framework for guiding the study of cultural influence in educational administration. Each of the issues revolves around the concept of societal culture and its application as an explanatory and analytic device in the field of educational administration and leadership.  相似文献   

Insights into Educational Administration: The Need for a Cross-Cultural Comparative Perspective     

Allan Walker  Clive Dimmock 《Asia Pacific Journal of Education》2000,20(2):11-22

This article summarizes the case for adopting a cross-cultural comparative approach to the study of educational administration and leadership. In the first section, we state the main arguments for strengthening a societal cultural approach to educational administration and leadership. The second and third sections outline why culture is a useful concept for analysis and comparison in educational administration, and briefly review the concept of culture itself. The fourth section outlines an influential approach for investigating the influence of culture, that of Hofstede, and suggests that his framework provides a worthwhile starting point for educational researchers. The final section notes a number of important issues which researchers need to consider when exploring the influence of societal culture on educational administration. In summary, we suggest that a cross-cultural comparative approach to educational administration and leadership can expose the value of theory and practice from different cultural perspectives which may then, in turn, inform and influence existing dominant paradigms.  相似文献   

A probabilistic model of information retrieval: development and comparative experiments: Part 2     

K. Sparck Jones  S. Walker  S. E. Robertson   《Information processing & management》2000,36(6):809

The paper combines a comprehensive account of the probabilistic model of retrieval with new systematic experiments on TREC Programme material. It presents the model from its foundations through its logical development to cover more aspects of retrieval data and a wider range of system functions. Each step in the argument is matched by comparative retrieval tests, to provide a single coherent account of a major line of research. The experiments demonstrate, for a large test collection, that the probabilistic model is effective and robust, and that it responds appropriately, with major improvements in performance, to key features of retrieval situations.Part 1 covers the foundations and the model development for document collection and relevance data, along with the test apparatus. Part 2 covers the further development and elaboration of the model, with extensive testing, and briefly considers other environment conditions and tasks, model training, concluding with comparisons with other approaches and an overall assessment.Data and results tables for both parts are given in Part 1. Key results are summarised in Part 2.  相似文献   

Jurisprudential and Ethical Perspectives on "The Best Interests of Children"     

Keith Walker 《Interchange》1998,29(3):287-308

Justifications of policies must be clearly warranted if educational leaders are to continue to maintain integrity and to sustain the trust of those served. Educators are called upon to mediate many private and public interests, including those pertaining to personal, organizational, professional, and societal values. This work of mediating conflicting values often relates to guarding and/or advocating the interests of children. Leaders must understand what they mean when evoking the potent phrase in the best interests of children. More importantly, they must avoid the temptations of sophistic misuses of the best interests of children notion. What is meant when we say we are deciding in the best interests of children? Each of the political, psychological, pedagogical, philosophical, jurisprudential, and ethical grounds undergirding the concept of the best interests of the child contributes content and meaning to the phrase. While each of these perspectives merits consideration, this article is delimited to an exploration of three interpretations from the field of jurisprudence and four interpretations from the field of ethics.  相似文献   

Beware of Geeks Bearing Gifts     

Kevin Walker 《Curator: The Museum Journal》2002,45(1):7-12

  相似文献   

A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers     

Catherine Stewart  Caroline Walker‐Gleaves 《British Journal of Special Education》2020,47(3):350-375

This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently subject to phenomenological hermeneutic analysis. All the teachers displayed a high degree of individuality and conceptualised their work not straightforwardly as teaching the espoused curriculum, but rather as they themselves being the ‘curriculum‐in‐action’, with their practice lying alongside and only obliquely cognisant of their school's explicit provision. The narratives disclosed ongoing conflict with school leaders being interpreted as a threat to their specific pedagogic practices as well as their professionalism. The research raises questions about the ability of the ‘special curriculum’ to be truly responsive to pupils' needs within this complex pedagogical environment.  相似文献   

The Possibility of a Scientific Politics of Education: A Reply to McClellan     

J. C. Walker 《Educational theory》1988,38(1):131-137

  相似文献