Notes on contributors     

Sam Byrd 《International journal of qualitative studies in education》2013,26(1):99-100

The author participated in the Border Studies Program in the fall semester of 1999. He carried out his field study as a volunteer at Casa Vides in El Paso, Texas. Grounded in the same philosophical principles as the Catholic Worker movement, Casa Vides serves as a shelter for immigrants who are involved in political asylum proceedings in the United States. Because all of the residents of the intentional community of Casa Vides experienced militarization in their home countries and on the Mexico-U.S. border, this ethnography examines the themes of ''community'' and ''militarization'' and the dynamics between the two.  相似文献   

The three Rs of action research methodology: reciprocity,reflexivity and reflection-on-reality     

Jan Robertson 《Educational Action Research》2013,21(2):307-326

This article presents an exploration of the methodology of action research. It is a reflection on a study where an action research methodology used by the researcher to research and develop theory, became part of the model of professional development. In this way, the action research methodology permeated into the culture of the way people worked together. This article describes how a researcher can not only use action research methods to gather data on a development, but can also lead a group of action researchers towards a greater awareness of their own practice in their own institutions. A greater awareness of the bigger issues in education is also an outcome achieved by facilitating critical discussion on key issues. There can be action research for research purposes, action research for action purposes and action research communities that can lead to emancipatory practices in education. These are concurrent strands within action research communities.  相似文献   

A case study of integration and destreaming: Teachers and students in an Ontario secondary school respond     

Christine L. Robertson  Barry Cowell  John Olson 《课程研究杂志》2013,45(6):691-717

The direction that secondary school reform should take has become a contested question in the province of Ontario, Canada, during the 1990s. This case study of one secondary school examines some of the issues surrounding the transition years. Two policies, destreaming and integration, mandatedbythe OntarioMinistryof Education in 1993, and fully implemented by 1995, are examined by means of interview and survey. Administrators, teachers and students commented on the transition from elementary to secondary school. We discuss questions related to destreaming (especially how teachers contend with mixed-ability classes) and integration (with a particular focus on mathematics, science and technology).  相似文献   

Character Processes in Colleges and Universities     

David Allan Robertson 《Religious education (Chicago, Ill.)》2013,108(5):393-397

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Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework     

Caroline Robertson  Sandra Dunsmuir 《教育心理学》2013,33(2):215-232

Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers’ verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils’ social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed.  相似文献   

Equity,markets and the politics of aspiration in Australian higher education     

Sam Sellar 《Discourse: Studies in the Cultural Politics of Education》2013,34(2):245-258

This paper provides a critical discussion of contemporary policy agendas to raise aspirations for university study among students from low socio-economic status (SES) backgrounds. It traces the politics of aspiration from the working class ‘poverty of desire’ thesis propounded by British socialists at the turn of the twentieth century to recent concerns about the educational aspirations of low SES groups. These concerns are manifest in the current aspiration-raising agenda in Australian higher education, which aims to realise equity objectives by cultivating market-rational behaviour and dispositions to maximise self-investment in human capital. However, changes in contemporary global education and labour markets present significant obstacles to the ‘good life’ promises made by advocates of human capital theory, and even when these promises are realised, deficit constructions of aspirations persist. The paper identifies a tension in aspiration-raising logics between (1) human capital promises of economic rewards for enterprising behaviour and (2) the policing of aspirations and associated behaviours according to dominant social values.  相似文献   

Working-Class Minority Students’ Routes to Higher Education     

Sam Shields 《International Journal of Lifelong Education》2013,32(6):839-841

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Bloody Waters     

Gladys Vondy Robertson 《The Educational forum》2013,77(2)

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Beauty Is     

Gladys Vondy Robertson 《The Educational forum》2013,77(2)

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Caldron     

Gladys Vondy Robertson 《The Educational forum》2013,77(4)

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