Replacing Old Spatial Empires of the Mind     

Jason Beech  Marianne A. Larsen 《欧洲教育》2014,46(1):75-94

In this article we argue for the spatialization of research on educational transfer in the field of comparative education within a theoretical framework that focuses on networks, connections, and flows. We present what we call a "spatial empire of the mind," which is comprised of a set of taken-for-granted "truths" about space and place that have legitimized much research in the social sciences. We critique this spatial empire of the mind and present some of the core ideas associated with the spatial turn. The next part of the article reviews three possible ways that new spatial theorizing has been taken up in educational research. Here we make reference to existing educational studies that engage with new ways of rethinking space and place. The argument that we put forward is that the most promising approach, for research on educational transfer within the field of comparative education, is network spatiality. We argue that there is great value in rethinking space and place not simply as objects of study, but within a theoretical framework that focuses on networks, interconnections, and movements within and between them, as well as their productive capacity to produce and shape knowledge, identities, and human subjectivities.  相似文献   

Effects of child-caregiver ratio on the interactions between caregivers and children in child-care centers: an experimental study     

de Schipper EJ  Riksen-Walraven JM  Geurts SA 《Child development》2006,77(4):861-874

To investigate the effects of child-caregiver ratio on the quality of caregiver-child interaction in child-care centers, 217 caregivers (ages 18-56 years) from 64 child care centers were observed during two structured play episodes: one with a group of three children and one with a group of 5 children. As predicted, a child-caregiver ratio of 3:1 produced a significantly higher quality of caregiver-child interaction than a ratio of 5:1 and particularly for younger children. Significant and meaningful effects were found for both the interactive behaviors of the caregivers and the children's well-being and cooperation. Significant correlations with caregiver-child interaction during lunchtime and throughout the remainder of the morning confirmed the ecological validity of the caregiver-child interactions observed during structured play episodes.  相似文献   

The shared principalship: invitation at the top     

Marianne Döös  Lena Wilhelmson  Jenny Madestam  Åsa Örnberg 《International Journal of Leadership in Education》2018,21(3):344-362

A school principal’s workload is recognised as being heavy, with an imbalance between demands and resources. This paper contributes to the development of collective leadership. The principalship constellations of six schools in Sweden were studied with the aim of strengthening the current knowledge about structures and experiences of shared principalship. The empirical basis is qualitative data from interviews with principals and vice-principals. The analytical focus was on how the sharing structures were organised and how the shared principalship was experienced. The results point to a considerable variation in the organisational structures of shared principalship. Despite the type of model, form and constellation, the principals and vice-principals voiced a striking sense of relief in not feeling alone in their duties, as problems and troubles became manageable. An intensified interaction level in the principalship constellation created opportunities to develop competence. Theoretically, this study broadens the invited leadership concept to include horizontal invitations across unit boundaries between principals in different units within the same school. The knowledge contribution of this study is useful in discussing the legal possibilities for shared principalship, which may be especially relevant in times when the Swedish school system is being criticised for not delivering good student outcomes.  相似文献