“Science of the singular”: an explanatory single case study of whole school guidance counselling in Ireland     

Lucy Hearne  Paul King  Tom Geary  Neil Kenny 《International Journal for Educational and Vocational Guidance》2018,18(3):315-335

This article will discuss the findings of a single explanatory case study on the model of whole school guidance counselling in the Irish secondary school system, which was carried out during a turbulent period of policy and practice changes in the delivery of guidance counselling services to students from 2012 onwards. Although the case study is positioned within a single voluntary school, the findings may be typical of similar secondary schools settings in Ireland and abroad. Particular focus is given to explicating the key findings of the case study through the specific themes of: concepts of whole school guidance counselling, the Irish integrated model of guidance counselling, stakeholder roles and responsibilities, and the effect of resource re-allocations by policy makers funding guidance school services.  相似文献   

‘Left with a title but nothing else’: the challenges of embedding professional recognition schemes for teachers within higher education institutions     

Lucy Spowart  Jennie Winter  Rebecca Turner  Penny Burden  Kathryn Ann Botham  Reema Muneer 《高等教育研究与发展》2019,38(6):1299-1312

ABSTRACT

With increasing moves globally towards the professionalisation of teaching in Higher Education, there is growing interest in the role of accredited professional recognition schemes that provide professional development for established university teaching staff. In the UK, There are now over 120 professional recognition schemes, resulting in institutionally focused evaluation studies examining their impact. This article contributes to this emerging body of work; it draws on cross-institutional data and Foucauldian theorising to address two important questions. In what ways does engagement with an institutional professional recognition scheme impact on participants’ teaching development, and how does institutional culture influence that engagement? The data illustrate that whilst institutional culture drives engagement, it did little to promote teaching development. Across the case-study institutions, neo-liberalism agendas were apparent. Some staff felt pushed to achieve professional recognition in response to the increasing use of metrics to measure the student experience and to inform institutional standing in league tables. Whilst evidence shows the process of seeking accreditation can lead to an enhancement in teaching practices, caution must be taken to ensure that the professional development opportunities offered by accreditation schemes are fully realised.  相似文献   

Stories of self and science: preservice elementary teachers’ identity work through time and across contexts     

Lucy Avraamidou 《Pedagogies: An International Journal》2016,11(1):43-62

Grounded in theoretical and empirical underpinnings related to identity work and figured worlds, this case study explores the nature of two preservice elementary teachers’ identities for science teaching and the experiences that impacted their development through time and across contexts. The participants in this study portray a range of competencies, interests and orientations to science and science teaching, and hence provide two different kinds of, almost contradicting, identity works. Various data were collected in a period of 3 years with the use of life history methods in order to trace the participants’ identity work over time and across contexts. The analysis of the data showed prevalent differences between the participants’ identity works and identified critical events and experiences in the context of various figured worlds: (a) figured world of family; (b) figured world of childhood; (c) figured world of schooling; (d) outside of school figured worlds; (e) figured world of university and (f) figured world of science. These findings are offered alongside implications for future research and teacher preparation.  相似文献   

A journal is a club: a new economic model for scholarly publishing     

Jason Potts  John Hartley  Lucy Montgomery  Cameron Neylon  Ellie Rennie 《普罗米修斯》2017,35(1):75-92

A new economic model for the analysis of scholarly publishing – journal publishing in particular – is proposed that draws on club theory. The standard approach builds on market failure in the private production (by research scholars) of a public good (new scholarly knowledge). In this model, publishing is communication, as the dissemination of information. But a club model views publishing differently: namely as group formation, where members form groups in order to confer externalities on each other, subject to congestion. A journal is a self-constituted group, endeavouring to create new knowledge. In this sense, a journal is a club. The knowledge club model of a journal seeks to balance the positive externalities of a shared resource (readers, citations, referees) against the negative externalities of crowding (decreased prospect of publishing in that journal). A new economic model of a journal as a knowledge club is elaborated. We suggest some consequences for the management of journals and financial models that might be developed to support them.  相似文献   

Is Teaching Experience Necessary for Reliable Scoring of Extended English Questions?   总被引：1，自引：0，他引：1  

Lucy Royal-Dawson  Jo-Anne Baird 《Educational Measurement》2009,28(2):2-8

Hundreds of thousands of raters are recruited internationally to score examinations, but little research has been conducted on the selection criteria for these raters. Many countries insist upon teaching experience as a selection criterion and this has frequently become embedded in the cultural expectations surrounding the tests. Shortages in raters for some of England's national examinations has led to non-teachers being hired to score a small minority of items and changes in technology have fostered this approach. For a National Curriculum test in English taken at age 14, this study investigated whether teaching experience was a necessary selection criterion for all aspects of the examination. Fifty-seven raters with different backgrounds were trained in the normal manner and scored the same 97 students' work. Accuracy was investigated using a cross-classified multilevel model of absolute score differences with accuracy measures at level 1 and raters crossed with candidates at level 2. By comparing the scoring accuracy of graduates with a degree in English, teacher trainees, experienced teachers and experienced raters, this study found that teaching experience was not a necessary selection criterion. A rudimentary model for allocation of raters to different question types is proposed and further research to investigate the limits of necessary qualifications for scoring is suggested.  相似文献   

In search of well‐started beginning science teachers: Insights from two first‐year elementary teachers     

Lucy Avraamidou  Carla Zembal‐Saul 《科学教学研究杂志》2010,47(6):661-686

The purpose of this qualitative case study was to explore what aspects of two first‐year elementary teachers' practices were most consistent with an inquiry‐based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio‐recorded interviews, video‐recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question‐driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well‐started beginning elementary teachers implementing inquiry‐based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university‐based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661–686, 2010  相似文献   

The Correspondence Principle and the 1988 Education Reform Act     

Lucy Bailey 《British Journal of Sociology of Education》1995,16(4):479-494

This article applies the correspondence thesis devised by Bowles and Gintis (1976) to the 1988 Education Reform Act. Theoretical shortcomings of the thesis are identified, and a reformulated version is suggested which incorporates resistances into the analysis of the education system. More limited claims for the thesis are posited. The Education Reform Act is then explored with reference to the revised correspondence principle. Building on the work of previous theorists, it is argued that we may be seeing shifts to post-Fordist education, although contradictions and tensions in this movement are identified. It is suggested that the quasi-market in education is to some extent a change in the legitimating processes of reproduction, rather than a change in what is being reproduced.  相似文献   

The impact of fostering relationships through music within a special school classroom for students with autism spectrum disorder: an action research study     

Katrina Skewes McFerran  Grace Thompson  Lucy Bolger 《Educational Action Research》2016,24(2):241-259

Music therapists have been working in special education contexts for many decades, utilising research and case studies to inform practice. Growing interest in the link between the creative arts and well-being has led music therapists to consider what aspects of their knowledge others could feasibly appropriate in the school system. An action research approach was utilised to explore this question, grounded in partnerships between university-based music therapy researchers and staff at a school for learners on the autistic spectrum. Five cycles of planning, action, observation and reflection framed the collaborative partnership, with a music therapist acting as consultant to explore how music could be used across the school day. The greatest shift evidenced through qualitative and quantitative analysis was in the area of relationship building. Rather than seeing music as a tool that supports the acquisition of specific skills, the professionals and students in the school came to understand that music could be a meaningful part of their encounter with one another. This is congruent with music therapy research findings that also emphasise the ways music can be used to motivate, evoke and elicit meaningful responses from young people. Some limitations were identified in the sustainability of music practices in the school, particularly when other parts of the school culture were changing.  相似文献   

Web-Based Portfolios: A Vehicle for Examining Prospective Elementary Teachers' Developing Understandings of Teaching Science     

Carla Zembal-Saul  Leigh A. Haefner  Lucy Avraamidou  Mary Severs  Tom Dana 《Journal of Science Teacher Education》2002,13(4):283-302

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Classroom Activities and Areas: Regularity of Use and Perceptions of Adaptability by General Early Educators     

Mark Wolery  Carol Schroeder  Catherine G. Martin  Martha L. Venn  Ariane Holcombe  Jeffri Brookfield  Kay Huffman  Lucy A. Fleming 《Early education and development》1994,5(3):181-194

This report describes a mail survey of general early educators from Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/child care programs. The purposes were to secure information about the availability of classroom activities and areas, and to obtain the respondents' perceptions of the ease with which activities and areas could be adapted to accommodate children with disabilities. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The respondents reportedly used a wide range of classroom activities and areas, and they rated those activities and areas as moderately easy to adapt. Also, respondents from mainstreamed programs used slightly more activities and perceived the activities as easier to adapt than did respondents from non-mainstreamed programs. The findings appear to indicate that placement of children with disabilities in segregated programs cannot be justified on grounds that integration will restrict the range of activities available to typically developing children, or on the grounds that the adaptations are perceived by program staff as too difficult to be accomplished.  相似文献