The role of knowledge in participatory and pluralistic approaches to ESE     

Karin Rudsberg  Johan Öhman 《Environmental Education Research》2015,21(7):955-974

The purpose of this article is to investigate in situ the functions that knowledge has when used by students in argumentative discussions. The study is based on Dewey’s pragmatic perspective of knowledge, which means that knowledge gets its meaning in the activity at hand. The analyses are conducted using Transactional Argumentation Analysis, which is a combination of pragmatic meaning analysis and Toulmin’s argument pattern. The empirical material consists of video-recorded lessons from two seminars in a Swedish upper secondary school. The results show that knowledge plays a crucial role in the discussions. Six different functions are identified: emphasising complexity, clarifying and correcting, highlighting conflicting interests, providing evidence in a counterargument, predicting the consequences and adding support to an earlier claim. Knowledge also has general functions, such as justifying a claim, and is part of a collective process aimed at understanding the issues discussed. Further, the students use knowledge from different disciplines, such as environmental studies, history, politics, biology and human geography.  相似文献   

Hearing Where the Eyes See: Children Use an Irrelevant Visual Cue When Localizing Sounds          下载免费PDF全文

Karin Petrini  Peter R. Jones  Louise Smith  Marko Nardini 《Child development》2015,86(5):1449-1457

To reduce sensory uncertainty, humans combine cues from multiple senses. However, in everyday life, many co‐occurring cues are irrelevant to the task at hand. How do humans know which cues to ignore? And does this ability change with development? This study shows the ability to ignore cross‐modal irrelevant information develops late in childhood. Participants performed a sound discrimination task, with or without an irrelevant visual flash, presented synchronously in front of them. Adults ignored the irrelevant visual information, while 7‐ to 10‐year‐olds' responses were biased toward the flash location. The findings show that acquiring mature cue combination mechanisms is a multifaceted process that includes learning to ignore irrelevant cues, as well as to optimally combine relevant cues.  相似文献   

Where did I come from? US parents' and preschool children's participation in sexual socialisation     

Karin A. Martin  Jennifer M.C. Torres 《Sex education》2014,14(2):174-190

This paper applies a sociology of childhood approach to the study of the sexual socialisation of young children in the USA. It examines both children's and parents' active participation in this dynamic and collaborative process through conversations between 49 parents and their 54 preschool children that were audio-recorded while they read books about ‘where babies come from’. Parents also participated in a brief survey. The authors found that, while parents do foreclose such conversations as previous research has indicated, they also use a variety of other tactics, including adding information and emotion management. These findings illustrate children's active engagement in their own sexual socialisation through their questions, confusions and distractions, which affected the amount and type of information that was elicited.  相似文献   

Updating hospital reference resources in the United States-associated Pacific Basin: efforts of the Pacific Islands Continuing Clinical Education Program (PICCEP).     

Karin E Johnson  Susan M Skillman  Kathleen E Ellsbury  Matthew J Thompson  L Gary Hart 《Journal of the Medical Library Association》2004,92(4):495-497

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Expert Witnesses: Voices Of Significance     

Karin Oerlemans  Lesley Vidovich 《Journal of Educational Change》2005,6(4):363-379

Michael Fullan in 1991 made the comment that little was known about how students viewed educational change, as no one had thought to ask them. There is a small but growing literature seeking the views of students on a range of issues associated with schooling. This paper reports the findings of a study of students’ perceptions of top–down educational change, involving school amalgamations, closures and creation of middle schools. The policy process was purportedly to involve consultation with students. The study interviewed students to explore the nature and extent of their participation in the policy enactment and their views about the changes. Several meta level themes emerged from the students’ ‘voices,’ including issues associated with disempowerment, and competing social justice and economic discourses. The findings foreground the often messy and contradictory tensions evident in policy processes. The study found that despite the policy intent to include students, they continued to be the ‘objects’ of policy initiatives, submerged in what Freire labelled a ‘culture of silence.’ It was the macro level policy elite who exerted the most influence, using their power, privilege and status to propagate particular versions of schooling. The paper concludes that students are deeply impacted by educational change and they want to participate in restructuring agendas. Therefore policy makers at all levels need to make spaces for the active engagement of students in policy processes.  相似文献   

‘Non-traditional’ and ‘traditional’ students at a regional Finnish University: demanding customers and school pupils in need of support     

Päivi Siivonen  Karin Filander 《International Journal of Lifelong Education》2020,39(3):247-262

ABSTRACT

This article explores university students’ constructions of the ideal student at present-day university, that emphasises student-as-consumer culture and employability rather than education as a virtue in itself. The research is based on thematic narrative accounts (n = 67) generated in a generalist field in one regional Finnish university. We apply a narrative-discursive approach to analyse how ‘traditional’ young students (n = 34) and ‘non-traditional’ mature students (n = 33) position themselves in relation to the ideal good student in a present-day university and in relation to their university studies. Moreover, we examine some of the consequences of such positionings for the students themselves. Our analysis indicates that the present-day university student is constructed in line with the ideal student of the neoliberal order and student-as-consumer culture. However, whereas mature students positioned themselves as customers and were comfortable with the demands of today’s university for self-directedness and self-responsibility, younger students positioned themselves as ‘school pupils’ and were critical about being left on their own without adequate support. The study suggests that the terms ‘traditional’ and ‘non-traditional’ make differences related to age and different kinds of student positionings visible and, thus, also possible to reconstruct the ideals and normalities of the present-day neoliberal university.  相似文献   

Seeing,hearing, reading,writing, speaking and things: on silences,senses and emotions during the “zero hour” in Germany     

Karin Priem 《Paedagogica Historica: International Journal of the History of Education》2016,52(3):286-299

This article focuses on senses, emotions and cultural practices such as writing, reading and speaking in West Germany after 1945. The period immediately following the end of the Second World War – the so-called Stunde Null, or “zero hour” – has generally been seen as a time of new beginnings, also with regard to cleansing the German language and breaking the silences of the past. This historical examination of sensory-emotional and material contexts and related cultural practices takes as its source Hanns-Josef Ortheil’s autobiographical novel Die Erfindung des Lebens (The Invention of Life), published in 2009. Ortheil’s novel is about a child’s enormous struggle to learn how to feel, see, read, write and speak. This so-called “ego document”, told by a first-person narrator, focuses on the links between things, objects, senses, emotions, and the acquisition of cultural skills and techniques while at the same time providing subtle commentary on post-war West German society.  相似文献   

Tracing mobile inventors—The causality between inventor mobility and inventor productivity     

Karin Hoisl 《Research Policy》2007,36(5):619-636

This paper analyses the causality between inventor productivity and inventor mobility. The results show that the level of education has no influence on inventor productivity. Making use of external sources of knowledge, on the contrary, has a significant effect on productivity. Finally, firm size has a positive impact on productivity. Firm size also influences inventor mobility, although negatively. Whereas existing research implicitly assumes causality to point in one direction, this study ex ante allows for a simultaneous relationship. To deal with the expected endogeneity problem, instrumental variables techniques (IVREG and IVPROBIT) will be employed. Results show that mobile inventors are more productive than non-movers. Whereas a move increases productivity, an increase in productivity decreases the probability to observe a move.  相似文献   

Supporting Family Choice     

Mary M. Murray  Kimberly A. Christensen  Gardner T. Umbarger  Karin C. Rade  Kathryn Aldridge  Judith A. Niemeyer 《Early Childhood Education Journal》2007,35(2):111-117

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Reviews     

Ivan Crozier  Patricia Fara  Jon Hodge  Brendan Kitts  Robin Knight  Sverre Myhra  David Oldroyd  Elizabeth A. Wilson  Rosemary Robins  Stephen Dovers  John Forge  Harshi Gunawardena  Jenny Tannoch-Bland  Loet Leydesdorff  David Oldroyd  David Oldroyd  David Oldroyd  Nicolas Rasmussen  Greg Restall  Helaine Selin  Michael Shortland  E. E. Sleinis  Fiona Solomon  Scott McQuire  Maurice Crosland  David Farrier  Roslynn Haynes  Sverre Myhra  Colin Russell  Libby Robin  Karin Garrety  Stephen Gaukroger  Stephen Ames  Wendy Varney  Vojislav Bozickovic  Phil Dowe 《Metascience》1996,5(2):71-192

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