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Michael Gallagher Jonathan Prior Martin Needham Rachel Holmes 《British Educational Research Journal》2017,43(6):1246-1265
Mainstream education promotes a narrow conception of listening, centred on the reception and comprehension of human meanings. As such, it is ill‐equipped to hear how sound propagates affects, generates atmospheres, shapes environments and enacts power. Yet these aspects of sound are vital to how education functions. We therefore argue that there is a need to expand listening in education, and suggest that listening walks could provide a pedagogy for this purpose. Using interview data in which early years practitioners reflect on a listening walk, we show how the method can: (i) produce heightened multisensory experiences of spaces; (ii) generate forms of difficulty and discomfort that produce new learning; and (iii) influence practice, particularly practitioners’ ability to empathise with young children. Listening walks function by disrupting everyday sensory habits, provoking listeners to listen anew to their own listening, in an open‐ended way that is not tied to predetermined learning outcomes. The method therefore has wider pedagogic potential for rethinking education and childhood beyond rationality, representation and meaning. 相似文献
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Albert Prior 《Learned Publishing》1997,10(4):331-338
The paper outlines some of the conditions which bring about the need for intermediaries in the electronic world, the views of end users and librarians towards electronic journals and the range of intermediary services which exist for Internet based full texts. It also briefly considers archiving and digitisation activities. 相似文献
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The present study assesses the performance of 54 participating countries in PISA 2006. It employs efficiency indicators that
relate result variables with resource variables used in the production of educational services. Desirable outputs of educational
achievement and undesirable outputs of educational inequality are considered jointly as result variables. A construct that
captures the quality and quantity of educational resources consumed is used as resource variables. Similarly, environmental
variables of each educational system are included in the efficiency evaluation model; while these resources are not controllable
by the managers of the education systems, they do affect outcomes. We find that European countries are characterized by weak
management, the Americans (mainly Latin Americans) by a weak endowment of resources, and the Asians by a high level of heterogeneity.
In particular, Asia combines countries with optimal systems (South Korea and Macao-China); countries with managerial problems
(Hong Kong, China-Taipei, Japan and Israel); others where the main challenge is the weak endowment of resources (Jordan and
Kyrgyzstan), and, finally, others where the main problem is in the long run since it concerns structural conditions of a socioeconomic
and cultural nature (Turkey, Thailand, and Indonesia). 相似文献
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Metacognition and Learning - Success in higher education is highly dependent on students’ ability to efficiently read and comprehend large amounts of text in the speaker’s first/native... 相似文献