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AMANDA FULFORD 《Journal of Philosophy of Education》2016,50(3):371-383
In this article I take as my starting point the economist, Jeremy Rifkin's, claims about the rise of what he calls the ‘collaborative commons’. For Rifkin, this is nothing less than the emergence of a new economic paradigm where traditional consumers exploit the possibilities of technology, and position themselves as ‘pro‐sumers’. This emphasises their role in production rather than consumption alone, and shows how they aim to bypass a range of capitalist markets, from publishing to the music industry. In asking how education is situated in relation to the collaborative commons, I consider the growth in technology‐driven, cost‐negative services as a response to the current market in higher education. This raises the issue of what we mean by ‘collaboration’ in the university, and how this might be different from, for example, cooperation or teamwork. In seeking to provide a richer conception of collaboration in higher education, I look to Martin Buber's concept of the relational act and the life of dialogue, and to some of the seminal work of Ronald Barnett on the philosophy and economics of higher education. The article suggests that these concepts afford a new perspective on collaboration that amount to a new economics for education. Such economics require a radical shift in how we perceive the role of responsibility, reciprocity and the educative possibilities of conversation. 相似文献
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Major developments in the use of the internet have enabled easy and widespread access to information and the ability to form virtual social networks. For parents of children with developmental disorders, who may at times feel isolated, having a forum to discuss their fears and concerns with other parents who are sharing similar experiences may provide a source of support and advice. Waiting lists for assessments, including for children with developmental co‐ordination disorder (DCD), remain in many areas; a professionally supported message centre could also add an additional level of service and empowerment for these parents. This could potentially reduce the need for unnecessary assessment in some cases and help to bridge the information gap between health and education. The Dyscovery Centre message board has been established for over four years and has seen increasing usage during that time. This paper aims to explore the range, frequency and types of concerns that parents of children with specific learning difficulties express when accessing the message board. The impact of this type of support is discussed. The paper then explores how this approach and other online strategies can effectively run alongside more traditional services in both health and education. 相似文献
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AMANDA FULFORD 《Journal of Philosophy of Education》2009,43(2):223-237
In this paper I consider one aspect of how student writing is supported in the university. I focus on the use of the 'writing frame', questioning its status as a vehicle for facilitating student voice, and in the process questioning how that notion is itself understood. I illustrate this by using examples from the story of the 1944 Hollywood film Gaslight and show that apparent means of facilitating voice can actually contribute to a state of voicelessness. The paper considers what recovery of voice entails and the role of the 'voice coach' both in the film, and in the classroom. Drawing on the work of Stanley Cavell, his readings of Gaslight and of the American writers Thoreau and Emerson, I explore the themes of crisis and transformation in relation to the self and society. Thoreau's notion of the father tongue and his metaphor of the axe are considered in relation to the concept of voice and are shown to be suggestive of a mature relationship to language and of an Emersonian self-reliance that is denied by the mere technical skill and mastery learning of some current approaches to academic writing. 相似文献
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CODY S. DING KIM SONG LLOYD I RICHARDSON 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):279-295
A persistent belief in American culture is that males both outperform and have a higher inherent aptitude for mathematics than females. Using data from two school districts in two different states in the United States, this study used longitudinal multilevel modeling to examine whether overall performance on standardized as well as classroom tests reveals a gender difference in mathematics performance. The results suggest that both male and female students demonstrated the same growth trend in mathematics performance (as measured by standardized test scores) over time, but females' mathematics grade-point average is significantly higher than males. These results are discussed in the context of present day standardized assessment in the United States that may motivate teachers to focus on higher expectations for mathematics performance regardless of gender, thus challenging cultural beliefs that stigmatize mathematics as masculine in the United States. 相似文献
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VALERIE DAGLEY AMANDA HOWE CHARLOTTE SALTER MARIAN BRANDON CATHERINE WARREN JANE BLACK 《Pastoral Care in Education》2007,25(1):4-10
The common assessment framework (CAF) and lead professional (LP) working are being introduced into all local authorities in the next 2 years as part of the Every Child Matters agenda. This article describes some elements of an evaluation of 12 pilot trials. It was found that schools and pastoral staff in particular played a major part in the trials. The majority of the research participants thought that this was a worthwhile initiative and examples were collected of successful implementation of the scheme. However, issues of missing skills, lack of time and limited practical support for staff in schools were highlighted. It is suggested that these issues may be magnified in the full-scale implementation of CAF and LP work. Considerable effort by pastoral staff and education managers will be required if this 'good idea' is to deliver improved outcomes for children in need. 相似文献
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A stepwise multiple regression procedure was employed to develop a series of equations composed of subsets of predictor variables which indicated the highest prediction accuracy for each of six counselor job performance criteria developed on a sample of 216 employed rehabilitation counselors and a subsequent randomly selected developmental sample of 166. Using cross-validation procedures, assessment was made of the predictive effectiveness of the regression equations when applied to a randomly selected independent sample derived from the same experience pool. Highest prediction accuracy in both developmental groups was demonstrated for the criterion self-initiative in increasing professional knowledge and skill. Significant predictors associated with this criterion for the total sample included: educational level, knowledge of professional subject matter in rehabilitation counseling, Personal Adjustment and Social Service scales of the Adjective Check List, and the Ability Utilization Scale of the Minnesota Importance Questionnaire. Significant multiple correlation coefficients obtained for the other five criteria ranged from .38 to .28. Results of cross-validation showed that two criteria exhibited little shrinkage, with a substantial increase in prediction accuracy observed for a third criterion, self-initiative in increasing professional knowledge and skill. 相似文献
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