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1.
Over the past 20 years, the USA has seen more than its fair share of controversy with respect to education about sexuality, sex and intimate relationships. Attention has focused on content (abstinence-only vs. comprehensive instruction), delivery (by teachers, parents, health professionals or community educators) and context (within school and beyond). In recognition of this fact, Sex Education invited the development of a virtual special issue comprising a sample of its most impactful papers on these and related topics. The 2016 Presidential election results and recent legislative action in the USA point to the importance of thinking broadly about teaching and learning about sexuality inside and outside of schools and of considering sexuality as it intersects with categories of difference, privilege and penalty, including ability, age, immigration, race, gender and class. This paper, developed as an introduction to the virtual special issue, opens with a discussion of the journal’s contributions to the ongoing discussion of pleasure and desire in sexuality education. From there, we turn to the question of what is possible given the material and ideological conditions of schooling and then to opportunities for teachers and learners outside the conventional classroom. We follow with a discussion of the place of intersectional analyses in sexuality education research, and conclude with some thoughts on sexuality education research at this political moment. 相似文献
2.
Nóirín Hayes Jackie Maguire Lucie Corcoran Carmel O’Sullivan 《Irish Educational Studies》2017,36(2):203-219
Artful Dodgers is an arts education project developed by two artists and delivered in two early years settings located in two areas of urban disadvantage. It is a music and visual arts programme designed and implemented with early years teachers of children aged 3–5 years. It explored whether the provision of high-quality arts experiences could enhance children’s emerging literacy and numeracy. A novel ‘artist in(formed) residency’ model was developed within a unique arts education research design. Piloting a tripartite relationship between researchers, artists and early years teachers, this study was situated within a qualitative action research paradigm, with both artists located in both services weekly over a 12-week period. The evaluation of the programme indicates changes in pedagogical planning and style in the early years teachers over the period of the artists’ residency. Their language became more reflective and their practice incorporated a wider and richer range of materials; there was greater evidence of more child-led activities and unstructured play opportunities over the duration of the study. The data suggest that children’s social, cooperative and communication skills were enhanced. Recommendations have implications for the professional development of artists and teachers working in early years settings. 相似文献
3.
范式变革与中国高等教育学科的命运 总被引：2，自引：0，他引：2
1978年以来,中国高教研究经历了两次范式转换.新世纪的中国高教研究范式将发生新的变革,通过建立开放、多元的研究范式,使中国高教研究全面走向开放.同时,高等教育学科并不会因此终结,而将在开放、多元的高教研究中继续发挥主导作用,并不断得以完善. 相似文献
4.
周娟 《韩山师范学院学报》2011,32(2):55-60
文章从聚合和组合两个角度对器官名词借用为动量词的语义条件进行探讨,认为器官名词要实现动量词的借用,首先在聚合层面要具有[+可视性]、[+位移性]、[+工具性]、[+基本层次范畴性]和[+口语性];其次,在与动词组合的层面,器官名词所指器官对象移动一个单位动程所需时量与动词所表单位动作所经历的时量要完全相等,且都具有[+... 相似文献
5.
ABSTRACTOne area that remained off the research radar is that interface between senior centers and learning programs, and hence, their potential to act as community-based learning hubs. Countering such a state of affairs, this article reports on an action research study to investigate the extent that a transformative learning program in a senior center can lead learners to improved levels of personal and social empowerment. The research project sought to meet its goal and objectives through the ‘action research’ design, by planning and executing a critical educational gerontological programme for persons attending a Maltese senior center. The learning program following a critical geragogical approach which encourages learners to discuss and problematize each theme in the curriculum. Pretest-posttest focus groups found the learning program to be successful in improving learners’ levels of personal empowerment as they acquired a strong awareness of how social differences are structurally produced due to inequities and discriminations based on social class, gender, and age differences. However, the quest achieving critical consciousness remained an elusive one due to immanence and internal agism, as well as the fact that political action arises as a lifetime narrative. Critical educational gerontology remains steadfastly hinged upon the ‘successful aging’ paradigm that overlooks how later life is also underpinned by ill-health, abjection, care relations, and loss of agency. It is hoped that this action research project acts as a catalyst for future studies in critical educational gerontology to be framed by a fourth age social imaginary. 相似文献
6.
Meadbh Ruane 《Action Learning: Research and Practice》2016,13(3):272-280
The merits of action learning as a change tool and enabler of deep learning are well recognised. However, there is a gap in the literature of participants’ stories regarding their experiences on accredited postgraduate executive programmes underpinned by an action learning philosophy. The following account of practice addresses this gap and recounts participant experiences, in their own words, combined with my insights into these learning experiences of a Master of Business Studies. While the programme is underpinned by an action learning philosophy, it does not discount programmed learning. However, programmed learning is not privileged over the executives’ own experiences and knowledge of their own problems; they are seen as the experts. Throughout the programme, the participants are members of an action learning set in which they address real problems in their own organisations, problems on which they can take action. This account examines the experiences, as told by the executive participants, and so provides rich and in-depth insights into their learning experiences. It provides an opportunity for educators to appreciate the depth and richness of learning and change which can occur as a consequence of adopting an action learning approach on such programmes. Furthermore, this account provides evidence of how action learning can contribute and be an enabler to the development of executives as reflective and critical practitioners able to better face an ever more complex and challenging world. 相似文献
7.
M. Naci Kayaoglu 《Educational Action Research》2013,21(2):140-161
Action research is characterized by a new paradigm of empowering teachers to monitor their own practices in a more autonomous manner with a vision of challenging and improving their own techniques of teaching through their own participatory research. Yet in spite of this apparently radical shift in the function of the teacher from the constant consumer of scientific theories to a researcher, as envisioned, the concept of action research as an in-service teacher education strategy has not received due attention in practice. For this reason, the presented case study was undertaken to examine whether the notion of action research by teachers was a viable option for in-service teacher development in a highly centralized education system. More specifically, this paper sought to answer whether teachers have any vision of what they can achieve with action research, whether there is scepticism on the part of teachers about the effectiveness and feasibility of action research as practice-based undertaking, and whether there are inherent structural problems that preclude teachers from undertaking such a role. Three English Language Teaching teachers were involved in this action research. The findings indicate that teachers, being capable of carrying out action research, were quite positive about action research and hopeful for overcoming some inadequacies in their educational environment, making it an asset for personal-professional development despite a highly centralized education system. 相似文献
8.
Abstract There is considerable evidence of substantial class inequalities in the education system in Ireland. Studies point to the overemphasis on academic achievement leading to an under‐representation of certain class groups at third level institutions. Significant resources have been allocated to establish targeted access initiatives to address this form of social exclusion. This paper reports the findings of a survey of 266 access students from four third‐level institutions in Ireland. The survey identifies the socio‐economic background of access programme participants, their pre‐programme education level and the primary influences, which motivated them to avail of the access tiative. The paper examines the role, which financial considerations play in the initial decision to participate and the sustained participation of access students. The paper proposes some additional policy directions for the access programme. It recommends that the projected reduction in the numbers attending third‐level institutions should be seen as an appropriate opportunity to expand the access initiative and target those experiencing educational disadvantage. 相似文献
9.
Lesley Wood Ina Louw Ortrun Zuber-Skerritt 《Action Learning: Research and Practice》2017,14(2):120-135
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large. 相似文献
10.
Although schools are usually regarded as important agents for social inclusion, research has shown that they may also function as agents of exclusion itself. The goal of this paper is to deepen our understanding of how schools function as agents of exclusion and how they can become more effective agents of inclusion. It is based on action research carried out with the ‘New Education Environment’, a programme aimed at helping secondary schools in Israel work more effectively with ‘at-risk’ pupils. This research led to the discovery of a self-reinforcing ‘cycle of exclusion’ that involves both pupils and staff in these schools and ‘frames’ of thinking and action that keep it in place. This paper also describes the cycle of exclusion and its frames as well as an alternative frame that has been used to help school staff to step out of the cycle of exclusion and act more effectively to foster inclusion. 相似文献
11.
Mags Liddy 《Irish Educational Studies》2013,32(2):139-155
Education for sustainable development establishes the need for change within education; in particular, teacher education is recognised as a priority for reorientation towards sustainability needs. The Ubuntu Network is an action research programme, focusing on supporting teacher educators to explore the integration of development education and education for sustainable development into their programmes and professional practice in Ireland. From 2006 to 2008, 22 action research projects were implemented within nine post-primary teacher education programmes in Ireland and collectively published in an e-book. A systematic review of these projects was undertaken to identify emerging themes with a view to informing future work of the Ubuntu Network, and to guide the practice of mainstreaming education for sustainable development. These themes are described in this paper and demonstrate an evolution of pedagogical approaches, centring on ethical values and identity work. 相似文献
12.
Small‐ and medium‐sized enterprises (SMEs) play an important role in creating a dynamic and successful European economy. Time‐poor managers in these organisations generally have fewer opportunities for training and development than their counterparts in larger organisations. As a result, different requirements are placed on training. The aim of this study was to test the principles of action learning in a virtual environment. The action‐learning programme was based on virtual working but did also involve face‐to‐face workshops, thus providing a blended approach. The project was designed to be “evaluation‐led”, with evaluation progressing alongside the project from design to finalisation. The focus of this paper is on how the evaluation‐led approach unfolded. To this end, we start by explaining our research approach, we then move on to an analysis of the project to conclude with a discussion of the findings and of the lessons learnt. We conclude by highlighting some further research needs. 相似文献
13.
虚拟演播室系统及其关键技术 总被引：6，自引：0，他引：6
朱勇 《江苏广播电视大学学报》2001,12(6):53-55
虚拟演播室是一种全新的电视节目制作工具，近年来显示出广泛的应用前景，摄像机跟踪、三维场景生成，色键是虚拟演播室系统中三项关键技术，它们决定了虚拟演播室的质量和性能，在实践中，虚拟演播室系统的各项关键技术在不断成熟完善。 相似文献
14.
以音乐学科为例,借助互联网教育的思维,并结合教育心理学视角,对课堂范式转型的三个维度进行应用性阐释,提出课堂范式转型：开启课堂师生平等对话下的动静态教学内容互补范式;延展课堂的时空范围,注重教育大数据的挖掘和价值提炼;开启以遵循教育心理学规律为先导的行动方法范式,注重教学细节的把握和提升,促进课堂教学的进一步“心理学化”;开启以体验型课堂为侧重点的价值实现范式,建立育人价值为先的课堂。 相似文献
15.
Shireen J. Fahey 《课程研究杂志》2013,45(5):703-722
In higher education today, institutions are facing a number of challenges—including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution’s capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicized and global issues such as climate change requires both programme and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required. 相似文献
16.
Whilst educational action research is not unknown in Croatia, its use is not widespread. In part, this might be because action research assumes a high level of autonomy for practitioner–researchers, and a constructivist view of knowledge, neither of which are traditional characteristics of the Croatian system. This article reports on a capacity building programme in which 18 senior advisers from the Education and Teacher Training Agency developed action research projects in Croatian schools. The article outlines the context of the programme, describes the programme itself, and presents an analysis of the advisers’ action research projects. This shows that action research was used by advisers, supporting teachers, to effect change in schools. The principles of action research were generally understood, and produced evidence of practical change, collaboration and mutual understanding. Although action research is generally understood as a ‘grassroots movement’ this article suggests that action research can lead to desirable change, even when imported from elsewhere. Thus action research holds one answer to the question, how to promote beneficial life‐long learning among education professionals. 相似文献
17.
A. Lleó D. Agholor N. Serrano V. Prieto-Sandoval 《European Journal of Engineering Education》2018,43(5):706-724
This article describes an action research (AR) project for designing and implementing a structured mentoring programme in a Spanish university. A student affairs unit, a team of researchers, faculty-mentors and student-protégés worked together on three cycles of AR. The result is a programmatic mentoring programme for the development of non-technical personal and professional competencies for undergraduate students. This paper describes the original situation that sparked the project, the iterative process followed, the tools and guides developed and the final programme designed. In addition to the increase in the level of satisfaction perceived by the entire university, the paper outlines the five critical factors that emerged from the AR project: the competency development process, programme value added, trust between mentors and protégés, the prominence of the student-protégé in the improvement plans and the continuous improvement culture generated. 相似文献
18.
Annette Rasmussen Palle Rasmussen 《International journal of qualitative studies in education》2013,26(4):476-495
This paper reports from a case study of a ‘talent class’, a special development programme for talented pupils, established in a Danish municipality. It analyses student backgrounds and motives for joining this talent class programme, which is seen in relation to ordinary schooling in Denmark. Drawing on Bourdieu, the paper links social background resources and success in school via the concepts of habitus and capital; it views talent as the product of an investment of time and cultural capital, which is easily accumulated by children of resourceful families. Based on the analysis and its discussion of school talent, the paper proposes a typology of talented students, encompassing the distinguished, the quiet, the versatile and the industrious students. For each type of talent, a student narrative illustrates the link between social backgrounds and student approaches and understandings of their own talents. 相似文献
19.
International exchange is an important aspect of academic life. Thus, international sabbaticals are, in general, seen as a
measure of research collaboration, networking, and international standing. There are, however, a few groups who are likely
to be disadvantaged by such criteria even though they may be implicit, that is, those for whom international travel is problematic.
Using reflective learning, the researchers conducted a virtual sabbatical for six months as a metaphorical “ramp”—that is,
a way of making international sabbaticals accessible to more people. We now present a case study of this action research project,
which answers the following questions. How does the concept of a virtual sabbatical fit holistically within the context of
higher education? How can the aims of the sabbatical be fulfilled in a virtual context? What are the problems and successes
of the virtual sabbatical? 相似文献
20.
Gun-Britt Wärvik 《Educational Action Research》2016,24(3):353-368
AbstractThis article is about a larger regional Swedish partnership programme that was established to develop site-based education for production workers. A partnership is seen as composed of different practice architectures. The actors involved represented larger transnational as well as smaller manufacturing companies, employers, the metal workers’ trade union, educational organizations, university researchers and public labour market authorities. Adult education teachers were engaged to act as leading action researchers on company-specific projects. The partnership programme is used here to illustrate the problem of supporting recognition under shifting partnership circumstances. The aim is to analyse enabling and constraining conditions affecting the teachers’ efforts as well as new possibilities that appeared as the partnership evolved over time. The article illustrates how the development of site-based education within a partnership framework means to develop a new practice that is very sensitive to local circumstances. It also shows how local meetings between people both enable and constrain, but also may open up a space for mutual recognition. A normative argument is that local spaces for mutual recognition need to be supported in a respectful way. Recognition of the particularities of each site is vital for this to happen. 相似文献