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This paper introduces some of the core ideas of an Open Source Educational Processes approach. Based in part on the practices of the Open Source communities of the late 20th and early 21st centuries such as the Linux community, along with the idea that human activity should be held as primary in human-Internet interactions, open source educational processes suggest that individuals will require new types of skills and self-efficacies in order to realize the potential of their Internet activities. Education for these skills is at least in part dependent on development of curricula that recognizes the dialectical relationship between individual agency and goal driven, online communities. It is the communities which drive individual motivations to search for new problem solving possibilities, create well-functioning communities that are capable of organizing and differentiating distributed sources of information, and act as inflection points in the flow of information, recognizing that knowledge is not an object but an ongoing activity. These types of communities are currently relatively rare, especially for distributed populations who do share an initial stake in its goals. One of the few places many students might be able to experience these types of communities and build their Internet skills and self-efficacies are in consciously designed communities provided in traditional education contexts. 21st century education should move (quickly) towards embracing the new types of thinking and intelligence made possible by the Internet through open source educative processes influenced curricula. 相似文献
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Lindsay Joseph Wexler 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):44-67
Using a framework of activity theory, I follow one mentor/student teacher pair through a yearlong student teaching experience, investigating their interactions around the practice of educative co-planning. Evidence from multiple data sources collected over the course of one year is analyzed to understand the role co-planning played in the mentor/student teacher relationship, the experience of being a mentor, and in the development of the student teacher’s practices. Findings reveal the mentor and student teacher used the educative practice of co-planning to productively mediate tensions and navigate their relationship. 相似文献
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Knowledge and the educative functions of a university: Designing the curriculum of higher education 总被引：1，自引：1，他引：0
Edmund C. Short 《课程研究杂志》2013,45(2):139-148
The central thesis of this paper is that the learning of science in integrated curricular contexts requires a broader theoretical framework than is typically adopted by researchers and teachers. The common practice of interpreting science learning in terms of conceptual and procedural understandings in such contexts is problematized through an examination of the literature. As an alternative to the traditional approach, a triangulation of three theoretical perspectives is undertaken to view the science learning in a classroom case study of integrated curriculum. The conclusion highlights the necessity of balance between the disciplinary forces on curriculum and the forces that better reflect the multiple dimensions of learning in the real world. The use of theoretical triangulation is demonstrated as a technique through which a balanced, and more complete, view of learning in integrated contexts can be achieved. 相似文献
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Our paper addresses the emergence and evolution of values in educational settings. It builds upon and extends earlier work on companion meanings to develop a theory of the creative use of companion values and meanings in education. The recognition of companion values in educational practices highlight epistemological, ethical, and aesthetic transactions that occur in ways we characterize as ‘other than modern.’ Introducing the idea of educative moments allows us to identify situations where value spheres interpenetrate and interrogate each other in the meaning-making of students and teachers. These moments occur when students suddenly experience companion meanings and values such that teacher and student must deliberate together rather than the teacher dictating some dominating epistemological, ethical, or aesthetic value. This way, it is possible to accommodate critical and creative reflection in education where new values can emerge or evolve. We illustrate the theory by empirical examples from classroom conversations. 相似文献
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Paul Gibbs 《牛津教育评论》2019,45(3):405-416
Although there has been considerable debate in contemporary literature on the erosion of the public good in higher education, most of it has been concentrated on the word ‘public’ rather than on the notion of ‘good’. Further, the idea of higher education and the organisations for its delivery have become conflated through a focus on the ‘good’ as inherent, intrinsic, and instrumental. An idea is proposed, that: higher education is intrinsically good; that aspects of its practice are feasibly inherently good; and institutional practices are instrumentally good. These three goods are commonly conflated rather than interwoven in our policymakers’ understanding of the contribution that higher education has for human flourishing and what contribution higher education providers make to the economics of society. 相似文献
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Carol A. Taylor 《Educational Philosophy and Theory》2017,49(3):231-241
This article proposes a novel theorisation of higher education classroom spaces by bringing Arendt’s concept of the space of appearance into relation with Guillemin and Gillam’s notion of ethically important moments. The main arguments are first, that a focus on ethically important moments within the higher education space of appearance enables a finer-grained account of student and lecturer becomings through small-scale pedagogic interventions; and second, that a focus on the classroom as a higher education space of appearance provides for a more nuanced appreciation of the collaborative, political and educative practices that occur within it. The article focuses on three instances of ethically important moments as a means to illuminate how higher education spaces of appearance may become ethical spaces for educative praxis in ways which contest pessimistic discourses regarding the deformation of teaching and learning relations in increasingly marketised conditions. 相似文献
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Fran Arbaugh Rose Marra John K. Lannin Ya-Wen Cheng Dominike Merle-Johnson Rena′ Smith 《Teacher Development》2016,20(4):538-556
Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers’ knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation – as educative opportunities for professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state’s Improving Teacher Quality Grant PD programs, and utilizing an analysis methodology which we term ‘recommendation traces,’ we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts. 相似文献
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Reform efforts have emphasized the need to support teachers' learning about reform‐oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student and teacher learning. However, little is known about the extent to which existing curriculum materials provide support for teachers and the ways they can be improved. In this study, eight sets of high school biology curriculum materials were reviewed to determine their potential for promoting teacher learning. Design heuristics for educative curriculum materials were adapted for use as evaluation criteria. From this analysis, several themes emerged. First, the materials tended to provide support for teachers' subject matter knowledge and pedagogical content knowledge for students' ideas (e.g., misconceptions) but rarely for their pedagogical content knowledge of scientific inquiry. Second, the materials contained several implementation guidance supports but far fewer rationales for instructional decisions, which are an important feature of educative curriculum materials. Finally, the quality of support varied widely, differing in its degree of relevance, pedagogical helpfulness, and depth. The article concludes with recommendations for the redesign of existing curriculum materials. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 977–998, 2009 相似文献
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Catherine Tourrette Monique Robin Denise Josse 《European Journal of Psychology of Education - EJPE》1989,4(2):269-283
For twins’ parents, the process of building up each child’s individuality is more complex than for singleton’s parents. The dyadic interaction becomes a triadic situation and the mother has to face the problem of distinguishing one twin from the other without comparing them. The analysis of mother’s twin care patterns provides highly relevant information on the processes promoting twins’ individualization and maternal adjustment to the triadic situation. An empirical study illustrates this point of view. It surveys forty parents of twins on their attitudes towards twin rearing and observes parental behaviour in the home to assess consistency between statements of actual practices. Observation and correspondence analysis show that: I) Some types of child care are more conductive to implementing differentiation strategies than others (dress and choice of toys in contrast to bedtime and meals); 2) mothers of twins who are explicit about child rearing practices are generally coherent about putting them into practice; mothers with less explicit views are less inclined to try to individualize their twins; 3) SES and degree of physical resemblance between twins both affect the type of differentiation strategies. 相似文献
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Schwab (Schwab, J. J. (1970). The practical: A language for curriculum. Washington, DC: National Education Association, Center for the Study of Instruction) named the teacher, learner, subject matter, and milieu as the desiderata essential for curriculum making. In our research, the teacher commonplace has formed the entry point of inquiry. Increasingly, the milieu commonplace has perplexed us. In this article, we examine what we have termed “traveling stories” through different field texts focusing on what happens when individuals from different milieus are brought together in one school context. We explore how learning may be shut down in a miseducative way or opened up to educative possibilities through understanding the influence of diverse milieus—those we vicariously carry with us and those we currently share with others—and how they converge to shape the meanings individuals create in seemingly shared situations. 相似文献
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Norma Rudolph 《International Journal of Early Years Education》1996,4(3):61-71
This article briefly describes the policy changes in Early Childhood Development in South Africa since 1994. It describes an attempt in Northern Province to generate discussion about the changes with a group of teacher‐practitioners and to highlight the action necessary to develop and implement the policies. The methodology of the process is discussed, with particular reference to the role of the researcher as an agent for change. 相似文献
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The present study examines adult–child touch and its functions in a Swedish preschool (for 1 to 5-year-old children). The data are naturalistic observations and video-recorded data of everyday preschool activities. The study describes the frequently occurring functions of educators’ haptic conduct (control, affectionate, affectionate-control, assisting and educative touch), discussing them in relation to the children's age, gender and type of the preschool activity. It reveals the complexity of touch, demonstrating that physical contact is used for a variety of purposes in the educators’ daily work. The educators employed touch without force, and the children did not respond with explicit and forceful resistance (such as pushing back or otherwise protesting). Adult-initiated haptic behaviour served a continuum of social purposes – from social–relational work, such as establishing and building affectively positive, caring, social relations, to practical and educative organisational efforts to manage the complex and busy preschool life. The distribution of adult–child touch categories brings attention to the bodily aspects of the early childhood educational setting and highlights some of the ways in which the requirements of the Swedish curriculum for Preschool and its focus on educare are actualised in the educators’ embodied conduct. 相似文献
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Available statistics and literature indicate that Somali-Canadian youth face unique challenges in their everyday lives. Somali students have a 36.7 % dropout rate (Jibril, 2011). Somali-Canadian community members in Edmonton contend that Somali-Canadian students are labelled with behavioural or cognitive disorders, diagnoses that do not take into consideration students’ academic, social, or cultural backgrounds (Ahmed, 2007). They are situated in a complex web of family, religion, culture, and education (Forman, 2001) where they have to negotiate their sense of self and develop their identity. This research will attempt to understand the experiences of Somali-Canadian youth regarding their identity as learners, community members, and as Canadians. In this study, we utilize a social justice framework to help uncover the complex intersections of racism, cultural identities, and liberal education systems. This qualitative study is focused on understanding the lived experiences and actual social contexts of Somali-Canadian youth in Alberta. 相似文献
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Andrew Gitlin Marjorie Siegel Kevin Boru 《International journal of qualitative studies in education》2013,26(3):237-253
In the last two decades, ethnography has become the dominant methodology of the American educational left. While debates have raged over the use of this method, for the most part they have focused on concepts of reliability and validity. Unfortunately, this emphasis has obscured the relation between method and what the researcher is trying to achieve through the method ‐ its political moment. We strive to put the political moment back in the methodological debate by considering the potential of ethnography to foster emancipatory change ‐ the express purpose of the left. Our analysis suggests that the separation of understanding and application, as well as that of the researcher from those researched, constrains the potential of ethnography to inform and foster emancipatory change. 相似文献
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Bopardikar Anushree Bernstein Debra Drayton Brian McKenney Susan 《Instructional Science》2021,49(2):249-286
Instructional Science - Educative curricula support teacher learning as well as the learning of students. High quality educative curricula contain features that help teachers customize learning... 相似文献
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Emmanuel O’Grady 《Cambridge Journal of Education》2015,45(2):167-185
Interpersonal respect is a fundamental aspect of relating to others. This is especially true for teachers, as cultivating relationships is implicit in effective teaching. This three-year qualitative study examines a developing understanding of respect for pre-service teachers that progresses on to their first year’s teaching to examine the influential factors on that understanding. These teachers’ pupils were also asked to comment on their perceptions of respect. The findings indicate that interpersonal respect in an educative relationship is influenced by the level of autonomy afforded pupils and minimising the power differential between teachers and pupils. 相似文献