共查询到20条相似文献，搜索用时 15 毫秒
1.
Charlotte Meierdirk 《Teaching Education》2018,29(1):33-46
This paper explores the agency of student teachers during the Post/Professional Graduate Certificate of Education (PGCE) year at a Higher Education Institution in England. It presents part of the findings of a year-long investigation into the reflective practice of student teachers during the PGCE year. The multi-method study includes surveying student teachers (n = 101) and longitudinal interviews with student teachers (n = 6). One of the aims of the study was to investigate the impact of the social environment on the student teacher. The research analysis found that the complex environment the student teachers exist in can be both supportive and constraining. 相似文献
2.
Corry G.J.M. Ehlen Marcel R. van der Klink Henny P.A. Boshuizen 《Studies in Continuing Education》2016,38(1):61-85
Increasingly, innovative collaboration between industry and schools is being exploited as a way of improving the quality and relevance of education. Even though these innovations appear to have substantial benefits, often the impact proves to fade away after their implementation. A better understanding of how to sustain complex innovations seems important. Unfortunately, only a limited amount of research investigates the ‘inside’ of complex innovations. This article reports on a three-year, large-scale industry–school programme in the Dutch Leisure sector. The research, from start to finish, adopted a qualitative case study methodology with a mixed-methods approach, drawing upon social capital theory as lens to understand the dynamics of processes and effect on outcomes. Findings indicate that the social capital theory helps to unravel crucial factors of processes and outcomes. The researched innovation process depended not so much on formal project plans and objectives but largely built on the quality of social relationships at all levels. Sustaining this social capital proved crucial, while managing according to a planned change strategy appeared to be counterproductive. The outcomes show to be twofold, in terms of new knowledge and products for the organisations and of sustainable benefits for the professionals, in terms of new abilities. 相似文献
3.
Foong May Yeong 《高等教育研究与发展》2014,33(5):1078-1080
4.
The movement for the higher education of women in Ireland in the nineteenth century has traditionally been viewed as a Protestant initiative. Scholarship suggests that the Irish campaign developed along the same lines as the English movement, gaining from and growing out of the English advances. Leading Protestant schools for girls have been viewed as the driving force behind the concessions afforded Irish women. This paper challenges this assumption, suggesting that contemporaneous developments in Ireland were driven not by neighbouring reforms but by denominational tensions. The role played by the Catholic teaching orders during the nineteenth century cannot be overlooked. Although initially conservative in their approach to educational provision for girls, the Catholic teaching orders – the Dominican, Loreto and Ursuline orders in particular – were key players and stakeholders in women’s higher education in the latter half of the nineteenth century. This paper explores the objectives of the pioneers of Protestant and Catholic female education, examining the relative influence of the Church of Ireland and the Catholic Church. It explores the possibility that the movement for the higher education of Irish women found its impetus not in gender equality, but in denominational rivalry. 相似文献
5.
Graham Hobbs 《牛津教育评论》2016,42(1):16-35
There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school ‘effectiveness’, where ‘effectiveness’ refers to a school’s impact on pupils’ educational achievement (relative to other schools). It builds on the small number of existing studies, whilst overcoming a number of their limitations. It estimates the effectiveness of the (state) schools attended between ages 7/8 and 10/11 by a cohort of children born in the 1990s in Avon, a former county of England, and then compares the effectiveness of the schools attended by children from different social classes. It finds that ‘higher’ social class children attend more effective schools, on average, and that these social class differences in average school effectiveness between ages 7/8 and 10/11 account for 7% of social class differences in average educational achievement age 10/11. This is not a causal analysis, however. 相似文献
6.
Carlos Alberto Torres 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):39-55
This article begins with a discussion of the implications of CONFINTEA VI having been organised in Brazil ?C the author uses the term ??Brazilian effect?? ?C and the role of social movements challenging neoliberalism. Next, drawing from the experience of Latin America, this paper analyses the counter-hegemonic practice of the new social movements. The concluding section highlights the dilemmas faced by UNESCO in trying to create a democratic and efficient process of policy-making and institutional service in adult education in the nation-states. Furthermore, the proposal of popular education portrayed by the new social movements is described as a tool for empowerment. CONFINTEA VI??s recommendation of moving from rhetoric to action in adult education programmes, practices and policies demands that we take the agendas of the new social movements in the post-neoliberalism era seriously. 相似文献
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8.
Pernilla Josefsson Stefan Hrastinski Daniel Pargman Teresa C. Pargman 《Education and Information Technologies》2016,21(6):1583-1594
Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course “Social media technologies”. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role. 相似文献
9.
Neil Selwyn 《牛津教育评论》2013,39(2):170-188
From the mid-1970s to the early 1980s, schools micro-computing in the UK developed from being a niche ‘hobbyist’ activity to a prominent, officially mandated element of the national education system. Drawing on in-depth interviews with key actors of the time, this paper outlines the initial varied interpretations of schools micro-computing in the UK, identifying the social groups that were involved in pursuing these interpretations, and then considering which meanings and values gained dominance over others. This ‘social shaping’ analysis highlights the processes that underpinned the gradual stabilisation of the meaning(s) around the micro-computer in an educational context. The paper concludes by considering how the eventually dominant interpretations of schools micro-computing can be explained in terms of the technological frames of relevant social groups—not least the differing determinist assumptions of groups hoping to encourage the radical computer-led transformation of schools and schooling, as opposed to those seeking the continuation of established interests. 相似文献
10.
《Journal of Further & Higher Education》2012,36(2):151-160
This article explores, through an analysis of key policy documents, the construction of the political concepts of social exclusion and inclusion through further education (FE). During the first decade of the New Labour government the concepts of social exclusion and inclusion have undergone a process of active construction. In between The Learning Age and Raising Expectations, different political concerns come to the fore. Whereas in 1998 social exclusion encompassed the broad category of ‘disadvantaged people’ and reducing social exclusion was linked firmly to promoting employability, by 2007 interest with the socially excluded was more specifically focused upon ‘16–17 year olds not in education, employment or training’, and FE was to promote social inclusion, in part, through challenging anti‐social behaviour. Three main models of constructing inclusion emerge: instrumental, social and psychological. This article examines the impact of the instrumental model and argues that focusing FE upon the needs of the economy provides a narrow concept of inclusion and a degraded view of education. 相似文献
11.
Louise Phillips Ksenija Napan 《International journal of qualitative studies in education》2016,29(6):827-844
Higher education is one of many fields of practice that have undergone a so-called ‘dialogic turn’ whereby processes of co-creation proliferate as a means of generating knowledge. According to dialogic ideals, co-creation harnesses the transformative potential of dialogue across difference and empowers participants as co-learners or co-researchers. But what does the ‘co’ of ‘co-creation’ entail in practice? The aim of the article is to explore the tensions in the ‘co’ of co-creation through critical, reflexive analysis of the enactment of one particular approach to co-creation, ‘Academic Co-Creative Inquiry’ (ACCI), in a social work course in a higher educational institution in Aotearoa New Zealand. Using the Integrated Framework for Analysing Dialogic Knowledge Production and Communication (IFADIA), the analysis identifies tensions arising in the interplay between top-down and bottom-up dynamics in a contested terrain of dialogic and neoliberal discourses. It is argued that ACCI’s and IFADIA’s reflexive sensitivity in relation to tensions offers some resistance to neoliberalism in higher education. 相似文献
12.
According to UNESCO statistics, the People’s Republic of China (PRC) sends far more students to study overseas than any other country in the world. Similarly, from the receiving countries’ point of view, PRC students form by far the highest proportion of international students. In many respects, this is a success story, but it also poses a number of risks to universities. This paper focuses on one of those key risks that of student dissatisfaction (including from PRC students themselves). Using a sequential mixed-method study, it addresses two research questions: (a) Chinese students’ level of satisfaction with their social integration into the university community and (b) the barriers that Chinese students’ perceive in becoming more socially integrated into the university student community. The research finds that many Chinese students are dissatisfied with their range of friendships and that they find it more challenging to socialise with students of other nationalities than other students do. They point out a number of barriers to integration, with cultural distance playing a major role, but also argue for the impact of individual factors. The paper concludes by considering the implications for universities and suggestions for further research. 相似文献
13.
Bronwyn Davies 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):113-127
This paper explores the relation between poststructuralist theorising and new materialism with a particular focus on the work of Barad. Tracing the lines of thought, particularly as they relate to ethics, through the works of Foucault, Butler, Cixous and Deleuze the paper finds a range of concepts that anticipate and link directly with Barad’s work. Barad’s emphasis on the agency of matter, and on how matter is made to matter, is found to be new. The different analytic work that can be done with these various philosophers is explored through three intra-active entanglements; first, among preschool children and a rock, second, between a girl and a chimp raised as her twin, and third, between humans and cows. 相似文献
14.
The present study analyses Finnish higher education steering system, management by results, from the perspective of higher education institutions. We ask what happens inside a higher education institution, called here the “Campus University”, during the actual negotiations related to the national steering system. We analyse not only the management by results as a steering system but pay close attention to the social space created by this managerial fad. The social space of the negotiations is constructed by different kinds of unofficial elements of social interaction; the physical space, the expected behaviour of the negotiators, the seating arrangements, the coffee servings, and the “small talk”. These elements of interaction are part of the polity of the negotiations and they are controlled by the chairperson of the negotiations. They form the modes of the social space of these negotiations. Therefore, the social space of the negotiations not only supports the hierarchical character of the ritual, but also makes it natural for the Rector to use power to allocate resources because s/he represents the institution. The analysis is based on qualitative and ethnographic methods of research. 相似文献
15.
Jory Brass 《Paedagogica Historica: International Journal of the History of Education》2016,52(3):221-235
This study draws from histories of “educationalisation” and neo-Foucaultian histories of English teaching in an archival analysis that revisits landmark pedagogical texts that coincided with the rapid expansion of the school subject English in between the 1894 Report of the Committee of Ten and 1918 Cardinal Principles of Secondary Education. The archival analysis considers these two reform documents along with the first comprehensive books on English teaching, which were published between the 1890s and 1920s. The study’s analysis adopts a selective focus on their explicit aims and rationales for teaching English, particularly in secondary schools, and the pedagogic logics and practices by which English was imagined as a governmental response to various social problems. This archival work recovers the largely overlooked ways in which the teaching of English was positioned to improve the moral and social condition of the population, to develop youths’ capacities for self-governance, to professionalise teaching through the psychological sciences, and to include “problem” populations within the corrective spaces of the English classroom. It also illustrates how distinctive approaches to teaching English language and literature were understood to attune youths’ “souls” to a range of governmental norms. This study bridges ideas from two historical literatures in order to unearth “educationalisation” problematics and “governmental” practices that traditional histories of English teaching have largely obscured, particularly in the United States. 相似文献
16.
Patterns and purposes in the uses and misuses of the term ‘critical thinking’ in the social sciences
This article analyses the uses and representations of the term “critical thinking” in the social science literature, based on a qualitative content analysis of titles, abstracts and keywords retrieved from the SCOPUS database for Germany, France and Russia over the last two decades. Our analysis focuses on how the use of the term “critical thinking” has increased over time, in which contexts the term is used and in which part of article texts it is used. Our findings are counterintuitive on several levels. First, the term “critical thinking” is seldom used in a pluri-disciplinary context. More commonly, it is used within specific discourses—notably education. Second, we found that it is mainly used instrumentally, rather than analytically. Third, most of the articles that use the term do not engage in actual critical analysis. There are also important geographic variation in the use of the term. In articles from Germany and Russia the term is used in similar ways—and differently in France. These nuances are difficult to analyse however, due to the different topics addressed, as well as author preferences. The use of the term “critical thinking” is diverse; indeed, at times weak and paradoxical. Finally, we discuss how editorial policy in academic journals possibly influences the discourse on critical thinking. 相似文献
17.
Career guidance claims a lineage to ‘modernity’, where individuals carve dignified lives for themselves, irrespective of social origin. Here, ‘social justice’ has particular connotations, relating to the meritocratic redistribution of resources in ways that reward ability and effort. This article explores alternative conceptions of social justice, taking seriously the fundamental insight that if individuals make history, they do so in circumstances not of their own making. Drawing on recent theories of social justice, an effort is made to ‘trouble’ mainstream notions of career guidance, and to imagine how it can be of the greatest benefit to the least advantaged. 相似文献
18.
James Slevin 《Learning, Media and Technology》2008,33(2):115-126
This article examines the way in which e‐learning is transforming the nature of social interaction in higher education. In this new educational environment, radical societal transitions and the opportunities afforded by modern communication technologies together produce formidable challenges. Significant as these challenges may be, concentration upon problems of a practical kind draws attention away from the more theoretical concerns in understanding e‐learning. By drawing together developments in social, educational and communicational theory and Gilly Salmon’s hands‐on approach to teaching and learning online, this article reveals some unintended consequences: e‐moderation and the use of e‐tivities may perpetuate the very conditions that limit our chances of dealing successfully with the challenges posed by e‐learning. While theory may muddle what might otherwise be communicated meaningfully to those in search of practical answers, theoretical developments provide concepts and frameworks that can be placed in the service of a critical understanding of e‐learning and the transformation of social interaction in higher education. 相似文献
19.
John Rowe 《Journal of Higher Education Policy & Management》2014,36(3):241-256
The phenomenal growth in the use of social media in the past 10 years has dramatically and irreversibly changed the way individuals communicate and interact with one another. While there are undoubtedly many positives arising out of the use of social media, irresponsible or inappropriate use can have significant negative consequences. In the university setting, comments posted on widely accessible forums such as Facebook, and seen by other students or staff, can damage reputations, create personal distress and compromise academic integrity. So how should universities deal with this problem? This article describes the findings of a research project undertaken in 2011 to address this question. Given that many students would regard their Facebook pages and Facebook groups as their own private space, one of the key goals of the project was to establish appropriate limits for university interference in these matters. Another was to develop a categorisation model for dealing with inappropriate or irresponsible comments that have been detected or reported. 相似文献
20.
The principles of social inclusion have been embraced by institutions across the higher education sector but their translation into practice through pedagogy is not readily apparent. This paper examines perceptions of social inclusion and inclusive pedagogies held by academic staff at an Australian university. Of specific interest were the perceptions of teaching staff with regard to diverse student populations, particularly students from low socio-economic (LSES) backgrounds, given the institution's reasonably high proportion of LSES student enrolment (14%). A mixed-method approach was utilised: (i) in-depth interviews with a representative sample of academic staff and (ii) an online survey targeting all academic staff across the institution. The results point to the dual responsibilities of students and institutions in enacting inclusivity in order to move beyond reductive standpoints that simply apportion blame. 相似文献