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1.
Contemporary researchers need to work across many cultural boundaries between ethnicities, between disciplines, between universities and industry, between professional cultures, and between various workplace cultures. While many authors have sought to characterise aspects of this boundary work, there remains little research on how researchers, especially research higher degree students, might be adequately prepared to work sensitively in these cultural borderlands. This article draws upon the post-colonial concept of the ‘contact zone’ to reconceptualise the knowledge and skills required by the successful intercultural researcher. It demonstrates how recognition of and engagement with cultural difference can create deconstructive, productive possibilities for innovative research and new knowledge. The article also examines the consequences of a lack of intercultural sensitivity and equity – the symbolic violence and exploitation present in the contemporary research arena. This recasting of research has significant implications for future research training.  相似文献   

2.
Situated learning approach has been applied in various teaching contexts, and increasing advocations have been shown in the particular context of language teaching. This study applied situated learning...  相似文献   

3.
This study examined how multiple measures can be used to study experienced teachers’ learning. The study was conducted in an advanced Master’s degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learning experiences found in the programme are described and connected to the multiple measures used to investigate teachers’ professional learning. Results of the study indicated that multiple measures can be used to examine a programme’s effects on teacher learning; prompted reflections can provide evidence of a programme’s influence on teacher thinking; and programme structure and content are important elements to consider when designing and assessing programmes for experienced teachers. This study also addresses how building a programme around measurable outcomes and then examining the results through multiple measures is an important link in understanding teacher learning.  相似文献   

4.
In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary school teachers’ education for sustainable development (ESD) in award-winning ‘ESD-schools’ supports students to become informed and autonomous democratic citizens by appreciating the complexity of the concept of SD. This empirical study is part of a larger research project studying progressive upper secondary schools and is a development of earlier research on teachers’ starting points for long-term purposes beyond the teaching – which we have termed objects of responsibility. In interviews of five teachers from two schools, experienced in ESD issues and working in teacher teams, an interesting commonality in their arguments for teaching sustainability emerged during the analytical process. The implications of the study’s results are important for EE/ESD research into teaching continuity as well as for teachers in practice.  相似文献   

5.
The partial results of ongoing research in the ‘University Barriers and Aids Identified by Students with Disabilities’ Project are presented. This four-year study (2011–2014) was carried out by a University of Seville research team with lecturers from a variety of fields and areas of knowledge (Educational Sciences, Economics, Health Sciences and Experimental Sciences). The general aim was to discover, from listening to the students themselves, barriers and aids they identified as affecting access, academic performance and overall perception of their higher education experience. The biographical narrative method, which allows the participants to talk freely about themselves without silencing their subjectivity, was used. This information was acquired by data collection techniques, such as in-depth interviews, observations, photographs and interviews with key persons in the life of each student. A structural analysis was implemented using an inductive system of categories and codes included in the MaxODA10 data analysis program. This study revealed the most personal and private feelings of the participants as they discussed such things as their perception as students, identification of disabilities or their strategies for facing ‘adversities’. The discourse revealed higher education as a privileged scenario in which they are socially included and able to reinvent an identity that may have deteriorated during other stages of their education.  相似文献   

6.
The purpose of this study was to examine the experiences of learning and consequent development of twelve students enrolled in a four-year undergraduate counselling program at a higher institution of learning in Malaysia. The students’ ages ranged from 20 to 24 years. Participants outlined their learning experiences after taking a three-credit semester-long course on Islamic-based counseling, which was an attempt at integrating religion and spirituality into counselor training. An experiential learning theory served as the framework of reference, and a qualitative research design was adopted. Results revealed four major themes: (1) increased understanding of counseling, (2) better understanding in regard to the self and relationship with God, (3) applicability to daily practice, and (4) enhancing professional competence as a counselor. Finally, implications for research, counselor education and training, and clinical practice are discussed.  相似文献   

7.
In this article, we explore the intersecting concepts of fairness, trust and temporality in relation to the implementation of an online peer-to-peer review Moodle Workshop tool at a Sydney metropolitan university. Drawing on qualitative interviews with unit convenors and online surveys of students using the Workshop tool, we seek to highlight a complex array of attitudes, both varied and contested, towards online peer assessment. In particular, we seek to untangle convenors’ positive appraisal of the Workshop tool as a method of encouraging ‘meta-cognitive’ skills, and student perceptions relating to the redistribution of staff marking workload vis-à-vis the peer review tool as ‘unfair’, ‘time-consuming’ and ‘unprofessional’. While the Workshop tool represents an innovative approach to the development of students’ meta-cognitive attributes, the competitive atmosphere that circulates, and is quietly encouraged, within the tertiary education sector limits the true collaborative pedagogical potential and capacities approach built into peer-to-peer review initiatives like the Workshop tool.  相似文献   

8.
Preservice teachers in six sections (n = 87) of a sequenced, methodological and process-integrated elementary mathematics/science methods course were able to reconcile an issue centered on a similar area of epistemology. Preservice teachers participated in a science inquiry lesson on biological classification and a mathematics problem-solving lesson on polyhedra. Preservice teachers were asked why it was possible to derive a mathematical formula for polyhedra and not organisms and what this implies about the similarities and differences between the epistemologies of mathematics and science. An area of epistemology known as simplicity was triangulated as “simple versus complex” emerged from the constant comparative method (28 %) and “justification and simplicity” (96 %) was coded with a content analysis. Implications include how methods course instructors can create other appropriate activities which incorporate and reconcile other areas of epistemology.  相似文献   

9.
Early College High Schools (ECHS) are at the forefront of high school reform embodying the principles of rigor, relationship, and relevance. This study examines students’ learning experiences in the context of relationships and rigor at an ECHS. Specifically, I investigate factors that influence students to attend an ECHS, what they attribute to their academic success, and the challenges they experience. I draw upon data from individual and focus group interviews with students at one 3-year-old ECHS in southeastern North Carolina.  相似文献   

10.
In this study, we investigated design processes in teacher collectives, which have been made possible by new “digital” opportunities: platforms, discussion lists, etc. The object of our study is the French Sésamath teacher association and its design of a grade 10 e-textbook, more precisely the design of the “functions” chapter. We analysed it with two theoretical lenses: the documentational approach and cultural-historical activity theory. We studied the activity system of a community of teachers designing an e-textbook. At macro-level, we observed a change of objects of the activities: from designing a “toolkit” for mathematics teachers; to interactive exercises; and finally to a more “classical e-textbook”. At micro-level, we analysed the development of collective documents by the community, combining resources and schemes.  相似文献   

11.
Students usually have plenty of experience with online social technologies, but they lack understanding about how to use these tools and methods for course learning. This article is designed to help college students who are anxious about participating in an online learning community or do not know how to build one effectively. With ideas derived from research and practice, this guide has been written to inform online students about learning communities, the benefits they offer, and how students can assist in building a successful online community.  相似文献   

12.
The evidence base that explores Black African parents’ experiences of an Educational Psychology Service (EPS) is limited. This article describes an exploratory mixed methods research study undertaken during 2009–2011, that explored Black African parents’ engagement with a UK EPS. Quantitative data were gathered from the EPS preschool database and parents completed the Family Support Scale which explored the social support they accessed outside of the EPS, such as relatives. Semi-structured interviews were used to explore five parents’ experiences of the preschool EPS. The interview data were analysed using Interpretative Phenomenological Analysis (IPA). The findings highlighted key themes pertinent to educational psychology practice and are applicable to all families regardless of ethnic background. Psychological theories and frameworks are discussed alongside the implications for educational psychology practice.  相似文献   

13.
In recent years online education doctorates have become more prevalent to accommodate the growing need for distance academic preparation. Due to the newness of these degree programs, there is a dearth of information in the literature on learner perspectives of effective online teaching and learning strategies. The authors of this paper are recent graduates of the online Doctor of Education program in Educational Technology at the University of Florida. They convey their own experiences using supporting research and the three components of the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2000)—social, cognitive, and teaching presence—to examine this online doctoral program. The insights in the paper are intended to promote dialogue on the student perspective and make recommendations to further the initiation and development of online education doctorates.  相似文献   

14.
The current study investigates the assessment conceptions of both pre-service and in-service English teachers within a high-stakes, test-driven context in Egypt. For this purpose, 170 Egyptian pre-service and in-service teachers completed an assessment conceptions questionnaire. Quantitative and qualitative data analysis were employed to answer the research questions. The results of the study showed in-service teachers preferring a combination of formative and summative assessment practices while pre-service teachers favored a relatively summative paradigm. With regard to functions of assessment, in-service teachers endorsed the improvement function of assessment more than the pre-service group. Both groups had negative perceptions about the effectiveness of teacher training programs. The study provides a number of implications for language teachers, teacher educators, and policy-makers.  相似文献   

15.
In this retrospective essay reviewing the implications of Joseph Schwab’s essay, ‘The practical: A language for education’ (2013 [1970]), 40?+?years after its first publication, I identify two ‘practicals’. The first is a comprehensive ‘Practical 1.1’ embracing ends, subject matter, problem source and methods. This ‘practical’ has radical implications for curriculum studies, and for educational theory and research more generally. However, these implications have not been recognized. On the other hand, Schwab’s deliberation-centred interpretation of the ‘practical’, the ‘Practical 1.2’, has been widely discussed but has not captured the field of curriculum studies because it fails to map onto the structures of most school systems.  相似文献   

16.
This article problematises the construction of regulation as an effective manager of risks to children in early childhood education and care (ECEC) services. Adopting a Foucaldian, governmentalist approach to regulation and risk, the authors suggest that governments in Australia have ‘risk colonised’ regulation to meet their own interests rather than make effective use of regulation as a mechanism for quality assurance. They propose that the risk colonising of regulation has not effectively addressed societal risks to children in ECEC services, and has generated its own risks to quality standards through a preoccupation with institutional risk. In these ways, ‘the laugh of Foucault’ resounds in the regulation of ECEC services.  相似文献   

17.
Research in Science Education - The first phase of this multiphase study involves modeling of college students’ thinking of friction at the microscopic level. Diagnostic interviews were...  相似文献   

18.
Suvi Tala 《Science & Education》2013,22(6):1323-1346
The content of the expertise which young natural scientists try to gain by doing science in research groups is a relatively little-explored subject. What makes learning in such settings challenging is that a central part of the expertise is tacit. This study employs empirical methods together with a contextualized approach and interdisciplinary cooperation in order to reveal practicing nanomodellers’ (N = 10) perspectives on their knowledge-building expertise, and on young scientists’ expertise education. Modelling in the virtual world plays a major role in the science of these nanomodellers, as it increasingly does in many fields of science. This study therefore adds to our understanding of the nature of recent scientific knowledge building and expertise development, which can be used in the education of the scientists of the future.  相似文献   

19.

The lack of alignment between, on the one hand, what schools seek to teach and, on the other, the students’ interests and learning objectives is leading to increasing numbers of students who are unable to derive meaning from school activities. Personalized learning strategies represent one of the most powerful ways to help students attribute meaning and personal value to their learning. This paper has two interrelated objectives. The first is to present a guide to the analysis of educational practices that work with and from students’ interests. This tool makes it possible to identify the potential of practices to reinforce and promote the meaning and personal value that students attach to their school learning. The guide is structured around three large blocks (personalization strategies, conceptions of interests, and design and development of practices), which describe the dimensions, subdimensions, questions, and levels for the analysis. The second objective is to illustrate use of the guide by analyzing two practices designed and implemented in primary school classrooms, characterized by a focus on students’ learning interests. The paper concludes by highlighting the main contributions of the guide presented, identifying some limitations, and pointing to future lines of research.

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20.
The aim of this study was to identify how and why doctoral students do interdisciplinary research. A mixed-methods approach utilising bibliometric analysis of the publications of 195 students identified those who had published interdisciplinary research. This objective measurement of the interdisciplinarity, applying the Rao-Stirling index to Web of Science and Scopus citations, allowed for a comparison of students’ interdisciplinary research outcomes from three different computer science programmes: a traditional programme, a multidisciplinary doctoral school and an interdisciplinary doctoral college. Applying a sociocultural approach, interviews with the 15 most interdisciplinary students were analysed to understand how dispositions and experiences of students and factors of the different programmes affect the circumstances and processes of becoming an interdisciplinary early career scientist. The data indicate that student motivations, previous skills and knowledge interacted with policies and programme structures including type of funding and supervisor expectations to play a crucial role in interdisciplinarity at the doctoral level. These factors can give rise to interdisciplinary research even in programmes without interdisciplinary focus and compromise the interdisciplinary goals of interdisciplinary programmes.  相似文献   

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