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1.
Discussions of the problems of expatriate educational research with and in developing countries are at the core of this paper. How should a research project be set up? Who should initiate it and finance it? How does it fit into an overall development strategy? These and other questions are analysed sensitively and with understanding. The paper also examines how research questions should be formulated and how the research should be designed. Inevitably there are hidden objectives which do not appear explicit in the early stages. There are yet others which should be made explicit. Problems also arise over collecting and disseminating data, especially when the time comes to publish a report. So often political and other considerations influence the final report. Ultimately, however, the success or failure and the value or otherwise of any research depends on an intricate web of relationships, at the heart of which must be mutual trust.  相似文献   

2.
Story-telling and story-writing as pedagogical practices hold a pre-eminent place within critical literacy practices. In Toronto, Canada's largest city, progressive community-based literacy programmes begin the educational process by assisting adult literacy students to learn to read and write by using the language experience method. The educational process is furthered when the programmes publish the autobiographical accounts that these learners have created. They publish these accounts as a way of generating relevant educational reading texts for adult new readers, and more significantly as a form of cultural expression for people marginalised by poverty. Elaine Gaber-Katz, a feminist educator literacy practitioner, explores how critical literacy programmes purposefully seek out the voices of those who have been silenced. She also explores the ways in which these programmes create the spaces for these voices to be heard. Focusing on the use of story, the author assesses the value of publishing these kinds of learners' stories and confronts some of its inherent limitations.  相似文献   

3.
肖燕  李琪 《怀化学院学报》2006,25(3):190-192
我国编辑出版高等教育呈现出迅猛发展的势头,但教育现状与现实需要之间存在着许多矛盾。文本分析了教育发展热潮与就业遭遇冷落的尴尬的现实,阐述了出版人才的素质要求,并提出编辑出版教育模式改革的四点探讨。  相似文献   

4.
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5.
With reference to selected Third World countries, the paper generalizes, within a broad analytical framework, the underlying reasons for the formulation of policies and practices to abate the growing problem of the ‘educated’ unemployed through the initiation of vocationally-oriented educational programmes. It outlines the main reasons why the implementation of vocationally-oriented educational strategies did not converge with and reinforce other related employment initiatives to achieve their intended goals. Discussion is then focussed on why there is a mismatch between educational training and work, which has given legitimate grounds to many Third World countries to question whether the assumptions that underlie vocationally-oriented education are a ‘fallacy’. In conclusion, an alternative educational strategy is suggested. This strategy not only outlines how it may be possible to interface education and work, but also how greater efficiency and equity can be brought about in this relationship.  相似文献   

6.
Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement).  相似文献   

7.
Bandwidth capabilities of next generation networks have turned interactive multimedia services to a cost effective reality, targeting not only large companies, but SMEs and individual users as well. An application with direct social impact is tele-teaching and in the broader sense distance learning. A large numbers of colleges, universities, and other higher education institutions already offer online courses to their local and remote students, via new methods of education. In this paper, combining the WWW, the H.323/MPEG-4 protocol family and the CORBA model, we specify an open system and network architecture towards the Virtual Classroom realisation. Over this architecture an educational process is described using formal Object Modelling Technique (OMT) rules, while educational services are provided as methods of distributed objects. In this way, a framework is proposed in order to allow educational institutes to publish content in an abstract object-oriented manner, so as to become widely available via the well-known WWW interface.  相似文献   

8.
Owing to the growing internationalisation of research, educational researchers in the Netherlands are increasingly expected to publish through the medium of the English language. Though this undoubtedly benefits the communication between scholars, there are also side-effects. This paper discusses problematic issues from three perspectives: (i) the use of a non-native language for communication between scholars in the area of education; (ii) the use either exclusively, or not, of a publication record of such publications for purposes of recruitment and promotion of staff; (iii) the relationships between research groups of different disciplines and/or universities. It will be argued that the demand to publish exclusively in a non-native language has damaging effects as far as the context of education is concerned. Not only will it lead to a denial of one's own background and culture, but the uniformisation, (which is the result of it), will also stifle the rich educational landscape by allowing the publication only of items of international interest. The model of the natural sciences is not adequate for the context of education because of the necessarily more local character of the content of educational problems and production of strategies to deal with these. Thus it will become clear that the integrity of the educational researcher is at stake as the research area is selected.  相似文献   

9.
Can research on disciplinary socialization and imprinting help us understand the extent to which educational developers bring aspects of their disciplinary training to their educational development research? In this paper, we explore the relationship between the research approaches developers associate with their original disciplinary training and those they actively use in their own educational development research, comparing and contrasting the strength of imprinting by discipline cluster. We discuss implications for how educational development as a field supports new developers moving into the field from another discipline and for how developers work with academic colleagues in other disciplines.  相似文献   

10.
Abstract

Bicultural educational policy is part of a much broader ensemble of bicultural policies that were first developed by the Fourth Labour Government elected in 1984. These policies were an acknowledgement of, and response to, the historical injustices suffered by Māori people as a consequence of colonisation. Bicultural education policy is thought to be a means of addressing the ongoing challenge of educational underachievement of Māori students in the compulsory schooling sector. At present, the dominant discourse in New Zealand education frames the educational underachievement of Māori as a problem associated with cultural differences; however, this tends to obscure explanations that focus on socio-economic disparities. This paper shows how the dominant discourse relating to the underachievement of Māori students is established in policy and maintained through various auditing systems, and how this leaves little space for other explanations or solutions. The paper advocates a move away from an either/or approach to the problem of the educational underachievement of Māori and argues for greater critical engagement with bicultural education policy in order to open up space for conversations that address both the cultural and the socio-economic factors which may affect achievement.  相似文献   

11.
教育绩效责任是社会公众对学校和政府的对教育信息披露的要求。目前我国的高等职业教育在此方面还存在很多欠缺。教育绩效责任的基本内涵是对涉及学校教育教学质量的要素指标予以公开化,以满足众多人群对教育现状、教育质量、教育经费等的关注和决策要求。高等职业教育应根据自身特点,制定出符合社会公众要求的教育绩效责任履行情况公示制度。  相似文献   

12.

On the one hand this paper is an exploration of how suitable the theories of Pierre Bourdieu and Michel Foucault are to explain educational reform. At another level, the paper tells a story of educational reform in Iceland in the last 25 years ‐ through the Bourdieuean and Foucauldian lenses.

The paper identifies legitimating principles in the discourse on educational reform in Iceland and focuses on the tensions over what counts as capital in teacher education. In short, pedagogy, curriculum theory, educational psychology and other educational sciences signify a discursive pole that is gaining currency at the cost of the capital of the traditional academic disciplines, such as Icelandic, history and biology, which signify the other pole in this spectrum. The paper argues that an epistemology of progress underlying reform often prevents reformers from taking a reflective stance on the historical foundations of their beliefs in educational science; they take for granted that progress and evolution are possible and call for better methods to produce progress.  相似文献   

13.
Debates continue about how high-stakes testing regimes influence schools at all levels: their impact on teaching practices, distribution of resources and curriculum provision, and whether they achieve the intended increases in student achievement in targeted areas. In 2008, the Australian government introduced a national testing scheme, the National Assessment Program – Literacy and Numeracy (NAPLAN), in which all Australian students in Years 3, 5, 7 and 9 are required to participate, and a national website, MySchool, was established in 2010 to publish the results of all schools. This paper reports on the first national study of educators’ views on the impact of NAPLAN on Australian schools and students. Over 8000 educators from all states and territories participated in the study, and the findings indicate that the testing regime is leading to a reduction in time spent on other curriculum areas and adjustment of pedagogical practice and curriculum content to mirror the tests. The findings suggest that the modification of teaching and curricular practices is in response to concerns regarding the use and reporting of NAPLAN data and the potential impact on schools. This confirms findings of researchers in other countries on the capacity of high-stakes regimes to distort teaching practices, constrain the curriculum and narrow students’ educational experiences.  相似文献   

14.
IEA studies hold the promise of meeting governments’ needs to obtain information on how their educational system operates relative to other systems, which may help to identify deficiencies and strengths. In this paper, ways in which this information might influence policy and decision‐making are described and examples are provided of cases in which the findings of IEA studies have been reported to have influenced policy. Problems in interpreting and applying IEA findings are considered. Finally, nine conditions are outlined which international studies should meet if their findings are to satisfy the currently expressed needs of educational policy‐makers and decision‐makers.  相似文献   

15.
Journal rankings are increasingly being used as proxies for assessing the quality and worth of individual faculty and their contribution to institutional performance. Problematic within this agenda is the historical mapping and projection of current journal rankings. Individual papers are being assessed against criteria far removed – temporally – from when decisions were made regarding where to publish. Drawing upon three examples of publishing in educational administration journals, this paper explores how the assessment of paper quality is dislocated from the scholarly labour that generates those outputs in the first place. Different ranking systems and often lengthy submission to publication processes mean that the worth of individual papers can dramatically shift independent of any actual engagement with the content of the paper. The value of an individual’s track record can fluctuate quickly and any intervention to alter the situation takes time to come into effect. This paper does not suggest replacing one ranking system with another, or even remove research assessment. Rather, it offers a means of problematising the application of journal rankings by calling into question their timelessness. In doing, it provides the intellectual resources to make strange the status quo and open the prospect of alternatives.  相似文献   

16.
Many forms of bias have been identified in higher education research, and in educational and social research in general. This article identifies a further form of bias, positivity bias, and places it in this broader context. Positivity bias is the tendency, in some forms of published higher education research, to only or chiefly report examples of initiatives or innovations that worked and received positive evaluations. Empirical evidence of positivity bias, in the form of an analysis of a sample of published articles from selected higher education journals, is presented and discussed. Suggestions as to the causes of positivity bias and how it might be handled are presented.  相似文献   

17.
This paper responds to the challenge of how educational research might be practised in a contemporary world that is no longer necessarily organised by nearness and unity. Focusing on ethnography, it argues for what a multi-sited imaginary contributes to research in the field of education. By giving prominence to the notion of multi-sited ethnography as it has been developed by the anthropologist George Marcus this paper shows how ethnography conceived this way is now necessary in educational research. By bringing together recent concepts from anthropology with educational ethnography, it provides an analysis and reconstruction of how to go about doing ethnography in a world that is characterised by partial connections. To highlight the contributions to education of this research imaginary the paper provides an example of how to approach a specific research topic in this field. In sum, this paper makes a unique contribution to educational research by providing an ethnographic approach for the study of contemporary educational lives.  相似文献   

18.
This paper argues that past debates concerning class influences on education in the UK were inadequate because they disregarded girls' and womens' values and life patterns. New analytic frameworks involving a synthesis of gender, class and other social formations are needed to develop an understanding about how changing patterns of wealth and poverty and/or recent British educational reforms have affected student learning and life‐chances; and therefore how inequalities may be challenged. The paper draws on a range of sources including a recent study of the impact of recent British education policy changes on gender relations in schools.  相似文献   

19.
This paper describes the work of one Educational Psychology Service in examining educational issues around gay and lesbian young people, and exploring how educational psychologists may be able to make a positive contribution. Set within a whole service approach to equalities, the paper suggests concrete ways in which the profession can make a difference for this potentially vulnerable population of young people.  相似文献   

20.
Over the past few years evidence-based practice has become of central concern to health and social services in this country. The fundamental tenant is that there must be a clear link between professional practice and its research base. This paper outlines the concept of evidence-based practice and how it rests on the concept of good quality research -- defined as randomised controlled trials. Some of the arguments against evidence practice are outlined; in particular, the importance of educational psychologists' epistemological position. A framework is described that helps to explain how educational psychologists may use their experience to construct explanations for their clients' difficulties. The tension between those educational psychologists who wish to base their professional practice on subjective experience and self-reflection, and those who wish to base it on a more objective base is explored. It is suggested that how this tension is resolved will be the key factor in the continued public and political credibility of the profession.  相似文献   

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