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1.
This article explores the quantitative/qualitative divide in the fields of criminology and criminal justice. The article reports findings from a study of: (1) quantitative and qualitative methods used in a sample of journal articles published in top‐tier and lower‐tier academic journals; (2) doctoral methods and statistics curricula; and (3) journal editor perceptions about the quantitative/qualitative divide. The study found a large gap between the use of quantitative and qualitative methods in published research that reported empirical findings. The content analysis of Ph.D. curricula suggests that the qualitative/quantitative divide in published research is a logical extension of a similar divide in the teaching of methods in doctoral programs. The interviews with journal editors suggest that they are generally receptive to qualitatively oriented research; however, these journal editors also identified several important barriers that contribute to the ongoing divide in published criminology and criminal justice research. Implications are discussed.  相似文献   

2.
This paper draws from continuing research into the growth of sociability and cooperation in young children. It began in the mid‐1980s and has continued periodically in a range of early years educational settings across the 3–6 age range. The research has underpinned the development of an observational tool. This tool – the Social Play Continuum or SPC – has been used in personal and paired data collection by the author and jointly with early years educators. This paper draws from play observations of nursery children (aged 3–4 years) and reception class children (aged 4–5 years) in one school. The focus here is on conflict in play and its interpretation. The paper considers a relationship with stress in children’s lives and its potential impact on playful learning needs. The author advocates increases in playful learning and pedagogies rather than engagements with conflict resolution programmes. Three data‐based vignettes contextualise children’s play to illustrate the need to deepen understanding through observation about the nature of conflicts – with peers and with adults – and the wider implications for playful pedagogies.  相似文献   

3.
This paper presents a personal perspective on some of the ideas and issues that currently surround learning and teaching in art and design within higher education. It aims to stimulate debate and to raise questions about the direction in which an increasingly monolithic educational culture is moving. It identifies a number of beliefs and values that the author considers to be particularly important to the development of a radical pedagogy and argues that the sector needs to counter the drift towards a technocratic and overly deterministic approach to education. While being intentionally wide–ranging and polemical the paper seeks to bring together a number of disparate ideas into a useful and coherent interaction. The continuing relevance of education as an emancipatory and transformative project is affirmed, while certain features of modernism inscribed into current educational practices are questioned (for instance, exclusivity, subjectivism and absolutism). Changes in the ways in which knowledge is viewed are discussed in relation to assessment, learning, research and the construction of the ‘self’. A re–orientation of learning and teaching is suggested around a process–based pedagogy that places particular emphasis on indeterminacy, pluralism, revisibility and dialogue.  相似文献   

4.
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5.
This paper discusses whether research following PISA might constrain the plurality of empirical and theoretical approaches in empirical educational research. The significance of plurality in the field of science is reviewed initially; followed by the paper’s central thesis. It is argued that qualitative and new quantitative empirical educational research seldom considers each other in key areas of the field, e.?g. investigations on educational inequality. Though, ‘dimming out’ perspective-wise is marked rather a distinct feature of new quantitative educational research. Using the example of research on selection-based learning environments, students’ habitus and the family’s role in educational inequality, it is shown how a reflected linkage of both perspectives and mutual reception can be substantially beneficial to the findings of both paradigms.  相似文献   

6.
This paper uses in‐depth interview data to explore aspects of the lives of non‐native speaking English educators working in the state education system in Sri Lanka. In so doing the research focus is on the educators themselves and the paper will discuss such issues as: careers as English teachers—motives for entering teaching, career progression, becoming a teacher educator; professional self‐development; beliefs about teaching, learning and teacher education; and the wider socio‐educational context of English teaching in Sri Lanka. It is hoped that the paper will offer insights into the development of non‐native speaking TESOL teachers—by making more visible features of practice in particular contexts—as well as providing ‘snapshots’ of teaching and learning in state systems beyond the western world which may inform thinking more broadly about international English language teaching and learning.  相似文献   

7.
This paper presents a study focusing on differences in Israeli Jewish and Arab chemistry teachers’ beliefs regarding teaching and learning of chemistry in the upper secondary schools. Israel is a country experiencing the problems of diverse cultural orientation of its inhabitants but applying the same educational system to its diverse cultural sectors. Education includes the same curriculum in chemistry for both the Israeli Jewish and Arab cultural sectors as well as final examinations (matriculation) set centrally by the Ministry of Education. Thus, this study can serve as a striking case for other countries facing similar cultural diversity. The study is based on two different instruments that are both qualitative and quantitative in nature. The qualitative data stem from chemistry teachers’ drawings of themselves as teachers in a typical classroom situation accompanied by four open questions. The data analysis follows three qualitative scales: beliefs about classroom organization, beliefs about teaching objectives and epistemological beliefs. A quantitative study gives insights into teachers’ beliefs about what characterizes good education. The main goal of the present paper is to determine whether both groups of chemistry teachers with different sociocultural background in Israel hold different views about education in general and chemistry education in particular. The findings provide evidence that in Israeli chemistry classrooms, the beliefs of Arabic teachers differ from those of the Jewish teachers, although both groups live in the same country and operate the same educational system.  相似文献   

8.
Due to the implementation of a 9‐year integrated curriculum scheme in Taiwan, research on team teaching and web‐based technology appears to be urgent. The purpose of this study was incorporated web‐assisted learning with team teaching in seventh‐grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self‐reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one‐half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.  相似文献   

9.
The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and—even more pronouncedly—freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed.  相似文献   

10.
This paper explores the policy of single‐sex classes that is currently being adopted in some schools as a strategy for addressing boys’ educational and social needs. It draws on research in one Australian government, coeducational primary school to examine teachers’ and students’ experiences of this strategy. Interviews with the principal, male and female teachers responsible for teaching the single‐sex classes and the students involved in these classes are used to illustrate the impact and effect of the strategy on pedagogical practices in this particular school. The data are used to raise critical questions about the impact and effects of teachers’ pedagogical practices in light of the current literature and research about single‐sex classes. In this case study, it was found that teachers had a tendency to modify their pedagogical practices and the curriculum to suit stereotypical constructions about boys’ and girls’ supposed oppositional orientations to learning. It is concluded that teacher knowledges and assumptions about gender play an important role in the execution of their pedagogies in the single‐sex classroom.  相似文献   

11.
After the 1992 Further and Higher Education Reform Act enabled polytechnics and the qualifying franchised colleges to be renamed universities or higher education institutions, the dominance of the rhetoric of skill development aggravated long‐standing schisms between further and higher education about whether or not degree‐level courses should be available in further education. One aspect of these disagreements concerns the dominance of a skills deficit model and its influence in learning and teaching. This article draws on the findings of a study into the role of a Students’ Skills Centre (SSC) in a post‐1992 university. It focuses on how and why working in SSCs is envisaged as a subordinate function, as a ‘support’ and not a ‘teaching’ role. The research study utilised both quantitative and qualitative research methods in a case‐study design to examine the nature of students’ requests for help in an SSC. The article argues that academic skills, including writing, study and key skills, are more effective if taught in a subject/disciplinary‐specific context. Hence, lecturers in the SSC had to provide intensive teaching, which, at the same time, also addressed this contextual dimension. This is a complex and highly specialised teaching process, yet, despite the yearly increase in numbers of students attending the centre for help, university managers and some academic staff refused to acknowledge the complexity of the nature of students’ learning requirements or the teaching function of the role of lecturers working in the SSC.  相似文献   

12.
The zones framework conceived for the examination of thinking about teaching, is validated, and extended to the examination of thinking about learning. This is done by extending the framework to examine thinking about teaching and learning in a population of science graduate student teaching assistants. Semi‐structured interviews explore these students’ teaching and learning experiences, how their experiences relate to their knowledge of educational theory, and how they have formed their ideas about what constitutes good teaching. The article demonstrates that the zones framework can be extended to thinking about learning, and that it is appropriate for examining the thinking of students as well as teachers. Recommendations for further research are made, including the exploration of discipline‐specific thinking.  相似文献   

13.
There is a trend in Irish universities to utilise the benefits of the e‐learning as a mechanism to improve learning performance of campus‐based students. Whilst traditional methods, such as face‐to‐face lectures, tutorials, and mentoring, remain dominant in the educational sector, universities are investing heavily in learning technologies, to facilitate improvements with respect to the quality of learning. The technology to support reuse and sharing of educational resources, or learning objects, is becoming more stable, with interoperability standards maturing. However, debate has raged about what constitutes effective use of learning technology. This research expands upon a study carried out in 2003 examining students’ perceptions of e‐learning in a large undergraduate accounting class environment. As a result, improvements were made to the instructional design of the course, to enable students to engage interactively with content. The subsequent study, reported in this paper, adopted a broad range of techniques to understand students’ learning experience in depth. The findings of this research provide an insight into how these students really work and learn using technologies, if at all. It is hoped that our findings will improve the experience for both students and lecturers who engage in teaching and learning through this medium.  相似文献   

14.
There is a growing awareness of the value of using pupils’ voices in educational research. At primary and second level, the principle of pupil voice has gained in profile over the last decade. However, in higher education, the use of voice in research collaborations remains under‐theorised and under‐utilised. This paper reports on an inclusive phenomenographic study undertaken with college students with intellectual disabilities (ID). It outlines how pupil voice can be used to gain a deeper understanding of the teaching and learning process. The strategies that promoted learner engagement and autonomy include establishing a supportive learning climate or environment, and promoting self‐regulated learning strategies. These findings suggest that the use of pupil voice is fundamental to changing the way teachers think about students with ID and their learning.  相似文献   

15.
Teachers have been understood in their functional role and collective agency in sociology. In this article, the author rethinks the structure and agency dimension of teaching in the context of Japanese school education in transition. The new curriculum in Japan puts emphasis on children’s subjective experience of learning. This article explores the mirroring process of teaching in this curriculum transition from role‐oriented to subject‐focused. The author introduces two experiences as teacher reform movements: a teachers’ association and blogs which write about classroom teaching experiences. The findings suggest that there is a cultural transformation occurring within teachers as a group. For analysis, the author draws on the sociological idea of generations. The transformation in teachers’ self‐consciousness is significant because it creates a gap between self and representation not only externally (how educational reform describes teachers) but internally. The author concludes that this internal experience is ignored in the map of curriculum as structure and teaching as agency.  相似文献   

16.
对国内外有关教学过程的理论进行了比较分析，指出对教学过程的质的研究，应该吸收借鉴各家之长，坚持整体联系的、动态层次的和周期时序的观点，将教学过程放到教学本体存在的层面上来理解和把握，并从不同的角度和侧面对教学过程的质的规定性进行辩证的把握。  相似文献   

17.
The paper examines aspects of the relationship between teaching and research in higher education in social science research methods, with particular reference to the subject area of Education. There are three main themes: reflections on how social science research methods should be (or are) taught; a review of current debates about the relationship between teaching and research, both in higher education and for school teachers; and finally, reporting how a group of educational practitioners (mainly school teachers) studying at Masters level experience learned about research methods. The paper is illustrated by qualitative data from a case study of student experiences of research methods teaching on a Masters degree in Education in a research-intensive UK university. It is suggested that studying the journey embarked upon by taught postgraduate students inexperienced in research is helpful in understanding how learning about research methods takes place, which in turn can assist future research methods teaching.  相似文献   

18.
随着中国高等教育体制的改革,高等教育正在从精英化教育转向大众化教育,培养应用型人才已经成为很多本科院校的目标。本文以常熟理工学院市场营销专业作为调查样本,采用定性和定量相结合的方法研究了影响应用型本科院校案例教学效果的主要因素。结果发现,案例教学方式、学生学习态度、案例教学效果和教师教学因素等均会对案例教学效果产生影响。  相似文献   

19.
There is much current debate about the purpose and usefulness of educational research and the perceived communication gap between teaching professionals and academic researchers. UK government intervention into initial teacher education has in recent decades contributed to this divide by favouring school-based training. The most common route into teaching in England remains, however, the Postgraduate Certificate in Education, provided by higher education institutions and therefore required to comply with the higher education qualifications framework. The majority of initial teacher education in England therefore lies at the cusp of these two worlds, pulled in apparently opposing directions. The ‘teacher-as-researcher’ movement is widely seen as a bridge spanning these tensions, though there is discussion about the quality of practitioner research as well as about the appropriateness of a rigorous academic approach for investigating practice. This article offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. It argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership.  相似文献   

20.
This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes.  相似文献   

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