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1.
The paper considers whether, and if so how, research evidence can permeate the world of higher education (HE) management in publicly funded institutions. The paper explores the author's experience of two recent research projects (1998–2000 and 2004) on aspects of managing UK HE institutions and issues arising from the preparation of the HE element of a third study of leadership and public service change agendas in education and health during 2004. Despite the topicality in education and other public services of debates about evidence‐based practice, there is little indication that this debate has permeated HE management qua management. The paper utilises Bourdieu's work on academics and social and cultural capital to explore why manager‐academics may resist taking the findings of research seriously in relation to their own work. It is suggested that, where there is reluctance to learn from research, this may reflect the changing nature of HE, the status of HE research as an academic field and form of academic capital and the relative paucity until recently of training in management for most UK manager‐academics.  相似文献   

2.
There remains a concern in philosophy of education circles to assert that teaching is a social practice. Its initiation occurs in a conversation between Alasdair MacIntyre and Joe Dunne which inspired a Special Issue of the Journal of Philosophy of Education. This has been recently utilised in a further Special Issue by Chris Higgins. In this article I consider two points of conflict between MacIntyre and Dunne and seek to resolve both with a more nuanced understanding of the implications of applying the concept ‘social practice’ to teaching. I critique both Dunne's and Higgins' focus on schools and school teaching. It is their focus on school teaching, rather than a broader account of teaching, that leads them astray. The result is that Dunne and Higgins have not shown that teaching is a social practice. School teaching is not a complex activity, but a complex set of different activities co‐located in one place and engaged in by the same agents. In a final section I offer an account of ‘school teaching’ as a multi‐practice activity which is consistent with MacIntyre's approach, and argue that schoolteachers have both an institutional and an educative role.  相似文献   

3.
David Limond 《Sex education》2013,13(5):523-534
This paper concerns The Little Red Schoolbook, an English translation of the Danish book Den lille røde bog fur skoleelever. After the book's publication in the UK, opponents were successful in pressing for its publisher's prosecution. The ensuing trial led to its withdrawal and its bowdlerisation. It is argued that the work played some part in changing social and sexual mores and sex education practice in the UK, being, in effect, the Urtext of the ‘harm reduction approach’.  相似文献   

4.
Research Findings: Recent work has demonstrated that the changes young children experience in their child care settings before age 5 may be related to subsequent development, especially social development. Several of these studies have included samples of middle-class children, with almost no emphasis on understanding these processes for low-income and/or African American children. This study examined a rural African American sample of children from birth to 3 years of age to understand not only the role of child care changes in children's social development but, in addition, the role played by children's home environment quality. Results suggested that more changes in child care up to age 3 (defined as “big changes” in provider, location, or quantity of care) were associated with lower child care provider ratings of children's social competence. Furthermore, this link appeared to be stronger for children whose home environment was of low quality. Practice or Policy: Policy, practice, and research implications are discussed.  相似文献   

5.
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6.
Interest has increased recently in the use of social skills training with children and adolescents. A review of the literature shows, however, that the evidence on effectiveness has been mixed. The theoretical and methodological issues involved are discussed in an attempt to identify the features associated with good research and practice. The conclusion reached is that while social skills training may be a necessary component in bringing about real life changes for children lacking in social competence, it may not always be sufficient. Any attempts to improve an individual's social functioning must also take account of contextual factors and a restructuring of the child's social environment may also be required in order to bring about any lasting change.  相似文献   

7.
Abstract

From the discussion in parts one and two there are two main points that emerge. The first is that it is difficult to identify from outdoor education literature a philosophical framework on which practice is based. Secondly, the body of outdoor education literature attaches more importance to learning outcomes relating to personal and social education than environmental education. The purpose of part three is to offer a philosophical framework and use it to consider the relationship between outdoor education, environmental education and the related concept of sustainability education. The paper starts out by looking at the development of western thought and how it has promoted the concept of epistemological dualism's. The paper then presents an alternative framework of epistemological diversity including experiential, presentational, propositional and practical ways of knowing that has particular relevance for environmental education and sustainability education. Although the prime focus of this paper is environmental education it also deals explicitly with a philosophical framework which includes experiential learning. Consequently, it has relevance to other claims made of outdoor education in particular personal and social education.  相似文献   

8.
Teachers who attempt pedagogical innovation with authentic digital games face significant challenges because such games instantiate open systems of learner activity, inviting enquiry learning rather than knowledge acquisition. However, school environments are normatively sanctioned cultural spaces where direct instruction and high-stakes tests are de riguer. In this paper, we draw on the conceptual frame of dilemmatic spaces to illuminate the dilemmas teachers encounter when attempting to reconstruct professional practice in the classroom. We worked with nine teachers who enacted the Statecraft X social studies curriculum. Drawing on coded interview data, our findings suggest that teachers are forced to wrestle with tensions engendered by misalignments that emerge from the innovation's tacit requirement for change and the system's inherent gravitation towards maintaining the status quo. A school culture that cultivates innovative practice based on greater teacher agency is needed for authentic game-based learning to find traction in the classroom.  相似文献   

9.
The dominant conception of educational equality in the United States is meritocratic: an individual's chances of educational achievements should track only (natural) talent and effort, not social class or other morally irrelevant factors. The meritocratic conception must presuppose that natural talent and effort can be isolated from social class — and environmental factors in general — if it is to provide guidance in the world of educational policy and practice. In this article Kenneth R. Howe challenges that presupposition and related elements of the meritocratic conception having to do with the role of competition and education as a positional good. Howe argues that, in use, the meritocratic conception unavoidably distributes education based on developed talent and motivation that cannot be isolated from the effects of social class, thus masking the real basis of the distribution and contributing to the perpetuation of illicit group privilege. Howe then entertains and rejects several rejoinders to his critique, including that the meritocratic conception might eliminate the presupposition of isolatable natural talent. Finally, Howe sketches an alternative conception of educational equality based on Elizabeth Anderson's adaptation of Rawls's “democratic equality.”  相似文献   

10.
Jane Addams's Democracy and Social Ethics is more than a historical artifact describing the work of a prominent social reformer. It is also a significant contribution to philosophy, especially in the area of social ethics. Moreover, though less widely acknowledged, Addams's work is essential for anyone who seeks an ethical vision for education. Here, we examine these claims through three interrelated questions. First, Addams argues for a social ethics that goes beyond individual virtues, such as honesty. Yet, she situates and builds that ethics on concrete, situated personal relations. How can an all‐encompassing social ethics develop from localized individual relations? Second, Addams worked to address specific problems faced by immigrants. However, her social ethics explicitly denies that material conditions justify contentious struggle. How does a theory of social ethics relate to material conditions, especially in terms of inequities of race, class, or gender? Third, Addams always focuses on immediate problems, even engaging deeply with the situation of specific individuals. How can such local, interpersonal action be integrated with large‐scale political action? A close examination of these questions shows that Addams's work offers powerful insights into the mutually constitutive practice of engaging in pragmatist philosophy and reflective, ethically guided education, a practice that has never been more important than it is today.  相似文献   

11.
This paper describes a qualitative study about pedagogic practices in the family. The pedagogic code underlying family practices is characterized and related to specific social groups. Students' achievement is discussed in relation to family and school pedagogic practices. The analysis of family pedagogic practice was based on a model derived from Bernstein's theory. The model considers two main dimensions, the coding orientation and its specific realizations in both the instructional and regulative contexts. It provided indicators of the family discursive context and the form in which knowledges and values are transmitted. The model developed allowed a deep and delicate analysis of the family socializing context. The study showed that families differ in their coding orientation and pedagogic practices, and suggested that there are factors other than social groups to determine family's pedagogic practice. It also suggested that specific familial practices may explain children's differential achievement at school.  相似文献   

12.
The organization is often the overlooked level in social work's ecological perspective. However, organizational realities exert a profound influence on human development and well‐being as well as the nature and quality of social work practice. This article describes a model of teaching organization theory and practice which requires master's social work students to assess their school of social work as well as their field placement agencies. Teaching organization theory and practice experientially may help students understand how organizations influence practice and empower them to see organization practice as a legitimate and important aspect of their work.  相似文献   

13.
Evidence from large-scale studies of primary and secondary students’ technology practices at school over the last decade show disparities in student practices and suggest that schools need to do more to cater for all students. Research that explores the influence of social and cultural factors may be useful for understanding such inequality in student practice. Bourdieu’s theory of practice [(1977). Outline of a Theory of Practice. London: Cambridge University Press] is proposed as an example of a sociological theory that can be adopted in educational technology research to move towards understanding the wider complexities of technology practice. To encourage discourse and application of Bourdieu’s sociology in the field of educational technology research, this paper provides an introduction to the theory, a review of its application in research of primary and secondary students’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Bourdieu’s theory that has been developed through two recent studies, and review of empirical and conceptual works and invites its application in future research so that it can be critiqued and further developed.  相似文献   

14.
This paper demystifies reflective practice on teaching by focusing on the idea of reflection itself and how it has been conceived by two philosophers, Plato and Irigaray. It argues that reflective practice has become a standardized method of defining the teacher in teacher education and teacher accreditation systems. It explores how practices of reflection themselves can suggest ways out of dictated pathways of reflection in teaching. Drawing on Luce Irigaray's and Plato's ideas on reflection, the paper includes a critical overview of how reflective practice can contradict its own aims and become non‐reflective, shutting off possibilities for transformations and educational differences that it has set out to achieve. Keeping up the deconstructive mood, the paper draws on Irigaray's re‐reading of Plato's parable of the cave to argue that reflective teaching that merely reflects phallogocentric educational systems and that attempts to universally reproduce standardized forms of reflective practice can never be conducive to the diversification of educational spaces.

The paper seeks to re‐think Plato's idea of reflection as mere copying and takes up Irigaray's strategic mimesis to explore ways through which reflective practice can regain its critical edge and reactivate teachers' reflective voices. It argues for the repetition of the practice of reflection by drawing on a feminist critique that challenges phallogocentric reflective tendencies in education and for mimetic strategies that engender difference.  相似文献   

15.
Several decades ago psychoanalyst Heinz Kohut pointed out that ideals should be seen as a core dimension of the infantile personality — a dimension that is crucial for the self's formation and the flourishing of the self. In this essay, Krassimir Stojanov begins by reconstructing Kohut's conception of children's ideals, and then, drawing on Axel Honneth's philosophical conception of intersubjective recognition, he explicates the social and pedagogical prerequisites for the formation of ideals and their transformation into values. According to Honneth's conception, the emergence and development of a coherent, autonomous self depend on various forms of intersubjective recognition, specifically empathy, cognitive respect, and social esteem. One of Stojanov's central claims here is that the educational practice of philosophizing with children is probably best equipped to provide children and adolescents with those experiences of intersubjective recognition that enable the articulation of infantile ideals and the transformation of those ideals into values. This practice is essential to development of the self because these articulations and transformations are basic preconditions for living a free and autonomous human life. Moreover, this practice is also important to the “rechilding” of philosophy — that is, the process of revitalizing philosophy through getting in touch with children's ideals. Thus, Stojanov concludes, these ideals deserve social esteem precisely because of their childish character.  相似文献   

16.
Abstract:Sandven, Johs. 1981. The Teacher's Characteristics and Reactions to Him by Students and Experts. Scandinavian Journal of Educational Research 25,171‐187. It is assumed that the characteristics of the teacher are bound to have implications for his behavior as a teacher and that this in turn will influence the way in which he is perceived and evaluated by students and experts. The aim of the investigations reported was to establish this relationship and to bring to light which characteristic or characteristics that in particular may be influential. Four characteristics were included: problem solving ability, social sensitivity, feeling of security, and educational attitude. Tasks of microteaching were carried out, videotaped and later presented for evaluation. The different comparisons between teacher characteristics and reactions by students and experts made it evident that the teacher's characteristics have a bearing on his standing as a teacher. In particular the social sensitivity of the teacher proved to be important.  相似文献   

17.
This paper focuses on parents’ involvement with their child's schooling and the possible influences upon this. At a time when parental involvement is regarded as being highly important to a child's school achievement and given the Government's promotion of the role of parents in education, the conditions should be particularly conducive to involving all parents in this significant role. It will be argued, however, that in spite of increased statutory rights and a changing attitude towards parents by teachers and schools, parents’ social class location continues to have a direct impact upon their ability to intervene in their child's schooling. The paper concludes that increased parental involvement is probably desirable but the nature of this and its operationalisation needs to be carefully thought out.  相似文献   

18.
Linda Pagett 《Literacy》2006,40(3):137-145
Although it contains a statutory inclusion statement, England's National Curriculum “hardly acknowledges the learning practices of different minority groups” ( Gregory and Williams, 2003 , p. 103). Through observation and interview, this study examines the repertoire of languages that six children for whom English is an additional language (EAL) choose to use at home and in their primary school settings in the West of England. The study bears out and extends previous research, which indicates that children from various ethnic backgrounds are involved in a struggle where they construct and reconstruct their identities according to the social situations they find themselves in. In addition to code switching between languages, the study reports on children using ‘bilingual parallel speech’, an unresearched practice. It shows that there may be a tension between schools' efforts to build upon the children's use of the home language and the children's reluctance to use it in a school setting, where the dominant institutional language is English, and where they would prefer to appear ‘like everyone else’. Social capital would appear to be an important factor affecting children's use of language and this may make them reluctant to maintain and develop their home language. Schools may need to consider strategies that value bilingual children's commonality with the school culture.  相似文献   

19.
Abstract

Within the social work profession, one's world view, one's beliefs and values based on one's experiences, strongly influences one's practice and comfort with groups.

This paper will examine some of the different ways of viewing the world held by practitioners and students in relation to the likelihood that they will be able to work effectively with groups. Such examination, and the identification of the differences among social workers that results from it has implications for both teaching and supervision in social work. These implications will be discussed and specific principles and techniques for teaching social workers, in education and in supervision, based on their world views will be described. This paper aims to enrich education for group work so that the community of social group work practitioners can grow and continue to thrive.  相似文献   

20.
ABSTRACT

The following paper will apply a social constructionist paradigm to the concepts of the reflective self, creativity and intuition as valuable skills in social work practice education. The students' learning process and their integration of self-reflective, intuitive and creative knowledge and skills will be illustrated through excerpts from their final papers in an advanced social work practice course taught by this instructor. A qualitative analysis will focus on three main themes that emerged from these final papers: learning from the client, the use of intuition, and helplessness and omnipotence. The author's underlying thesis is that on-going self-examination, intuitive knowledge and a creative use of self are not only crucial skills in clinical practice in general but should continue to be emphasized in social work practice education.  相似文献   

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