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1.
This study sought knowledge of the decision-making used by learners when interacting with multi-media environments. Mounting evidence on related thinking processes appeared to expose a gap in the prior knowledge, vocabularies and values used when entering cyberspace. We were curious to know about the decision making judgements made by learners and any associated rules or strategies they had developed to interact with new and emerging information technology environments. How decisions are undertaken are considered major issues for educational institutions at local, national and global levels with ramifications for civic and community life. In a sample drawn from a senior high school and university we investigated students’ responses to different questions including: What ways of knowing are used by learners? What codes of behaviour apply? Are they age and gender related? The responses provide a rich and fascinating insight to the ways in which people are interacting with the new media environments. ‘Experts’ versus ‘novices’ appeared to provide the major distinction.  相似文献   

2.
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young people described how, when given the opportunity, they were able to engage in more meaningful learning in environments that recognised and accommodated their personal circumstances, and avoided authoritarian rule. A question we address is: What kinds of educational experiences facilitate ‘meaningful learning’ for these students?  相似文献   

3.
Traditionally, the goal of foreign language education has been to teach learners linguistic and cultural knowledge so that they could function successfully in the target language and cultural environment. But does demonstrating knowledge always help learners accomplish their interactional goals? To explore this question, this study investigate when and how the learners of Japanese-as-Foreign-Language used their ‘ignorance’ as a rhetorical strategy to negotiate their subject positions and shift power relations to their benefit while living in Japan as exchange students. Among the nine students we interviewed, we focus on the experiences of two students. The study reveals that regardless of their language ability, their racial appearance played a major role in determining whether one could use ‘ignorance’ as a strategy to accomplish their goals. Through experiencing such race politics in Japan, the students learned to maneuver their subject positions. Implications to the foreign language education are also discussed.  相似文献   

4.
The article presents a curriculum‐sociological study of ‘religion’ in the classroom. More specifically, it is a study, inspired by Bernstein, Foucault and Bourdieu, that examines various forms of identity politics tied to ‘religion’ and ‘culture’ as these concepts unfold in the classroom in relation to knowledge production and social classification. Categories such as ‘Muslim’ and ‘Danish’ are tentatively broken down in a study of the classroom as a locus for knowledge production and the production of social difference. What knowledge of religion is produced? What spaces for subjects? What ways to be a pupil? And in what ways do ‘Muslim‐ness’ and ‘Danishness’/‘Christian‐ness’ figure in the social economy of the class? The classroom is studied as a micro‐political arena for relations and politics concerning minorities and majority. In this sense, ‘religion’/‘culture’ may be seen partly as knowledge clusters and partly as subject‐producing technologies colouring and shaping bodies. These knowledge clusters, in turn, are coloured by the social economy associated with the agents’ bodies, making it a productive and potent part of social classification. Categories such as ‘Muslim’ and ‘Danish’/‘Christian’ are in themselves to be understood as processes of social classification and distribution. Hence, ‘religion’ may be understood as a class‐producing practice as the latter is transformed and produced in the pedagogical field of practice.  相似文献   

5.
Within an emerging philosophy of contemporary gallery education, new pedagogies are required to meet the demands of looking at art, with increasingly varied constituent groups. Strategies that aim to empower young learners come from an ideological framework in which knowledge is negotiated and local significances are produced conversationally by learners and facilitators. Tension exists between the ideological position and the role of the gallery as ‘expert’: this conflict creates ambivalence towards the learner. The discourse of the ‘expert’ and the discourse of ‘local negotiation’ employ different pedagogic strategies, creating tension in the ways in which knowledge is reproduced for the visitor and participant. This article explores interrogatory pilot work with young people at Tate Modern. I use a hermeneutical approach to explore the interpretive roles of facilitator and participant when language‐based strategies are used to look at art. This research aims to construct a pedagogy that enables young people to learn about art in ways that take account of their situation as learners.  相似文献   

6.
Abstract

The paper provides an historical but critical context for examining the relation of the pursuit of greater equality in schooling to the development of curriculum. This requires a brief account of what one means by the principle of equality, before showing the different ways in which there have been curriculum responses underpinned by philosophical understandings which need to be examined closely. These different ways are explained in terms of: ? ‘rational curriculum planning’ with its detailed definition of ‘aims, objectives, methods and evaluation’—and thereby a ‘science of teaching’;

? ‘forms of knowledge’ or ‘realms of meaning’ to enable all pupils to have a basic understanding of the physical, social, and moral worlds they inhabit;

? the pursuit of enquiry through which, for all learners, understanding is enlarged;

? provision of common curriculum experience as a basis for citizenship;

? taking diversity seriously; and

? equalisation of opportunities through a common system of national standards and assessments.

However, in the light of greater government involvement in the minutiae of curriculum reform, mainly through changes in qualifications and examinations, there is clearly a need to ask what sort of evidence is relevant to ‘what works’.  相似文献   

7.
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8.
When educators consider ‘student behaviour’, they usually think about ‘problem behaviour’ such as disruption or defiance. This limited and limiting view of ‘student behaviour’ not only fails to acknowledge children as educational actors in a wider sense, but also narrowly positions educators as either in control or out of control of their classroom. Mainstream educational psychology’s responses to ‘challenging behaviour’ point educators to numerous ways to prevent its occurrence, through, for example, changing their disciplining approaches and techniques. However, much of the advice directed at improving student behaviour fails to interrogate the core notion of ‘student behaviour’ itself, as well as the conceptual baggage that it carries. The focus is squarely on eliminating ‘problem behaviour’ and often resorts to a pathologisation of students. Meanwhile, when considering ‘student behaviour’ through a Foucauldian post-structuralist optic, behaviour emerges as something highly complex – as spatialised, embodied action within/against governing discourses. In this opening up, it becomes both possible and critical to defamiliarise oneself with the categorisation of ‘challenging behaviour’ and to interrogate the discourses and subject positionings at play. In this paper, we pursue this task by asking: what happens with the notion of ‘behaviour’ if we change focus from ‘fixing problems’ to looking at the discursive constitution of ‘learner subjectivities’? What does it become possible to see, think, feel and do? In this exploration, we theorise ‘behaviour’ as learning and illustrate the constitution of ‘learner subjectivities’. Drawing on two case scenarios, we explore how children accomplish themselves as learners and how this accomplishment links the production of subjectivity and embodied action, and illustrate how ‘student/child behaviour’ appears significantly different to what mainstream educational psychology would have us see.  相似文献   

9.
Accepting that scientific literacy is the primary purpose of science in the compulsory years of schooling leads to the question ‘What does scientific literacy mean in a particular community?’ This paper reports a study designed to provide some insight into that question. Data were gathered through interviews with a sample of community leaders, in the state of Victoria, Australia, about their views of the purposes of school science.

The data reveal that, although most of those interviewed had no formal post‐school science education, their life experiences provided them with useful insights into the question raised. The wisdom of such people could make an important contribution during the initial stages of curriculum development in science.

As people successful in their own fields, the study participants were lifelong learners. Consequently, their responses suggest that a primary focus of school science must be to provide students with a framework that will enable them to continue learning beyond schooling. This is not just a matter of knowledge or skills, but of feeling comfortable with science.

The methods used provide a useful example of how views about education can be gathered from thoughtful, non‐expert community members. In this instance, they allowed a reconceptualization of the purposes of school science. These community leaders argued for an education for ‘science in life’ rather than an education about science.  相似文献   

10.
This paper focuses on memory, not as a school subject with which it is still associated for many learners, but as one in which school is the subject and where the question ‘what are some of your earliest memories of playing school?’ can serve as an autobiographical prompt. In what ways do we continue to ‘play out’ early experiences of school long after we begin our teaching careers? What significance should we attach to not remembering? How can early memories of school, of teachers and of particular episodes of playing school become part of what bell hooks describes as ‘the usable past'? (hooks, 1984, Feminist Theory: from margin to centre, South End Press).  相似文献   

11.
This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, ‘community of learners’ and ‘meta-learning’ emerge as crucial in supporting students’ learning. These conceptions extend understanding of effective teaching in higher education and illuminate how teachers transform their teaching to transform learning. Insights emerge about the importance of social contexts. Theoretical dimensions informing pedagogy, knowledge construction, relationships between teaching and research, and professional learning are congruent: dialogue and collegiality are key. What inhibits teachers’ effectiveness is the ‘performativity’ culture especially setting aside preferred ways of operating as colleagues. A model is constructed to explain opposing standpoints.  相似文献   

12.
Theory and practice of teaching for transfer   总被引：1，自引：0，他引：1  
Transfer of teaching is central to education. In this article, the evolution of the sole viable theory of transfer—the theory of common elements—is traced from its mentalistic beginnings, through the behaviorist view of elements as stimuli and responses related by the mechanism of conditioning, to the contemporary view of elements as mental representations, knowledge, and strategies operated on by cognitive mechanisms including automatization, inferential reasoning, and metacognitive monitoring. Second, the cognitive theory of elements and mechanisms is used to answer three educationally crucial questions: (1) How do students select, from all they have learned, particular knowledge and skills for use in new situations? (2) What determines the utility of the knowledge and skills selected? (3) When selected knowledge and skills are not useful, what determines whether and how learners cope? Third, the authors identify what they view as needed refinements in experimental methods of studying transfer, in the theory of common elements, in basic and applied research, and in the uses of technology in education.  相似文献   

13.
Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world.  相似文献   

14.
‘Laddish’ attitudes and behaviours are central to current discourses on boys’ ‘underachievement’, as they are seen by many people to impede the progress of some boys in school. Whilst the vast majority of concern about ‘laddishness’ has, to date, focused upon boys, according to media reports there are now good reasons to worry about girls. Anecdotes from teachers and reports in the media suggest that some schoolgirls are now acting ‘laddishly’, that they are ‘ladettes’. This paper explores ‘ladette’ cultures in secondary schools, drawing upon interview data from100 pupils and 30 teachers. It tackles and discusses the following questions: (a) What does the term ‘ladette’ mean to pupils and teachers? (b) Do school‐aged ‘ladettes’ ‘exist’—and if so, what are they like inside and outside of school? (c) In what ways are ‘ladettes’ similar to, and different from, ‘lads’? (d) Are teachers concerned about ‘ladettes’? (e) Are ‘ladette’ behaviours on the increase?  相似文献   

15.
Abstract

This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. The authors review the research outcomes from several international ICT projects in the light of communal constructivist learning theory, which provides a rationale and explanations for some of their findings exploring the effectiveness of new pedagogical practices emerging in ICT-rich innovative learning environments. They argue that the term ‘communal constructivism’ conveys a meaning that captures specific elements of the additional value that various forms of ICT bring to learning environments, specifically the different forms of virtual and real community building, as well as the different ways in which knowledge is constructed, shared and reconstructed, published and republished by both teachers and learners alike. The aim of the article is to start the debate about communal constructivism as a unifying theory for aspects of ICT pedagogy, and to identify some of the characteristics of ICTrich learning environments where the authors suggest communal constructivist pedagogy is in operation.  相似文献   

16.
Background: This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care.

Purpose: The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students?

Method: The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days of observations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of ‘horizontal and vertical knowledge discourses’ and ‘discursive gaps’.

Findings and conclusions: Overall, teaching that was observed focused primarily on ‘doing’. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to ‘Personal experiences’, ‘The other(s)’ and ‘Wider perspectives’. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes.  相似文献   

17.
What are our options if we have to let go of the idea of controllability in our ever more complex world? What tools do we have to navigate in a territory that we can’t ‘manage’ anymore, where the old instruments of command and control have lost their grip? What makes us ‘know’ when intellectual knowing capitulates in the face of complexity? This paper presents an action learning approach in four phases that explores how intuition or other forms of inner knowing can be used as a resource in leadership and organisational change. It looks at what helps us access ways of inner knowing in complex situations and how a learning process could take place in the corporate context. The endeavour aims at exploring and actualising dormant potential to navigate the volatility, uncertainty and complexity of our business environment whilst embodying and radiating our purpose and vision.  相似文献   

18.
This article emerged from an analysis of learners’ responses to a task presented to learners studying Mathematics and Mathematical Literacy (ML) in Gauteng, South Africa. Officially, Mathematics and ML are two separate learning areas. Learners from Grade 10 onwards are supposed to take either one or the other, but not both. This means that by Grade 11, learners would have acquired different kinds of knowledge and problem solving skills depending on which of these they take. The article demonstrates that this possibility may not necessarily happen. Grade 11 learners from both learning areas appeared to have acquired sufficient knowledge and skills and were able to solve similar Mathematics tasks in similar ways, with similar adequacy. We argue that, contrary to common perceptions in the field of Mathematics education (particularly in South Africa), engaging in ML does not and should not make one less mathematically advanced than engagement in pure Mathematics.  相似文献   

19.
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind.  相似文献   

20.
The capacity of online education to produce learning environments that are supportive of hybrid identities, complex discourses, and multiple relations among learners raises questions about the ethical response of online educators. To investigate the ethics of online education, we discuss two questions: How are identity and communication constituted in online education? What are the features of an ethical pedagogy in online education? Such questions help us think in alternative ways about the ethical dimensions of online education. We argue that Emmanuel Levinas's views on ethics and otherness can overcome some of the ethical challenges inherent in online education by helping educators and learners become more aware of how they respond to the Other and consider their ethical responsibility to the Other's multiple and complex identities. An ethical pedagogy for online education that takes seriously the unknowable and irreducible Other has the potential to provide us with a different notion of what constitutes ethical pedagogies.  相似文献   

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