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1.
陈红 《现代教育技术》2014,(1):20-24,43
折衷主义在教学设计领域已具有较大影响,但在理论决策和实践操作方面仍存在较大偏颇.概念性设计意识的提出,尤其是从灵活性批判的立场对概念性设计意识进行处理和监控,有助于应对折衷主义的这一核心问题,为教学设计的理论决策和具体实施提供新的思路.  相似文献   

2.
Postmodern philosophy invites us all to question our ability truly "to know." The authors consider the commentaries of Amada, May, Siggins, and Silverman from this philosphical perspective. While not ignoring the importance of the expertise we bring as consultants, the authors acknowledge the beckonging comfort promised by an attitude of learned certainty and elaborate an alternative posture of openness to ongoing discovery. The authors instist on the possibilities for "understanding" created by the use of metaphor.  相似文献   

3.
This paper is written from the perspective of an Anglican head teacher in the context of UK public educational policy in which managerialism is construed as the prevalent orthodoxy of reform. It seeks to bring the discipline of theology and the field of school leadership studies into closer dialogue around the theme of managerialism in a way that will benefit academic scholarship and practitioner researchers. Firstly, it explores The Way Ahead report as an impetus to critical theological reflection about Christian vocation and the distinctive role of church school head teachers. Secondly, it indicates how the site of managed reality is important for theology and how the theology of education might be pursued in defence of education. Against claims that doing theology tends to domesticate education, it is argued that theology can help provide an important countercultural perspective intended for the good of education. Thirdly, it outlines the background of public educational policy which makes countercultural theology an appropriate response in the service of a faith‐inspired professionalism. Fourthly, it suggests how a countercultural model of contextual theology can collaborate with important forms of research in the field of educational leadership, management and administration.  相似文献   

4.
While the policy approach in Urban Regeneration Partnership tends to be viewed as participatory governance using an urban studies lens, this article posits an alternative theorisation that takes an adult education perspective. We draw from Lefebvre’s notion of space, Engeström’s Cultural Historical Activity Theory and Holand et al.’s concept of positionality and social identity to theorise Urban Regeneration Partnership as expansive participation that acknowledges discursive struggle and contradiction in authentic democratisation. We argue for a multiscalar understanding of citizenship that attends to sociocultural conditions, challenges hegemonic spatial modalities and inculcates conditions for transformative agency. Our theorising is illustrated using data from a doctoral study examining one Urban Regeneration Partnership in the Republic of Ireland. Three themes emerged from the study: market-led discourse of transformation versus a narrative of community; rhetoric of empowerment versus the unequal positioning of residents, and the dominant hegemony of official knowledge versus community-based experiential knowledge. The article examines whether the academy can make a difference in people’s lives through challenging the prevailing orthodoxy, revealing unexamined assumptions and offering alternative frameworks for deeper understanding of the policy cycle in Urban Regeneration Partnerships.  相似文献   

5.
多元化背景下,为促进折衷主义风格在空间设计中的创新,作者从多元化背景下折衷主义风格在空间设计中的应用特点入手,对其进行了全方位、深层次的分析,并在此基础上全面而深入地探究了多元化背景下折衷主义风格在空间设计中的创新。  相似文献   

6.
This paper argues that it is very possible, even in times of monetary austerity, to decrease the perceived costs of inclusion by resurrecting the vocabulary of belonging, friendship and love. Qualitative research was conducted with special educators’ (n?=?33) regarding curricular access decisions for students with significant cognitive disabilities in the northeastern US. Results about academic access were published previously but participants’ use of capitalist economic language remained troubling, and while achievement was described as a necessity, inclusion was a seeming luxury. Intuitive inquiry and principles of economic theory including orthodoxy: the reverence given to economic explanations, and veto economics: words that can stop a discussion or plan from moving ahead offer a different interpretation of austerity and abundance. Healthy economies depend on frequent reciprocal exchanges and problems occur when there is excessive frugality or spending. A disproportionate focus on independence and discreet skill achievement is being too ‘frugal’ with students’ time. Becoming alert to economic orthodoxy and veto words, i.e. ‘individualised’ and ‘independent’ enables educators to challenge the false rationality of exclusion. Rather than being a luxury item, inclusion is a necessity. The cost–benefit trade-off for inclusion must be re-conceptualised to weigh friendship, acceptance and community more heavily.  相似文献   

7.
Instructional design, as it is traditionally conceptualized, is being challenged on several fronts, through surveys of design practice, cross-disciplinary studies of design practice, and practical criticism focusing on issues of design models' flexibility and efficiency. Collectively these challenges raise questions about the viability of the instructional design enterprise. This paper reviews these challenges and attempts to respond by offering alternative approaches to instructional design.  相似文献   

8.
There is a danger that transition becomes a concept that aids the official reality of a school or education system to mask the unofficial system difficulties. This article distinguishes four very different understandings of transitions that underpin research in education on this issue. Going beyond a typical systems framework for understanding transitions, frequently, it is not the change features associated with transition that are the key issue. Rather it is the stability issues, the residual background environmental conditions that require change. Fundamental problems become glossed over through attributing problematic features to transition rather than background environmental stasis. Four different meanings of transition include: System mismatch where at least one system needs reform—the transition bridge is not the problem; Transition represented as system mismatch between two purportedly well-functioning areas displaces the problem as being one of contrast rather than system quality; Transition as a system blockage and fragmentation in communication between transition environments; A transition strategic focus on individual change to the foregrounded child through supports in moving from background environment A to B. Spatial metaphors of bridge and yo-yo are used to aid temporal understanding of transitions. Nevertheless, this masks the need for a further spatial interrogation into background conditions sustaining systemic processes and practices.  相似文献   

9.
The authors investigated the relationship between self-perceptions of ability and achievement in math, science, and English from Grades 8 to 11 (N = 342). A state-trait model that included an association between stable (i.e., trait-like) components of self-perceptions and achievement as well as time-specific (i.e., state-like) effects during the transition to high school (i.e., Grade 8 to Grade 9) demonstrated superior fit to alternative models that did not incorporate these features. Stable components of self-perceptions of ability and achievement exhibited a substantial association in this model. In most instances, however, there also was evidence of a positive effect of self-perceptions in Grade 8 on achievement in Grade 9.  相似文献   

10.
Background: Reflection is well established as an important part of teacher education, but it is also the focus of critical enquiry. This means that reflection is of interest to those who wish to explore its use to produce ‘better’ teachers. It is also of interest to scholars who are interested in the wider implications of reflection, for example, in relation to power and social control. Academic articles are the primary medium through which ideas and practices are communicated. However, they can only contribute if they are accepted for publication on the basis of making a contribution to knowledge. To be seen in this way, a journal paper needs to cite earlier work to show understanding of this work and how this is being augmented.

Purpose: This paper aims to initiate an academic debate of citation practices which, it argues, should be based on an awareness of current practices and a willingness to share, and even change, them. To facilitate the debate and the development of a better understanding of citing and its implications, the paper offers a tripartite citation framework.

Sources of evidence: The extensive citation analysis literature is reviewed to provide a context for an examination of the variety of citation practices found in 24 papers, which all focus on initial teacher education and which cite the same critical paper (Fendler, L., Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, no. 3: 16–25, 2003; doi: 10.3102/0013189X032003016).

Main argument: This paper argues that there is value in differentiating three categories of citation, labelled ‘cameo’, ‘supporting role’ and ‘star’. These categories do not make judgements about what counts as ‘good’ or ‘bad’ referencing. Rather, they provide a way for authors to assess how they are citing and what the possible consequences may be. These can include an apparent lack of understanding not just of a cited paper but also of the wider literature. This means that citation that is not being carefully managed can undermine an argument.

Conclusions: This paper concludes that there is there is a need to initiate an academic debate about citation which is premised on the development of self-awareness about current practice and its consequences. Such a debate could bring about a number of benefits. It would encourage individual scholars to develop self-aware and ethical citation; it would also clarify current expectations about citation and enable academic communities to reflect on whether enquiry is well served by them.  相似文献   

11.
This study of secondary inservice teachers was designed to measure the possible relationship between the consistency with which they logically relate philosophical views (theory) to educational ideas (practice) and their teaching flexibility (as demonstrated in actual teaching practice).Using the GNC Scale of Logical Consistency of Ideas about Education, two groups of teachers were identified, i.e., those who were logically consistent in their ideas about education and those who were not so. Each of the logically consistent teachers was found to be so within an empirical, rather than rationalistic framework of educational theory.Flexibility was ascertained by data gathered through the use of the Flanders Verbal Interaction System. Each teacher tape recorded his/her own classes and then completed a Flanders' Matrix.The Mann-Whitney U Test was used as a basis for the statistical analysis. Neither group was found to be either more flexible or to exhibit more indirect behavior within the classroom, i.e., being logically consistent in ideas about education (as measured by the GNC Scale) was not found to be related to being flexible in teaching (as measured by the FVIS).  相似文献   

12.
Open education and critical pedagogy   总被引：1，自引：0，他引：1  
This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section 1 examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section 2 examines the implications of the lack of consensus around what it means to be open, focusing on the example of commercial and proprietary claims to openness commonly known as ‘openwashing’. Section 3 uses Raymond's influential essay on open source software ‘The Cathedral and the Bazaar’ as a framework for thinking through these issues, and about alternative power structures in open education. In Section 4, an explicit link is drawn between more equal and democratic power structures and the possibility for developing pedagogies which are critical and reflexive, providing examples which show how certain interpretations of openness can raise opportunities to support critical approaches to pedagogy.  相似文献   

13.
Media Education, including Media Studies as discipline in its own right and as a permeating element of other subjects, not least art and design, has enjoyed a privileged growth in Scotland. However, little is known about this development outside Scotland. Occasioned by a series of school residencies utilising photographic and electronic imaging, the paper looks at some of the background to media education's promissory growth whilst seeking to illuminate its current status, especially when set against recently imposed governmental constraints. Despite that trend, particular emphasis is placed on the ability of media education to vitiate tendencies towards orthodoxy. At the same time, and in the same context, the paper takes the opportunity to look at two contemporary issues in art and design education - the role of critical studies as an underpinning sub-discipline and that of child-centred expressivity which, at times, have been seen to be irreconcilably opposite  相似文献   

14.
In this paper we discuss the background to this study in the development of the international MSc e‐Learning Multimedia and Consultancy. The aims of the study focus on the conditions for achieving communication, interaction and collaboration in open and flexible e‐learning environments. We present our theoretical framework that has informed the design of programme as a whole which is based on a socio‐constructivist perspective on learning. Our research is placed within an action research framework and we outline our position within the critical or emancipatory tradition and also our standpoint on the use of ICT in education. We discuss the design of the programme and also our pedagogical approach and describe in detail the particular context for this study. We report on the student experience of being learners on this module, their perceptions of what they have gained most from learning from and with each other and their responses to the various ways in which ‘scaffolding’ has been designed and implemented by the tutors. Finally we offer some reflections on the conditions for achieving well‐orchestrated interdependence in open and flexible e‐learning environments.  相似文献   

15.
Although research suggests that facial attractiveness biases significantly affect social development and interactions, these biases are understudied in the developmental literature and are overlooked when designing interventions relative to gender and race. The authors, therefore, compared how much bias 3‐ to 11‐year‐olds (N = 102) displayed in the three domains. They also examined whether bias and flexibility (understanding that different social groups can possess similar attributes) were related across domains. Children's attractiveness biases, particularly for girl targets, were as strong as or stronger than gender or race biases. Flexibility, but not bias, was related across domains. Developmental scientists and policy makers should increase efforts toward understanding development of attractiveness biases and determine which methods of teaching flexibility are most successful at reducing bias across domains.  相似文献   

16.
Educators usually mean different constructs when they speak of open tasks: some may refer to pure-mathematics investigative tasks while others may have authentic real-life tasks in mind; some may think of the answer being open while others may refer to an open method. On the other hand, some educators use different terms, e.g. open and open-ended, to mean the same construct, while others distinguish between these terms. It is difficult to hold a meaningful discussion or to define clearly an area of research on open tasks if the idea of what constitutes the construct of openness is vague. Moreover, what students learn depends on the types of tasks that they are given, and different kinds of tasks place differing cognitive demands on students. Thus, the objectives of this article are to clarify the types of mathematical tasks and develop a framework to characterise their openness based on five task variables: goal, method, task complexity, answer and extension; and to discuss how different types of tasks and openness may affect student learning. The openness framework can help teachers to design or select more appropriate tasks to cater to students with different abilities in order to develop in them various kinds of mathematical thinking processes, and it can also make it easier for researchers to study the interaction between different types of openness and student learning.  相似文献   

17.
Research Findings: This study investigated coaches’ interactions with educators in the context of a large-scale, state-implemented literacy professional development (PD). We examined log data and open-comment reports to understand what coaches found salient about their interactions with educators as well as how those reports aligned with the initial design of the PD. Coaches reported spending a large proportion of their interactions with educators completing administrative tasks. Our findings also indicate that coaches disproportionally targeted instructional content from the PD while also adding unrelated instructional content to their coaching. Although coaches reported focusing on relationship building, they reported using less efficacious coaching strategies (e.g., observation and discussion) more frequently than coaching strategies demonstrated to be more efficacious (e.g., modeling and coteaching). Practice or Policy: Our findings suggest an explanation for the mixed evidence around coaching, as coaches in the study seemed to move beyond the specifications of the PD in their coaching interactions. This work has implications for the design of PD for both improving coach training and allowing some flexibility to meet educators’ learning needs that may be secondary to the content of the PD. Findings also support the need for more nuanced mechanisms for investing in coaching and coaching outcomes.  相似文献   

18.
We review Brown and Kloser’s article, “Conceptual continuity and the science of baseball: using informal science literacy to promote students science learning” from a Vygotskian cultural-historical and dialectic perspective. Brown and Kloser interpret interview data with student baseball players and claim that students’ conceptual understanding articulated in vernacular genres involves continuities (similarities) with the canonical scientific explanations. In this commentary, we suggest that the authors’ approach presupposes the dichotomy of the formal and the informal, which brings the authors’ attention to continuity into the separation of cognition from language. We propose a Vygotskian approach that points out the problem of theorizing cognition (conceptual understanding) by depending on specific forms of representation (e.g., scientific terms). As alternative, we envision a Vygotskian cultural-historical approach to language, which considers different, irreducible modes of communication as an integrated whole and therefore allows theorizing cognition without dichotomizing it from the concrete ways by which human being communicates. We provide an exemplary analysis of a lecture talk in a university physics classroom and exemplify dialectic theories that explain the development of conceptual understanding. We discuss that this Vygotskian dialectic approach shows that people communicate scientific concepts through hybridization, which does not reproduce a genre self-identically; the continuity of conceptual understanding involves dis/continuity.  相似文献   

19.
The design of a utopia was devised as a studio project in order to bring critical thinking into the design studio and to stimulate creativity. By suggesting a utopia, the pedagogical aim was to improve progressive thinking and critical thought in the design education of architectural students — and also future architects. From this perspective, the utopia called Edilia, from the book Spaces of Hope by the critical geographer David Harvey, was taken as a basis for the students to design a utopic environment. In addition to Harvey's book, students were not only challenged by the idea of an alternative society but also by the idea of a different space. Utopia, as an inter‐disciplinary subject, brought various issues and different perspectives into the design studio such as public and private realms, everyday life, work, leisure, nature, technology and sustainability. With the help of the concept of utopia, a theoretically‐informed design studio enabled students to criticise the existing world, dream about an alternative one and make the design of their dreams in a creative way.  相似文献   

20.
In an age of innovation and digitalisation, critical thinking has become one of the most valued skills in the labour market. This paper shows how teachers can empower students to develop their students' critical thinking. After recalling why critical thinking matters for democracy and the economy, a definition of critical thinking is outlined. Next, a demonstration is given of how the concept critical thinking can be translated and simplified using teacher-friendly rubrics that can support the design or redesign of lesson plans, teacher observations and formative assessment—as well as standardised assessments. In conclusion, the paper argues that critical thinking should be mainstreamed in all subjects in school curricula, and that it leads to deeper understanding of subject matter content.  相似文献   

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