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1.
The development of a typology of community college students is a topic of long-standing and growing interest among educational researchers, policy-makers, administrators, and other stakeholders, but prior work on this topic has been limited in a number of important ways. In this paper, I develop a behavioral typology based on students’ course-taking and other enrollment patterns during a seven-year observation period. Drawing on data for a population of 165,921 first-time college students, I identify six clusters of behaviors: transfer, vocational, drop-in, noncredit, experimental, and exploratory. I describe each of these student types in terms of distinguishing course-taking and enrollment behaviors, representation in the first-time student cohort, predominant demographic characteristics, and self-reported academic goal. I test the predictive validity of the classification scheme with respect to long-term academic outcomes. I investigate the relationships between the primary classification scheme and several alternative classification schemes. Finally, I demonstrate the replicability of the classification scheme with an alternate cohort of students.  相似文献   

2.
COMMUNITY BUILDING: A NEW ROLE FOR THE JEWISH DAY SCHOOL   总被引：1，自引：0，他引：1  
Wearing a swastika armband, I entered the classroom carrying a copy of Hitler's Mein Kampf. Placing it on the music stand I employed as a makeshift lectern, I peered around the room until the students became silent. Then I began to read sections of Hitler's venomous tome, the hateful words cutting through me like a knife. As I read, I noticed that a few students stiffened. I had students analyze Hitler's quotes, addressing them as either “Herr” or “Fraulein.” After this lesson, I explained why I used such tactics. I told them death and destruction during World War II was only part of studying the Holocaust. Learning where the Jew-hatred came from and its context within Nazism was also important. And that meant comprehending Mein Kampf. Closing the book, I removed the twisted cross and slowly tore it into small pieces.  相似文献   

3.
When I received an e-mail from Roland (Sintos Coloma) about participating in the 50th celebration of the American Educational Studies Association (AESA), I did not hesitate to agree to do so. What I did not envision, at the time, is how difficult and complex this process of writing an article for the special issue of Educational Studies is. I have several titles and introductions filed under the proverbial t because nothing felt fiery, engaging, or like me. I knew that living memories is a must, in light of 2017's conference theme: “Memory, Remembering & Forgetting: (Re)Envisioning Educational Worlds.” However, my spirit and soul were hungry for (what?); but I couldn't name the missing ingredient(s).  相似文献   

4.
Metaphors can be used in qualitative research to illuminate the meanings of participant experiences and examine phenomena from insightful and creative perspectives. The purpose of this paper is to illustrate how I utilized trenzas (braids) as a metaphorical and analytical tool for understanding the experiences and perspectives of Latina teachers around being a well-educated person. Accordingly, this paper is organized into three strands. First, I discuss trenzas as a metaphorical concept in raced–gendered epistemology, highlighting the work of Chicana/Latina feminist scholars in law and education. Second, I describe how metaphorical thinking informed the methodological design. Third, I explain how I used trenzas to make sense of data and build theory. The discussion weaves the three strands together to emphasize the functional and generative nature of trenzas as a metaphorical–analytical tool for gaining critical and nuanced understandings of how personal, professional, and community identities shape participant’ experiences and perspectives.  相似文献   

5.
In this article, I develop a new conceptual framework, a new thinking technology, for understanding the bullying that takes place between children in schools. In addition, I propose a new definition of bullying. This new thinking technology reflects a shift in focus from individual characteristics to the social processes that may lead to bullying. The social approach theorises bullying as one of many reactions to particular kinds of social insecurity. The concepts I develop include the necessity of belonging, social exclusion anxiety and the production of contempt and dignity by both children and adults. I also draw on Judith Butler’s concept of abjection. In the last part of the article, I employ Karen Barad’s theory of agential realism, focusing specifically on her concept of intra-acting enacting forces. The entry to the theoretical development is based on empirical data generated in Denmark during a comprehensive five-year study of bullying.  相似文献   

6.
This article draws upon the history of teacher education to provide an introduction to 4 competing pedagogical philosophies. These 4 philosophies battled for control over curriculum for teachers during the period from 1890 to 1930. I begin by defining curriculum for teachers to include the liberal, the professional, and the experiential dimensions. Then, I identify 4 interest groups that sought to gain power over curriculum for teachers. I categorize these interest groups as the traditionalists, the integrationists, the technicians, and the romantics. Then, I explain how leading individuals from each interest group answered questions regarding human nature, the purpose of schooling, and curriculum for teachers. Finally, I argue that education schools should revitalize the integrationist tradition within pedagogical philosophy. This view has been forgotten for nearly 50 years, and the profession of teaching has suffered because of it.  相似文献   

7.
ABSTRACT

In this essay, I draw on the experience of reading Hamlet with a class of 11- and 12-Year-old boys in a London comprehensive school. I explore how a number of comments in my classroom reveal the complexities of my students’ thinking about gender and sexuality in Hamlet. I look at how these thoughts are difficult for the students to fully express, and I argue that it is necessary to attend to the heteroglossic nature of the language used within the classroom.  相似文献   

8.
Socrates is famous for claiming that ‘I know one thing: That I know nothing’. There is one subject that Socrates repeatedly claims to have expertise in, however: ta erôtika. Socrates also refers to this expertise as his erôtikê technê, which may be translated as ‘erotic expertise’. I argue that the purposes this expertise serve are, to a significant extent, educational in nature: Socrates has certain erotic educational methods that participate in his expertise on erôs. In addition, I suggest that Socrates uses two kinds of psychological techniques while practicing his erotic expertise through these erotic educational methods.  相似文献   

9.
Author's note: Like most of the historians I have encountered in my lifetime, I have always found what happened in the past more interesting than those who write about it. I therefore rarely spend time reading books about historians. But when I learned that Peter Novick had agreed to participate in the panel, I decided I should look at his book,That Noble Dream: The “Objectivity Question” and the American Historical Profession,1 which is about historians, as opposed to about history as most understand that word. Even though Novick reneged on that commitment by withdrawing from the panel shortly before it was to take place, what I found in his book struck me as sufficiently disturbing to merit extended remarks. What follows here is based on those portions of my talk that bore on Novick's book.  相似文献   

10.
This paper scrutinizes a rare methodological moment when I found myself, an unseasoned black woman scholar, researching the lives of three white women. In this reflective process, I make a single point: that the locution of race is limiting if it persists in being a point of struggle for marginalized scholars. In so doing, I distinguish between race as the site of intellectual engagement and race as a point from which to engage in scholarship. I begin with a brief explanation of how I came to take the decision to research three white women and of (dis)locating myself as other to the respondents. I then examine my actions in the context of concerns raised by other black scholars in their engagement with the academic establishment. Finally, I draw on the works of feminist scholars and argue that politicized and strategic understandings of otherness can potentially create challenging means for intellectual activism.  相似文献   

11.
In this article, I set up a Heideggerian framework of research in order to investigate the phenomenon of looking at the smartphone screen, focusing especially on the desire to look, which I see as intricately connected with the desire to know and the desire to be. With a clear phenomenological disposition, supplemented by a deconstructive look via Giorgio Agamben and Bernard Stiegler, I turn to Ovid’s Metamorphoses, and especially to his myth of Narcissus, and to Lacan’s theory of the formation of the I, concluding that desire necessitates the split of the self, the self’s misrecognition in an image or in a medium or in a screen, and the subsequent reorganisation of the body, which ultimately allows for the self’s metamorphosis. After this, I discuss specifically the phenomenon of looking at the smartphone screen, emphasising that in an age that the presence of screens and of technologically produced images increases exponentially, we cannot ignore this phenomenon’s implications for educational theories and practices. Rather, we need to orient our investigations towards the interconnectedness of looking, knowing, and desiring, underlining therefore the need for an educational focus on the ways we learn to see and on the ways we learn to desire.  相似文献   

12.
I had completed a long list of wonderful ideas for the Synagogue School of the 21st Century, and was about to sit down and write my paper, when my eye glanced upon the Spring-Summer 1990 issue of Jewish Education. When I noticed the articles of Alvin Schiff and Rela Geffen Monson, I read through them before beginning to write: Lo and behold, everything I had written down and was already there — in Jewish Education under the title, “Toward the Year 2000.”  相似文献   

13.
In this article I mount an attack on the problematic conceptions of literacy that lie behind the Standards and Testing Agency's 2015 Interim Teacher Assessment Frameworks at the End of Key Stage 2 and the Key Stage 2 English Grammar, Punctuation and Spelling Tests. I employ an object of comparison (a philosophical method), for attitudes towards literacy and dyslexics. I challenge current conceptions of the Othering of, and discrimination against, dyslexics. I argue for the concept of ‘Lexism’ as an alternative explanatory account for the existence of dyslexics.  相似文献   

14.
In discussing reform of public schools, the conversation is usually about schools; in this article I examine the meaning of public, drawing on Dewey's (1927/1954/1988) understanding of the nature of a public and its importance to democratic life. Vouchers and other market challenges to public education are a danger to the existence of a public, and a threat to democratic life. I consider the relevant differences between publics, markets, and audiences, and their relation to democracy. Finally, I consider public schools as both a reflection of public will and a central means to create a public.  相似文献   

15.
Lynda Graham 《Literacy》2008,42(1):10-18
In this article I consider the digital lives of a number of young teachers. Some are confident, competent movers in digital worlds, some are not. I wonder why, and look back at the teachers' digital histories to see whether ways in which they learned about digital worlds affects their lives now. I identify three different routes to learning about digital worlds, and describe these with representative stories. Two are serious solitary journeys, one self‐taught the other school‐taught. Most teachers in these groups use digital technologies for work and for the business of life. The third route is playful social. Teachers in this group have experienced learning about digital worlds with fellow enthusiasts and in playful contexts. These teachers use digital technologies for pleasure as well as the business of life and work. I argue that it is important that young teachers and student teachers be given time on courses to think about and discuss their own digital literacy histories.  相似文献   

16.
Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education.  相似文献   

17.
The animal or more-than-human turn in the humanities and social sciences has challenged nature/culture binaries in the fields of environmental education and early childhood studies, yet the field of educational studies has yet to confront its humanist roots. In this article, I sketch a nascent conceptual framework that outlines how multispecies ethnography, as a methodology informed by critical strands of feminist posthumanism, can begin to address and redress both social and species injustices in educational studies. To do this, I first provide a brief overview of educational humanism to situate the article within the animal and more-than-human turns in education. I then define multispecies ethnography and briefly review educational multispecies ethnographic research. Next, I sketch the conceptual framework, which is guided by feminist posthumanist theories of performativity and intersectionality, providing ethnographic examples from my own research projects and the research literature. I conclude by drawing out the implications for educational studies, with a consideration of how animal performativity and intersectionality open up new lines of inquiry to explore animal concerns, as well as social ones.  相似文献   

18.
In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles, I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general, abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three concepts. Instead, I propose to search for dimensions along which types of self-regulated action vary. I, then, introduce the notion of a “multidimensional conceptual space of self-regulated action” as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining conceptual clarity. I conclude by highlighting the central role of purpose of engagement in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify self-regulation.  相似文献   

19.
During this article, I look at three images of thought which feature in Deleuze and Guattari's A Thousand Plateaus and consider their relevance to contemporary pedagogy. Deleuze and Guattari begin by discussing tree‐like thought, which involves an insular depiction of the world. I suggest that the performative apparatus, which structures contemporary pedagogy in the comprehensive school, is also tree‐like. Deleuze and Guattari's second image of thought is the fascicular root. Here the principle root is aborted leading to a multiplicity, which flows from it. With fascicular thought, the unity, which is aborted in the object, is returned to in the subject who gains control of multiplicities. In this section I provide a reading of a Classics lesson portrayed in The Secret History by Donna Tartt and go on to focus on Ronald Barnett's contribution to a debate with Paul Standish, which features in The Blackwell Guide to the Philosophy of Education. In the third section of the article, I consider Deleuze and Guattari's third image of thought—the rhizome. Rhizomes grow by a process of cloning or lateral spreading; they do not have the central trunk of the tree, with roots and branches extending outwards from this. At the end of this section, I look at two Classics lessons that represent tree‐like and rhizomatic pedagogies in turn. I attempt to enrich this discussion by providing a reading of a scene from The History Boys.  相似文献   

20.
ABSTRACT

This paper critiques the idea that secular education policy can neutrally recognise children’s non/religious identities at school. It also empirically analyses how one child becomes restricted by, and eludes, classed, gendered and adult-centred moral codes enacted through local school recognition. The concept of policy assemblage is first used to problematise postsecular, market-led enactments of non/religious school community recognition transnationally. I argue postsecular policy enactments in Ireland and elsewhere produce viable and non-viable forms of non/religious school community, thus containing, rather than facilitating school plurality and (re)creating social hierarchies. However, drawing on Deleuzian ideas of becoming and partial objects, I argue children are not determined by the sense-making moral codes of the policy assemblage. To demonstrate this argument, I map instances of how one girl alters and eludes the meanings of austerity, choice and authenticity moral codes. I do not privilege this girl as an example of child resistance, as I argue against using children as barometers of policy authority and secularist authenticity. Instead, I contend that alongside naming and opposing policy’s unjust effects, we need to cultivate attention to our capacity to affect and be affected by the partial objects (e.g. moral codes) and becomings of postsecular neoliberal policy assemblages.  相似文献   

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