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1.
How do student teachers see computers being used in secondary mathematics lessons, and how do they themselves use them on teaching practice? These questions were prompted by the need to provide appropriate experiences for students on the Postgraduate Certificate of Education course. Information collected over a two year period suggests that although computer use was not widespread, more students used computers, and applications software in particular, than practising teachers. Strategies for course provision are outlined and the examination of assumptions and beliefs is indicated as an important dimension in future work.  相似文献   

2.
In a preliminary study, 20 ‘migrant’ Buddhist parents and children from England participated in semi‐structured interviews to compare their home nurture with classroom presentation of Buddhism. In the home Buddhism received more time allocation and was presented mainly by the mother and monks – the content being that of ‘perpetuating structures’, often in an ethnic mother tongue and with ethos permeating all aspects of life. In school, by contrast, Buddhism was allocated little or no time, was presented mostly by the teacher – the content being meditation, Precepts and the more material aspects of the tradition – in English and with little in terms of amenable ethos. Dissonance apparent between home and school presentation of Buddhism is compared to similar findings for the Hindu and Sikh communities in Britain, and the need is highlighted for more attention to avoidance of assumptions in content, better use of allocated time and increased involvement of the ‘migrant’ Buddhist faith community. To this end, recommendations are made for further research.  相似文献   

3.
Learning analytic implementations are increasingly being included in learning management systems in higher education. We lay out some concerns with the way learning analytics – both data and algorithms – are often presented within an unproblematized Big Data discourse. We describe some potential problems with the often implicit assumptions about learning and learners – and indeed the tendency not to theorize learning explicitly – that underpin such implementations. Finally, we describe an attempt to devise our own analytics, grounded in a sociomaterial conception of learning. We use the data obtained to suggest that the relationships between learning and the digital traces left by participants in online learning are far from trivial, and that any analytics that relies on these as proxies for learning tends towards a behaviorist evaluation of learning processes.  相似文献   

4.
James Scheurich argues that practices of policy – normalized over time through repetition – serve three purposes. They structure social problems for which policy is designed to address; construct certain people, implicitly or explicitly, as problem individuals; and shape policy solutions. Following Foucault, he offers what he calls Policy Archaeology Methodology as an approach to policy analysis that emphasizes how particular social problems (but not others) are socially constructed in certain ways within certain political and social contexts. The purpose of policy archaeology as a mode of analysis is ‘to investigate … the grid of conditions, assumptions, forces which make the emergence of a social problem … possible’. Drawing from his method of inquiry, I identify, through examination of policy documents, how the problem of bullying in schools has come to be understood in certain ways (the dominant narrative) and how policy solutions are constrained and limited accordingly, thereby confounding their purpose. I suggest that Scheurich’s perspective provides a way of addressing bullying that accounts for complexity in ways that current approaches mostly do not even consider.  相似文献   

5.
The present article draws on data from a three-year study of pedagogy in teacher education that attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu’s work to emphasize the ways in which academic fields become ruled by unspoken rules and practices – “nomos” – and demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices. The article challenges taken-for-granted assumptions in teacher education that students must be positioned as future teachers; that reading educational research and texts should be a priority; that writing assignments should be privileged; and that a cognitive approach to learning in teacher education should be privileged.  相似文献   

6.
Unsettling orthodoxies: education for the environment/for sustainability   总被引：1，自引：1，他引：0  
In this paper I employ Foucault's notion of governmentality to reflect on a debate that occurred in the pages of this journal some 10 years ago. I argue that their exchanges indicate ways in which various positions are engaged in a struggle for dominance in this field, and how particular strategies are used to legitimate and maintain these positions. My purpose is not to propose a new orthodoxy – or even to critique those we have – but rather to raise questions about how the unquestioned ‘that‐which‐is’ of orthodoxies comes to be, and their effects. I also suggest that as environmental educators and researchers, we need to work harder to unsettle more often the taken‐for‐granted in environmental education so that we remain alert to our own easy acceptance of orthodoxies. Without this, we risk our exhortations to those we seek to educate – to think critically, to question assumptions, and so forth – becoming empty rhetoric if we are not practising these ourselves – examining our own, as well as others', assumptions and practices.  相似文献   

7.
Using comprehensive time use data pertaining to Australian children (aged 10 to 15), we study the link between time inputs – educational activities, sports, and screen time – and cognitive as well as non-cognitive skills. Potential endogeneity of time inputs is addressed by adjusting for a comprehensive set of covariates, including initial skills and past inputs and outputs. We support our identifying assumption with a recently developed omitted variable test that exploits bunching of time use for certain activities at zero minutes. Results on relative effects of educational activities, sports, and screen time are summarized in specification curves. Our evidence suggests that educational activities at home improve cognitive skills. Compared to sports, screen time – including computer gaming and social networks – does not seem to harm cognitive skills, but increases internalizing problems among girls.  相似文献   

8.
Bernard Barker's thesis that schools have been undermined over the past quarter of a century by a damaging combination of top-down, centralised reform and a desire to impose a market philosophy on education is powerful. This article analyses the nature of the apparatus of control – both statist and free-market – which has been applied to schools over this period. In particular, it will focus on the key control mechanism: the use of test and examination results as apparent measures of schools' quality. It will assess the success of this system, comment on its design faults and its problematic implications for the broad conception of education as understood in The Pendulum Swings, and argue that the concluding note of optimism sounded in Barker's book – about a future of communities exerting greater influence over education locally – appears not to be being realised in policy under the new coalition.  相似文献   

9.
ABSTRACT

Despite Indiana’s school choice landscape – including private school vouchers, tax-credit scholarships, inter-district and intra-district enrollment, magnet schools, and charter schools – not all Indiana communities have reasonable access to options outside of their traditional public schools. This research explores what lack-of-reasonable access differences – defined as greater than a 30-minute one-way drive time to a choice school – exist by locale, with a focus on rural communities. Geospatial analysis is used to identify “school choice deserts” lacking multi-sector schooling options in various communities. These deserts tend to exist wholly or mostly in rural areas, although Indiana students in grades K–8 exhibit greater access levels to non-traditional schools than those in high school.  相似文献   

10.
The museum remains, even today, an educational institution – although one might doubt this looking at the current marketing pressures, promotional events and pursuit for higher financial turnovers. The origins of the museum stretch back into the late Middle Ages. At that time, the philosophy of education made its way into the history of collecting via inconspicuous paths: via the medieval treasury and via the medieval scholarly room. From both emerged a new type of private collection, which can be seen as the starting point of the development of modern museums. This contribution outlines – following a critical commentary on the current status of museum historiography – the main trajectories of this development.  相似文献   

11.
Critiquing two approaches that English teachers use to teach Black, or African-American, literature in the secondary classroom – one that centralises races and the other that ignores it – this article proposes a hybrid approach that combines both. This double-faced approach recognises the culturally specific themes that give the text and the Black author their unique voice while also recognising commonalities that bridge the text to others – despite the race of the authors. To demonstrate the feasibility of the double-faced approach, the article concludes with an examination of three texts through the lens of this ‘race both matters and doesn’t matter’ perspective.  相似文献   

12.
Drawing on the traditions of critical race theory, the paper is presented as a chronicle – a narrative – featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians’ ability to define what counts as a ‘real’ inequality without public challenge or scrutiny; reflects on the dangers of statistical ‘explanations’ in the realm of public debate and policy outcomes; and questions quantitative assumptions about the intersectional relationships between different forms of oppression, including gender, class and race.  相似文献   

13.
This paper focuses on the “Junkyard” (chatzar grutaot) – a unique educational environment and practice developed in kindergartens on the Israeli kibbutz in the 1940s and 1950s, and still in wide use today in kibbutz kindergartens. The Junkyard, consisting of artefacts of the adult world that are no longer in use, is an ever-changing set-up in which children’s free play is encouraged, with minimal rules for use of time, space, objects, and social relations. Anchored in the writings of its two founding educators, as well as in writings of and interviews with its advocates and instructors over the years, this paper shows how the Junkyard drew on widespread ideas about early childhood development and education, at the same time as it responded to local conditions and concerns. The paper argues that a unique conjunction of factors – material and structural, educational and pedagogical, ideological and cultural – facilitated the process by which the Junkyard was inserted relatively smoothly into the kibbutz educational landscape, in lasting ways.  相似文献   

14.
The focus of this paper is on student learning pathways – with particular reference to the factors motivating coursework master's students to seek entry to a doctoral programme – along with the implications for higher education policy and practice. It is argued nationally and internationally that although a number of challenges continue to confront those with responsibility for teaching and supervising coursework master's students, there are opportunities for renewal especially in terms of the provision of enhanced student support. Located within an international context of postgraduate education, a case study from Australia is provided to highlight the need for more flexible doctoral pathways at a time when calls for revitalised and expanded research workforces are intensifying.  相似文献   

15.
ABSTRACT

Principals’ time use has emerged as a serious policy problem in an era of reported decline in school outcomes – both organisational and individual student – and with difficulties in attracting quality candidates for vacancies. The contemporary crisis of the principalship is centred on an ever increasing workload (volume and complexity) and a deficit of time for instructional leadership. Units of the clock are the orthodox version of time in modern Western society. This however is not a universal and is based on an external measure of practice. This paper presents a theoretical intervention for the field by proposing an alternate conceptualisation of temporality built on relational theorising that sees practice not as having time but generating time and space. It does not assume a single version of time and instead opens a fruitful scholarly direction for recasting principals’ time use literatures.  相似文献   

16.
Explanations are used as indicators of understanding in mathematics, and conceptual explanations are often taken to signal deeper understanding of a domain than more superficial explanations. However, students who are able to produce a conceptual explanation in one problem or context may not be able to extend that understanding more generally. In this study we challenge the notion that conceptual explanations indicate general understanding by showing that – although conceptual explanations are strongly associated with correct answers – they are not employed equally across different contexts, and the highest performing students tend to use more general explanations, which may or may not be conceptual. Overall, our results suggest that explanations of fraction magnitudes follow a learning trajectory reflected in students’ accuracy and explanations: weak students focus on concrete, non-conceptual features, stronger students use concepts to explain their answers, and the highest performers tend to use general (but not necessarily conceptual) rules.  相似文献   

17.
In this article the authors introduce some aspects of various truth theories in the context of action research. The traditional ways of determining quality are based on the correspondence theory of truth, which, in their view, conflicts with the basic assumptions of action research. The pragmatic theory of truth seems to be clearly represented in the world of action research. In their opinion, other theories of truth can be productively applied as well. In addition to the classical theories of truth – the correspondence theory, the coherence theory and the pragmatistic view on truth – they discuss the truth as ‘aletheia’ (a Heideggerian view on truth), as Habermasian consensus and as Foucaultian power/knowledge.  相似文献   

18.
This article reports a theoretical examination of several parallels between contemporary instructional technology (as manifest in one of its most current manifestations, online learning) and one of its direct predecessors, programmed instruction. We place particular focus on the unterlying assumptions of the two movements. Our analysis suggests that four assumptions that contributed to the historical demise of programmed instruction—(a) ontological determinisms, (b) materialism (c) social efficiency, and (d) technological determinism—also underlie contemporary instructional technology theory and practice and threaten its long-term viability as an educational resource. Based on this examination, we offer several recommendations for practicing instructional technologists and make a call for innovative assumptions and make a call for innovative assumptions and theories not widely visible in the field of instructional technology.  相似文献   

19.
This profile describes traditional assessment practices in Armenia – many of which are typical of those formerly practised throughout the Soviet Union – and the ongoing efforts to reform formal examinations and school‐based evaluation techniques. The extraordinarily high stakes associated with the examination currently used to select applicants for university places are discussed, as are the consequences for teaching and learning of having entrance tests based on published, rather than unseen, item banks. Progress towards introducing a new, dual‐purpose school‐leaving/university selection examination is outlined and the remaining hurdles described.  相似文献   

20.
Carole Bignell 《Literacy》2012,46(1):48-55
At the time of writing, primary English education is, once again, at a crossroads. Within the context of a continuing focus on underachievement in writing for key groups of learners and a large body of research, which suggests that classroom talk is a powerful means of improving children's success in all areas of the curriculum including writing, this article considers two current approaches to talk in the primary curriculum – Talk for Writing and Towards Dialogic Teaching. In doing so, it critically analyses these texts through the theoretical lens of education as social reproduction with a view to identifying their ideological assumptions about the purpose of talk in the curriculum. Discussion considers how such assumptions may influence classroom practice and contribute to the teachers’ understanding of the role of oracy within the primary classroom. The article concludes that whilst both texts might suggest a socially reproductive approach to education, both have the potential to empower the learner through the skilful implementation of oracy as the foundation of teaching and learning.  相似文献   

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