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1.
There exists a vast literature on evidence‐based practice (EBP) in education. The debate branches out in several directions, for example, what EBP entails for the nature of educational practice, what it entails for the teaching profession, what counts as use and abuse of evidence, and what educational research could or should contribute to a what works kind of practice. In this essay Tone Kvernbekk focuses on the fate of the concept of evidence in the debate, observing that the concept seems, by and large, to be missing from the debate. She argues that educational debates about EBP stand to gain in nuance and depth from employing philosophical insights about evidence. Kvernbekk develops this claim by discussing different conceptions of evidence and by inquiring into three aspects of the evidentiary relation: the meaning of “based,” underdetermination, and the relativization of evidence.  相似文献   

2.
What counts as evidence in the school choice debate?   总被引：3，自引：0，他引：3  
This article has two chief purposes. It presents a substantive reappraisal of a decade of school choice research in the UK. This reappraisal is used as a case study illustrating the elasticity of the notion of social science ‘evidence’, when wielded by academics in an area where strong ideological preconceptions struggle with the lack of a sound quantitative tradition of research. The focus here is on the changing socio‐economic compositions of schools in an era of choice. A prediction from theory and from small‐scale studies had been that schools in England and Wales would become more segregated in terms of indicators of socio‐economic disadvantage after the Education Reform Act 1988. The first large‐scale study of the actual compositions of schools suggested that this did not happen. This study was then subjected by a majority of UK academics in the field to a level of criticism that was not applied by them to subsequent, but seemingly inferior, studies that reached an opposite conclusion. The criticism involved widespread misquotation and misunderstanding that was not picked up by ‘peer’ review. What, therefore, counts as evidence in the school choice debate?  相似文献   

3.
The awarding bodies and their regulator carry out research to maintain the equivalence of examination standards. However, some criticisms remain, suggesting that examination boards may be lowering standards in specifications (syllabuses) in order to attract more centres (schools or colleges). This article reports our investigations on whether centres that decide to change their specifications do so to a specification with a higher percentage of candidates achieving grade C and above, based on the argument that such specification is easier. Using GCSE English data for the years 2000–2003, we show that there is insufficient evidence for this assumption; instead, alternative explanations may be more plausible. We then consider whether centres that changed their specifications improve their mean level of performance more than centres that did not change. There was not enough evidence for this second assumption either.  相似文献   

4.

This article spells out the way in which normative concerns unavoidably enter into the design and interpretation of empirical research on children's development of justice conceptions, with special emphasis on Damon's well-known stage theory of such development. Normative considerations provide assumptions not only about what counts as a conception of justice in the first place but also what counts as a better or a worse conception. Damon, for one, relies on the questionable normative premise that all distributive choices are choices about justice. An alternative research programme is suggested, based on piecemeal mutual adjustments between the normative and the empirical, a programme which would focus on children's desert-based emotions.  相似文献   

5.
Inclusive education takes many forms, raising important questions about what constitutes good practice, what counts as evidence of such practice and how it can be known. This paper responds to Göransson and Nilholm’s critical review of research on inclusive education by considering why a clear working definition of inclusion has thus far proved elusive. It agrees that new types of studies and more theoretically informed work is needed if knowledge about inclusive education is to advance. A framework designed to capture evidence of inclusive education in action is presented as an example of a tool that is both theoretically informed and can be used to transcend contextual differences to obtain a deeper understanding of the ways in which teachers enact inclusive pedagogical practices.  相似文献   

6.
In this article, we examine how our work in educational development, specifically in graduate student training, enacts the logic of neoliberalism in higher education in Canada. We approach this examination through a collaborative autoethnographic consideration of and reflection on our practices and experiences as educational developers, the design and delivery of a graduate student survey and our own experiences of and identification with ‘self-actualizing graduate students’. Further, we illustrate how neoliberalism shapes the work of teaching and learning centres resulting in offering programming, which compels graduate students to act in ways that can be read as responsible and capable of navigating an increasingly bleak academic labour market. Throughout the article we call attention to the ways in which our role as educational developers may either reinforce or disrupt neoliberal discourses. While we urge a critical approach, we also reflect on constraints to such criticism.  相似文献   

7.
Assumption of the burden: Science or criticism?   总被引：1，自引：0，他引：1  
This article adjudicates the claim to science made by current researchers in speech communication. It argues the point that contemporary research is best characterized as criticism, and that the cause of research in the field would be best advanced if scholars engaged in the enterprise of discourse analysis and conversation analysis regarded themselves as critics and made themselves subject to criticism as such.  相似文献   

8.
Road safety education is a complex phenomenon which should be viewed holistically if taken into account the interconnectedness of education, infrastructure and enforcement. Effective road safety education is specifically important for learners in the Further Education and Training (FET) band, as they are active contributors to a community. The greatest criticism against road safety education is that it is aimed at changing learners’ knowledge about the subject, but not necessarily influencing their attitudes as road users. The aim of this discussion article is to explore a strategy to integrate road safety education into the formal curriculum of specifically schools responsible for the FET band. By applying the desktop research method, the article conceptualises what the specific purpose of the FET band is and what the possible focus of road safety education and training should be. The article then explores international common practices in road safety education and training, and considers the necessary synergy between education, engineering and enforcement. The article uses secondary data collected from documents which are then thematically analysed. A coordinated and comprehensive education and training strategy is needed, facilitating partnerships in various sectors to implement such education in the FET band, in multidisciplinary ways, in a contextualised curriculum.  相似文献   

9.
Research in visual arts education is often focused on philosophical issues or broad concerns related to approaches to curriculum. In focusing on the everyday work of teaching, this article addresses a gap in the literature to report on collaborative research exploring the experiences of secondary visual arts teachers in regional New South Wales, Australia. Drawing on qualitative data gathered through a process of educational connoisseurship and educational criticism, discussion focuses on visual arts teaching as a particular professional practice that is complex, intricate, emergent and adaptive. In drawing on themes emerging from the research, examples of unplanned aspects of teachers’ work that disrupt linear logics about teaching practice are examined. The article concludes by raising issues for further consideration and research.  相似文献   

10.
ABSTRACT

This article argues for the humanisation of research evidence through narrative as an urgent project in teacher education and development. Narrative has the potential to make a significant contribution to a critical re-definition of both evidence and innovation in teacher education. But this argument is not a call for a user-friendly (re)packaging of research evidence, so that ‘what works’ can be diffused throughout the profession. Globally, such efficiency and productivity approaches have merely sedimented established inequities and injustices. By humanising, the paper promotes a recognition that research evidence of value, is steeped in rich provenance, being both borne out of, and brought to bear in, complex and diverse contexts that are mediated by, and impact upon, the unpredictable yet meaningful activities of humans. It is argued that using evidence effectively is predicated on intelligent judgment and interpretation in and on action, processes that require moral deliberation as well as pedagogical and technical innovation. The central role of narrative in this endeavour is explored critically.  相似文献   

11.
Central registries for child abuse and neglect have been criticized because the high proportion of unsubstantiated cases are alleged to represent an unwarranted intrusion into family life. The response to this criticism is usually a spirited defense of the social worker investigation and data distinguishing false ("fictitious") claims from unsubstantiated cases. This article asks what a reasonable substantiation rate would be in a system that operates flawlessly and examines the impact on substantiation rates of noninvestigatory variables, such as technical, legal, and policy factors. The research concluded that technical factors, such as number of maltreatment categories and number of disposition categories, did not affect substantiation rates. Legal factors, such as standards of proof, provision of notice and right to review records, were somewhat associated with lower substantiation rates, but changes in legal standards are definitely not recommended as a method of increasing substantiation rates. Of the policy factors, use of risk assessment models is an excellent way to improve substantiation rates without compromising due process safeguards.  相似文献   

12.
Universities have long been considered to possess the capacity that can foster local community development in a developing context such as in sub-Saharan Africa. Yet, it is not clear what disposition the university should adopt, given the complexity surrounding its mission in a changing landscape. Drawing on the meaning of community development and the centrality of the idea of ‘working together’ to effect ‘change’ associated with it, the research underpinning this article investigated how well the university can effectively respond to local needs and stimulate development. Interviews and focus-group discussions took place with university and community participants drawn from disparate backgrounds within a Cameroonian context on the nature of a local university's community engagement. The findings reveal that the university's capacity to enhance local development could be engendered through interconnections within its community, as well as with the wider community. This article maintains that the premise of the interconnected university can be drawn on African philosophy of Ubuntu and buttressed by narrowing existing power gaps through the fostering of transparency, decentralisation and democratic values so that constructive dialogue can ensue within the university and between it and the wider community.  相似文献   

13.
《Support for Learning》2004,19(1):24-30
The Government Standards Fund made resources available to schools in 2000 to help reduce the number of exclusions and, as a result, many schools established inclusion centres with this purpose in mind. In this article Dawn Preece and Paul Timmins describe literature and research that support the value of these centres and identify features of a support centre that students felt contributed to their inclusion in school. The results of an evaluation canvassing the perceptions of students attending one such centre are presented and discussed.  相似文献   

14.
上世纪末至本世纪初,重建中国文论话语,重写中国文学批评史,是文艺理论界讨论的热门话题。葛兆光先生关于思想史写法的讨论,可为重写文学批评史提供启示。罗宗强先生关于"中国文学思想史"的研究,亦可为重建中国文论话语和重写文学批评史提供借鉴。重写文学批评史和重建中国文学理论,应重视新材料之采集和研究,作者以为:今日从事中国文学批评史研究,其可作为研究之新材料,并足以推动学科发展和学术创新的,是学者不曾重视的少数民族文学理论资料和边省地方文献中的文论材料。研究少数民族文学理论,更值得重视的是少数民族民间文艺作品中的文学思想。  相似文献   

15.
姚小鸥《洛道五丈渡汲水》一,已背离了正常的学术争鸣与批评。该对赵逵夫先生关于《公莫舞》的研究作了严厉指丽,谓其“抄袭”、“剽窃”杨公骥先生的研究成果,但事实却并非如此,本从《公莫舞》的研究史,赵、杨研究的比较,以及赵的贡献与其所遵循的学术规范等方面,对该予以反驳,并论及其在学术批评方面的缺失。  相似文献   

16.
ABSTRACT

This research reveals the social relations of the art world through an investigation of visual artists’ ordinary art-making practices. Drawing on extended ethnographic research, the article attends to art and ordinary work, clarifying how visual artists’ work, is not only shaped socially and historically, but also reveals tensions about what counts as art and who counts as an artist. The article clarifies how today’s art world valorises conceptual approaches – centred on mobilising concepts and ideas, while devaluing expressivist approaches – centred on accessing intuition or inspiration. The article makes visible an increasingly conceptual, academic art world in which an expressivist practice is harder to sustain. By tracing shifting forms of work and shifting social relations, the study contributes to educational research on art, while calling attention to organisational processes that deeply shape artists’ lives.  相似文献   

17.
Vocational training centres are conceptually regarded as key players in the knowledge generation and dissemination processes that take place within innovation systems. However, the literature does not provide conclusive evidence of their influence on the generation, development and dissemination of innovations. The goal of this paper is to analyse whether vocational training centres are indeed relevant agents in the articulation, knowledge exchange and dissemination of a local innovation system. The paper explores the most influential agents driving cooperation and articulating the local innovation system in Durango, one of the twenty counties of the Basque Country, Spain. Social network analysis is applied to regional collaboration networks in order to address this purpose. Our results show evidence of the pivotal role played by vocational training centres within local innovation processes implemented by firms. For many local firms vocational training centres represent the main sources of knowledge in their innovation processes. In the Basque context, vocational training centres have a longer history than other knowledge infrastructures, such as universities and research centres. These long-standing centres thus constitute ‘old bottles’ that despite their history are still able to produce a ‘good old wine’ in terms of innovation, which is translated into competitive advantage for the territory. Science, technology and innovation policies should therefore not only aim to create more knowledge infrastructures, but also to reinforce the role that traditional and territorially established organizations like vocational training centres can play as intermediary agents.  相似文献   

18.
Legislations mandates that educators use evidence‐based practices (EBPs) that are supported by scientifically based research. EBPs have demonstrated a likelihood to work for students with disabilities. EBPs should match targeted needs of the student receiving the instruction, which sometimes requires educators to search for the best intervention to meet specific student needs. This article discusses the impetus for practices supported by evidence, where to find interventions and strategies, and what to do when targeted interventions do not exist. Additionally, this article emphasizes the need to evaluate effectiveness of intervention at the student level.  相似文献   

19.
This special edition of the journal focuses on what is, arguably, the biggest challenge facing education systems, that of developing practices that will reach out to those learners who are failed by existing arrangements. Specifically, the papers look at ways of using the views of stakeholders in order to move schools and other centres of learning in a more inclusive direction.
My own contribution is to provide an overall context for the ideas presented by the authors. I do this by first reflecting on what inclusion in education means and then outlining my own thoughts on what research suggests about strategies for moving thinking and practice forward. This leads me to stress the importance of evidence as a 'lever for change' ( Ainscow, 2005 , p. 111).  相似文献   

20.
In ‘Problematising Critique in Pedagogy’ Jörg Ruhloff develops a concept of critique that is motivated by a deep concern for the state of humanity. This is a thought‐provoking development of critique, but I find myself disagreeing over, or rather simply unconvinced by, his understanding of the human condition, and, connected to this, of criticism. Referring to Nietzsche, I start by illustrating one way in which a concept of critique such as Ruhloff's may in some sense be implied in educational praxis, focusing mainly on his concern that critique is not domesticated by political, economic, or other forces. In the second section I draw on Stanley Cavell to discuss some contentious aspects of Ruhloff's construal of criticism. Here I focus on Ruhloff's claim to universality, as contained in his appeal to what he calls the condition of human rationality and to a procedure of critical‐transcendental‐sceptical deliberation over the presuppositions of different standpoints. Ruhloff's understanding of criticism exemplifies an attitude that presents itself as a hostility to the ordinary. Connected to this, I sketch a conception of scepticism that is different—viz. more dynamic—than his understanding of it as a kind of methodological tool in the service of exposing presuppositions. Scepticism needs to be acknowledged in existential terms, as inherent to the human condition: a condition of life with language. With further reference to Cavell, the importance of expression, of revealing oneself as an exemplar, can then be emphasised. I conclude, in the third section, by indicating in what sense I find that a commitment to substantial judgements is lacking in Ruhloff's conception of critique and criticality.  相似文献   

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