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1.
Educational leaders have a comprehensive responsibility for how preschools and schools work with children in need of special educational support. The aim of this research is to study how educational leaders (a) explain why children have problems in schools, (b) consider how preschools/schools should help children in need of special support and (c) the role they believe that Special Educational Needs Coordinators (SENCOs) should have in such work. Educational leaders (N = 45) working in preschools and regular compulsory schools in a Swedish municipality responded (100%) to a questionnaire. According to the results of this study, this group seems to view difficulties in schools as being caused primarily by individual shortcomings. Educational leaders often advocate solutions that are closely linked to the work of special educators. The educational leaders believe SENCOs should work with supervising staff and focus on documentation and evaluations. Preschool leaders attribute children's need of special support to teachers more often than their colleagues in compulsory schools. 相似文献
2.
D. G. Mulcahy 《Educational theory》2018,68(1):85-96
D. G. Mulcahy highlights some of Jane Roland Martin's major contributions to the field of philosophy of education in this review essay. He focuses on several of Martin's better‐known works — including Reclaiming a Conversation, The Schoolhome, Changing the Educational Landscape, Coming of Age in Academe, Educational Metamorphoses, and School Was Our Life — tracing through them the development of her reconceptualization of the idea of a liberal education from the early1980s to the present day. Viewing Martin's contribution from the perspective of liberal education, he contends, underscores the optimistic spirit of her work as well as its originality and significance for the theory of education as a whole. Mulcahy gives particular attention to these elements of Martin's thought: the importance she attributes to educating the young for active participation in the world and not mere observation of it; her analysis of the range and complexity of our cultural wealth; her concept of a gender‐sensitive education; and her emphasis on the unique contribution of the experience of women to education. Martin's substantial body of work, Mulcahy concludes, stands as a compelling alternative to mainstream educational theorizing, one that offers hope for the potential of educational renewal. 相似文献
3.
Alexander W. Astin 《Equity & Excellence in Education》2013,46(4-6):12-31
In the following three excerpts from his 1985 Achieving Educational Excellence: A Critical Assessment of Priorities and Practices in Higher Education, reprinted by permission of Jossey‐Bass Publishers, Alexander W. Astin describes and critiques four traditional conceptions of educational excellence, explains and defends the talent development approach that he espouses, and presents his conception of educational equity. Charles S. Adams comments on Astin's book in this issue's Reviews. 相似文献
4.
Family resources and mid‐life level of education: a longitudinal study of the mediating influence of childhood parental involvement 
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下载免费PDF全文 Cecilia von Otter 《British Educational Research Journal》2014,40(3):555-574
This paper draws on the concept of parental involvement, popular among educators and policy‐makers, in investigating differences in level of attained education by family background. The question is if parental involvement in children's schooling at age 14 acts as a mediator between family resources and mid‐life level of attained education. Using structural equation modeling we analyze longitudinal survey and register data of a Swedish metropolitan cohort born in 1953 (n = 3300). Several of the commonly used indicators of involvement are investigated, distinguishing between parents' involvement beliefs, such as educational aspirations and agreement with school curriculum, and involvement practices, such as reading children's schoolbooks and helping with homework. We find that parents' educational aspirations are an important mediator between family resources and attained level of education, while other involvement forms are related to academic performance only. We also find that parental involvement is greater in families with more resources, which leads us to warn against developments turning more responsibility for children's schooling over to parents. Unless sensitive to the diverse family contexts this might increase the importance of family resources for children's educational outcomes. 相似文献
5.
Shane Jesse Ralston 《Educational theory》2011,61(3):351-364
When Dewey scholars and educational theorists appeal to the value of educative growth, what exactly do they mean? Is an individual's growth contingent on receiving a formal education? Is growth too abstract a goal for educators to pursue? Richard Rorty contended that the request for a “criterion of growth” is a mistake made by John Dewey's “conservative critics,” for it unnecessarily restricts the future “down to the size of the present.” Nonetheless, educational practitioners inspired by Dewey's educational writings may ask Dewey scholars and educational theorists, “How do I facilitate growth in my classroom?” Here Shane Ralston asserts, in spite of Rorty's argument, that searching for a more concrete standard of Deweyan growth is perfectly legitimate. In this essay, Ralston reviews four recent books on Dewey's educational philosophy—Naoko Saito's The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Stephen Fishman and Lucille McCarthy's John Dewey and the Philosophy and Practice of Hope, and James Scott Johnston's Inquiry and Education: John Dewey and the Quest for Democracy and Deweyan Inquiry: From Educational Theory to Practice—and through his analysis identifies some possible ways for Dewey‐inspired educators to make growth a more practical pedagogical ideal. 相似文献
6.
Johs. Sandven 《Scandinavian Journal of Educational Research》2013,57(4):171-187
Abstract:Sandven, Johs. 1981. The Teacher's Characteristics and Reactions to Him by Students and Experts. Scandinavian Journal of Educational Research 25,171‐187. It is assumed that the characteristics of the teacher are bound to have implications for his behavior as a teacher and that this in turn will influence the way in which he is perceived and evaluated by students and experts. The aim of the investigations reported was to establish this relationship and to bring to light which characteristic or characteristics that in particular may be influential. Four characteristics were included: problem solving ability, social sensitivity, feeling of security, and educational attitude. Tasks of microteaching were carried out, videotaped and later presented for evaluation. The different comparisons between teacher characteristics and reactions by students and experts made it evident that the teacher's characteristics have a bearing on his standing as a teacher. In particular the social sensitivity of the teacher proved to be important. 相似文献
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William Proefriedt 《Educational theory》2010,60(2):249-264
In this review essay, William Proefriedt argues that it may be possible to reformulate three apparently irreconcilable stances in a manner that would allow more interaction among the elements championed within each stance. The arguments addressed are (1) the argument for the efficacy of educational reform; (2) the argument that social and economic realities decisively undercut the efficacy of educational reform; and (3) the argument that the heritability of IQ is dramatically more determinative of individuals' school and economic success than any set of school policies and practices. Proefriedt seeks to examine these positions as they have been developed in Linda Darling‐Hammond et al.'s Powerful Learning: What We Know About Teaching for Understanding, Richard Rothstein's Class and Schools: Using Social, Economic, and Educational Reform to Close the Black‐White Achievement Gap, and Charles Murray's Real Education: Four Simple Truths for Bringing America's Schools Back to Reality. He concludes that the three analyses under consideration can be formulated so that each might serve to complement the strengths and correct the deficiencies of the others, thus yielding a broader explanatory scheme that could lead to wiser policies. 相似文献
9.
Deborah Kerdeman 《Educational theory》2015,65(6):719-738
Educational scholars concur that research preparation courses should engage doctoral students with methodological differences and epistemological controversies. Mary Metz and Nancy Lesko recently published articles describing how courses guided by this aim engender self‐doubt for students. Neither scholar is entirely convinced that self‐doubt is educationally productive. Drawing on Hans‐Georg Gadamer's notion of Bildung, Deborah Kerdeman reframes the view of self‐doubt that Metz and Lesko assume and shows why self‐doubt can be transformative. Gadamer's argument regarding self‐doubt challenges constructivist views of agency and also demonstrates that engaging with difference is necessary for new understanding to emerge through conversation. Kerdeman concludes by considering why engaging in Bildung helps doctoral students become good educational researchers and why cultivating Bildung should therefore be an aim of research preparation courses that engage students with methodological differences and epistemological controversies. 相似文献
10.
Michael Singh 《Asia-Pacific Journal of Teacher Education》2007,35(4):333-349
This paper focuses on the recommendations of Top of the class, the February 2007 report of an inquiry into teacher education conducted by the Australian House of Representatives Standing Committee on Education and Vocational Training. To do this action policy analysis, it presents Raymond Williams' dictum of “making hope practical” through five interdependent strategies. Then it scrutinises and uses them by exploring the relationship between this report's recommendations and, the deepening and extension of the basis for sound educational research. Critical self‐reflection focuses on rigorously re‐examining what is taken as good educational research. Framing entails identifying the good sense in policies, challenging teacher education stakeholders to collectively advance life‐enhancing agendas. Engaging in research with the real world of winners and losers in education is a third strategy. Assessing the desirability and dangers in current teacher education policies and programs is integral to making decisions about the field's future. Communicating the spirit of teacher education publicly is necessary for constructing the grounds for forward movements. It is argued that these strategies may provide support for new directions in researching productive innovations and policy actions in beginning teacher education. 相似文献
11.
Helen Colley 《British Educational Research Journal》2014,40(4):660-681
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK's Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu's sociology—including his much‐neglected concept of illusio—as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC‐funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers' commitments to ‘make a difference’ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it. 相似文献
12.
Hazel Hampton 《Educational Action Research》2013,21(2):257-273
In a previous issue of Educational Action Research, Jean‐Claude Couture revisited his involvement in a university action research project with particular reference to his complicity in – and, eventually, resistance to – working for the interests of the university. In his essay, entitled ‘Dracula as action researcher’. Couture uses the 1992 movie, Bram Stoker's Dracula, as a source of metaphors and analogies for rewriting the story of his involvement in the project. In this response to Couture. I suggest that the movie offers fewer textual resources for the deconstruction he attempts than does Bram Stoker's original novel and, more importantly, that Couture may have thus overlooked important resources for resisting his positioning as an accomplice of the university. I also suggest that juxtaposing Couture's story of action research with Bram Stoker's version of the Dracula legend highlights crucial questions about the mobilisation of textual authority in educational action research. 相似文献
13.
This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful ‘products’ and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy‐makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA‐based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education. 相似文献
14.
Sven Erik Nordenbo 《Scandinavian Journal of Educational Research》2013,57(4):163-180
Abstract: Nordenbo, S. E. 1987. Children's Rights, die Antipädagogen, and the Paternalism of John Stuart Mill. Scandinavian Journal of Educational Research 31, 163‐180. In recent decades it has been maintained by some contemporary heirs to the tradition of progressive education that children must be regarded as a ‘subjugated’ section of the population, and that support for this view can be found in John Stuart Mill's moral and political philosophy. This article attempts a closer examination of this latter claim. It can be shown that Mill's ‘principle of liberty’ must be understood according to the strategic theory of moral rules, and that it can thus be argued that paternalism towards children is justifiable, which is what Mill maintains. From this reading of Mill it follows that proponents of ‘educational liberalism’ are not justified in claiming Mill as spokesman for their views. 相似文献
15.
Peter Love 《Educational Psychology in Practice》2009,25(1):3-8
Contemporary society’s expectations of educational psychology, and of a role for educational psychologists within these expectations, were major themes of, and subtexts to, many of the papers delivered at recent annual courses of the Association of Educational Psychologists (AEP). The distinctive contribution of educational psychology and a perceived “identity crisis” of its practitioners was the subject of examination in recent issues of Educational Psychology in Practice. Within this context it may be both salutary and heartening to review the aspirations of educational psychologists, during a period from the mid‐1960s to the late‐1980s, to shed their stereotype as psychometricians, and later as gatekeepers to special education, in favour of a supportive role to pupils, teachers and parents. Articles published in this journal and its predecessors are drawn upon to illustrate the earlier search by educational psychologists for a role and a status within the local government field. Reference is also made to the author’s experience of working as an educational psychologist from the early 1950s to the end of the 1980s. 相似文献
16.
James C. Fisher 《Educational gerontology》2013,39(2):137-146
An examination of the relationship between the attitudes of two populations of older adults and their participation in education‐related activities reveals statistically significant associations in both populations between Anomia and Zest and Participation in Educational Activities, and between Life Satisfaction, Mood Tone, and Zest and Self‐Directed Learning Participation. These findings indicate that self‐directed learning participation is correlated with a person's affirmation of self and its accomplishments, sense of satisfaction and pleasure, and a high level of enthusiasm and ego involvement in activities. The correlation between Anomia and Zest and Participation in Educational Activities reinforces the need for a strong social dimension in education‐related activities among older adults in order to mitigate the effects of personal isolation or anomia. The findings also call for an understanding of nonpartidpation in education‐related activities as an expression of anomia, alienation, or power‐lessness. Practitioners are encouraged to consider how educational programs may effectively bridge the gap of powerlessness and alienation experienced by many older adults. 相似文献
17.
Susan Laird 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):17-33
This presidential lecture to the American Educational Studies Association argues that school lunch matters as education, not merely as management, especially within the ethically challenging contexts of the New Jim Crow (with its school-to-prison pipeline) and the Anthropocene—both wicked problems. The educational significance of children's foodways, school food, and school lunch has deep roots in early modern, as well as high modern thought, and within the past decade a new educational studies scholarship on school lunch has emerged concurrently with Michelle Obama's leadership for National School Lunch Program reforms. This study invites a wide range of educational studies scholarship by mapping school lunch matters that might frame new curriculum theorizing with the purpose of developing leaders' ethical responses to both the school-to-prison pipeline and the environmental crisis. This conceptual frame focuses a prospectus for educational creativity on school lunch's health matters, choice matters, table matters, earth matters, aesthetics matters, kitchen matters, community matters, service matters, and study matters. 相似文献
18.
Gunnar Bergendal 《Higher Education》1974,3(3):353-364
The Swedish 1968 Educational Commission (U 68) completed its main report in 1973. The Commission recommends a very wide definition of the concept of higher education so as to include any qualified education or training for adults, whether academic or vocational in nature. Higher education should be seen in the context of an overall educational planning, with the aim of distributing educational resources to meet the needs of every citizen. As a consequence, U 68 proposes a numerus clausus for higher education as a whole. The geographic distribution of higher education is also being stressed, and the creation of one comprehensive institutional organisation for the main part of all higher education is proposed.The proposals of the commission should be seen in the perspective of recurrent education. The author points to the possible, development of a new educational structure, the main feature of which is the division into compulsory and post-compulsory education.Formerly Secretary of the 1968 Educational Commission. 相似文献
19.
The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter‐institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented. 相似文献
20.
Olivier Michaud 《Educational theory》2012,62(3):287-304
Educational authority is an issue in contemporary democracies. Surprisingly, little attention has been given to the problem of authority in Jean‐Jacques Rousseau's Emile and his work has not been addressed in the contemporary debate on the issue of authority in democratic education. Olivier Michaud's goals are, first, to address both of these oversights by offering an original reading of the problem of authority in Emile and then to rehabilitate the notion of “educational authority” for democratic educators today. Contrary to progressive readings of Emile, he argues, Rousseau's position on this issue is not reducible to “education against authority.” What appears at first glance to be an education against authority is, in a deeper sense, an education toward and even within authority. Michaud contends that we have to embrace these complexities and contradictions that inform Rousseau's work in order to gain insights into the place and role of authority in democratic education. Michaud sheds light on Rousseau's stance on authority through a close study of specific topics addressed in Emile, including negative education, opinion, one's relation to God, friendship and loving relationships, and, finally, the relation Rousseau established with his reader. 相似文献