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1.
Not Enough Science or Not Enough Learning? Exploring the Gaps between Leadership Theory and Practice
Robin Middlehurst 《Higher Education Quarterly》2008,62(4):322-339
This paper addresses the relationships between leadership theory, practice and development, drawing on both the higher education and wider leadership literature. It explores why challenges and problems exist within the contested field of leadership theory and why gaps remain between theory and practice after more than a century of research – and indeed, with increasing levels of research, scholarship and development in the last 25 years. After highlighting the importance of context for theory, practice and development, the first section of the paper examines a range of factors that contribute to theoretical ‘contests’ including different starting assumptions made by researchers, the different focus of studies, examination of different causal links to explain leadership, differences in values and cultural lenses and different constructs, terminology and perspectives. The second section examines the challenges faced by leadership practitioners, as individuals, and through exercising leadership as a collective responsibility in the context of changing operating environments within higher education institutions and across sectors and countries. The author highlights three areas where some re‐thinking of the links between theory and practice are necessary – at the input stage, linking research findings and recruitment practices; in terms of outcomes, by researching links between leaders, leadership and performance; and in process terms, to examine more deeply complex and relational dynamic of leadership in action. The third section offers a number of specific suggestions as to how closer alignment between theory, practice and development can be achieved. The paper concludes by arguing for greater maturity (in research, practice and development) that acknowledges that leadership is played out in complex, dynamic and changing social systems. A stronger emphasis on ‘leadership learning’ should deliver both better science and better outcomes for leaders and led in higher education. 相似文献
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Henry T. Ingle 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(3):251-267
The research, theory and practice of educational technology over the past 75 years provide convincing evidence that this process offers a comprehensive and integrated approach to solving educational and social problems. The use of media and technology in development has shifted from an emphasis on mass media to personal media. A variety of electronic delivery systems are being used and are usually coordinated by centralized governmental agencies. There are no patterns of use since the problems vary and the medium used is responsive to the problem. Computers are used most frequently and satellite telecommunication networks follow. The effective use of these and other technologies requires a long-term commitment to financial support and training of personnel. The extension model of face-to-face contact still prevails in developing nations whether in agriculture, education or rural development. Low-cost technologies are being used in local projects while major regional and national companies use radio, film and related video technologies. The use of all available and cost-effective media and technologies make possible appropriate communications for specific goals with specific audiences. There appears to be no conflict among proponents of various media formats. Development in education and other sectors has much to gain from old and new communication technologies and has hardly been tapped. Several new educational technology developments are discussed as potential contributors to formal and nonformal education. 相似文献
3.
This article extends currently reported theory and practice in the use of learning goals or targets with students in secondary and further education. Goal-setting and action-planning constructs are employed in personal development plans (PDPs) and personal learning plans (PLPs) and are advocated as practice within the English national policy agenda with its focus on personalisation. The article argues that frameworks widely used for goal setting and action planning by UK educational practitioners, in particular SMART targets or goals, have yet to be rigorously examined in the light of relevant theory and practice. Doing so is important given contemporary emphasis on the dimensions of the learner experience regarded by ‘learning to learn’ practitioners as underpinning effective learning in the modern classroom. The article draws from social cognitive theory and achievement goal theory, including Zimmerman's criteria for appropriate goals, to suggest an alternative framework for goal or target setting – ‘well-formed outcomes’, a construct from the field of neuro-linguistic programming (NLP). In comparison with SMART targets, the authors argue that well-formed outcomes offer a more rigorous and holistic approach, by taking greater account of the learner's identity, affective dimensions (feelings and emotions), social relations and values, as well as encouraging mental rehearsal. 相似文献
4.
Janet R. MacLean 《Quest (Human Kinetics)》2013,65(1):18-25
Achievement goal theory, as an attempt to explain the factors that influence motivated behavior, has received signiticant attention from youth sport researchers, sport psychologists, and educators since its proposal in 1980. This papr reviews the basic tenets of achievement goal theory and outlines potential problems through its usage in attempting lo understand student behavior and attitudes in physical education. Specifically, I argue this reductionist and decontextualized research treats the physical education student as a motivational problem, the teacher as the solution, and the social context of physical education and sport as nonproblematic. This positivist approach to knowledge construction may indirectly act to perpetuate inequitable power relations and dominant idenlogies found in physical education. Ironically, this could dissuade certain youth from participating in sport or physical education, the antithesis of the activity promotion objectives of many achievement goal theorists. I conclude by suggesting to enhance physical education practice, research should employ critical and reflective methods of knowing and continue to seek out student and teacher voices to help create responsive leaming environments for diverse student needs. 相似文献
5.
Kristen H. Perry 《比较教育学》2008,44(1):57-73
This research review examines trends in recent scholarship concerning primary school literacy instruction in Southern Africa. Past scholarship, particularly that which originated from western researchers, focused on technical or structural issues facing literacy instruction in the region, such as language of instruction, school conditions, availability of books, and teacher training. Newer scholarship that has emerged primarily from African researchers focuses more on sociocultural and sociopolitical issues such as promoting a ‘reading culture’, shaping language policy, and examining literacy as a local social practice. Increasingly, researchers advocate local, rather than western/northern, solutions to African problems in literacy development and instruction. However, African perspectives are nevertheless influenced by western perspectives and agendas, as a result of colonialism, postcolonialism, and globalisation. Hybrid solutions that combine western and African perspectives therefore may be important for literacy development in the region. 相似文献
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There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems. 相似文献
7.
中国教育学研究的问题与改进路向 总被引：25，自引：0，他引：25
社会转型以及教育实践与教育理论的发展都要求教育学研究者重新审视教育学自身所面临的问题。这些问题主要表现为:做纯粹的概念研究;漠视实践问题,缺乏实践意识;用外来的理论去诠释中国实践;用既定的理论程式去说明、“规范”实践。之所以出现这些问题,既有教育学理论发展历史的原因,也有教育学研究者成长经历及社会分工等方面的原因。教育学研究要走出困境,需要聚焦教育实践,即关注实践、参与实践、批判实践、改进实践。 相似文献
8.
武超 《金华职业技术学院学报》2014,(1):28-32
赞科夫的体育教育观包括:"发展"是教学的出发点与归宿点,实验研究是特殊的教学研究方法,"学生发展"是个性的全面发展,体育是个性全面发展中的一个部分。我国学校体育改革与发展可借鉴的是:运用"一般发展"理论研究深化体育教学,关注学生观察力、创造性思维能力和操作能力的发展,重视体育教学中的实验研究以及差生发展。 相似文献
9.
Epistemological Anarchy and the Many Forms of Constructivism 总被引：3，自引：3，他引：3
Constructivism has become an important referent for research and practice in science education. A variety of more or less divergent forms of constructivism have developed: discussion between these is occasionally heated. Six such forms are briefly described in order to provide an overview of the field of constructivist theory. A scheme for characterising constructivist writing on the basis of its relative emphasis on (a) personal versus social construction of knowledge and (b) objectivist versus relativist views of the nature of science is suggested. Issues of theory creation and reflexivity, central to constructivist practice, are discussed. It is suggested that debate about the "best" form of constructivism is counterproductive. A more powerful approach to epistemology is that described by Feyerabend, the holding in dialectical tension of a variety of incompatible perspectives:The following essay is written in the conviction that anarchism, while perhaps not the most attractive political philosophy, is certainly excellent medicine for epistemology, and for the philosophy of science (Feyerabend, 1975, 17, italics in original). 相似文献
10.
Design Pedagogy for an Unknown Future: A View from the Expanding Field of Design Scholarship and Professional Practice 
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下载免费PDF全文 Stephanie Elizabeth Wilson Lisa Zamberlan 《The International Journal of Art & Design Education》2017,36(1):106-117
This article draws on current research investigating the notion of design for an unknown future. It reflects on recent thinking about the role of creativity in design practice and discusses implications for the development and assessment of creativity in the design studio. It begins with a review of literature on the issues and challenges associated with the assessment of creativity in design education. It then discusses and distinguishes three significant assessment models in design and creative arts education and emphasises the importance of opening debate on notions of creativity within the discipline. Following this, the article examines recent developments in the way that creativity is being practised, driven, fostered and implemented in contemporary design practice, and argues that these recent developments must feature in current scholarship about the development and assessment of creativity in design education. The article recommends areas for future research that pay close attention to developments in the rapidly expanding field of design practice. 相似文献
11.
Using personal construct theory and narrative methods to facilitate reflexive constructions of teaching physical education 总被引：1，自引：0，他引：1
This paper reports on two lengthy studies in physical education teacher education (PETE) conducted independently but which are epistemologically and methodologically linked. The paper describes how personal construct theory (PCT) and its associated methods provided a means for PETE students to reflexively construct their ideas about teaching physical education over an extended period. Data are drawn from each study in the form of a story of a single participant to indicate how this came about. Furthermore we suggest that PCT might be both a useful research strategy and an effective approach to facilitate professional development in a teacher education setting. 相似文献
12.
远程教育社会学的问题研究 总被引：3，自引：2，他引：1
马红亮 《安徽广播电视大学学报》2009,(4):46-50
远程教育社会学研究大致有三种思路,其中一种思路是以社会问题为起点,着重探讨远程教育对于解决这些社会问题的功能和对策,这种研究既具有必要性也具有可行性。目前,利用远程教育促进人口问题、贫困问题、就业问题以及＂三农＂问题的解决,已经有一些实践和理论方面的研究。从这些成绩中不难发现远程教育所具有的独特和重大的社会功能。同时目前的研究还需要在广度和深度上进一步加强。 相似文献
13.
Ari Antikainen 《Scandinavian Journal of Educational Research》2013,57(3-4):397-411
This section focuses on educational sociology and social pedagogy, two designations mirroring somewhat different perspectives on very much the same reality. The first article presents Finnish Educational sociology from the 1950s to the 1990s and is based on doctoral dissertations and other significant or typical studies in the field. The author argues that empirical research originated during the 1950s and the early 1960s. A typical theme of early research emphasized the school class as a miniature society. In initial studies on the activities and social participation of youth, society itself was already dealt with as a structural entity. In the 1970s, when the Finnish comprehensive‐education system was built, educational policy and the socialization process were the major themes. Then, in the 1980s, the march towards diversification and the development of a range of educational sociologies started. Finally, the expansion of evaluation research was realized in the context of the deep Finnish economic depression of the early 1990s. The lesson here is very sociological: the social context does matter. The second article focuses on development of theory and research related to social pedagogy in Norway, a ‘new’ Norwegian subfield within the discipline of education which was bom almost three decades ago. It is marked by some influential intellectual patterns 1970s from the new social movements of the 1960s and 1970s. In the discourse on social pedagogy in Norway the reception and utilization of inspirations from the Norwegian positivism debate, the new sociology of education and post‐positivist social theory were the main academic sources of development which motivated normative and empirical research on a number of new themes. The author argues that the subfield of social pedagogy has led to a renewed understanding of the role of normative theory within education as an academic field of knowledge, to a broad acceptance of the possibilities of qualitative research strategies, and a new emphasis on integrative research efforts; but at the same time this engagement has reduced the outcome of a unique contribution to a thorough reconstruction of educational research and scholarship. 相似文献
14.
高职心理教育研究起步较晚,发展也较缓慢,尤其是对高职心理教育研究方法的研究,更是当前高职心理教育研究中的缺位。这在一定程度上制约了高职心理教育理论的进一步发展,也影响到高职心理教育实践的发展。在高职心理教育研究方法体系的构建中,高职教育理论与实践的发展是基础,相关学科研究方法的发展是动因,科学技术的进步与发展是创新的基本条件。 相似文献
15.
Learner-centered classrooms are cooperative learning spaces in which instructors intentionally incorporate the needs, experiences, and feedback of students in order to design course objectives, materials, and assessments. This paper is concerned with the question: To what extent does the literature on learner-centered classrooms address the unique teaching challenges of faculty of color in higher education? Through a review of the foundational literature on learner-centered classrooms and scholarship on faculty of color's teaching experiences, as well as the incorporation of personal vignettes, the author argues that scholarship on learner-centered classrooms in higher education excludes faculty of color epistemologically, or as sources of knowledge about learner-centered classrooms, and experientially, as practitioners enacting learner-centered pedagogical practice. In fact, many recommendations in the literature on learner-centered classrooms directly contradict scholarship on the experiences, challenges, and best practices of faculty of color. This paper ends with directions for future research and practice. 相似文献
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林德曼终身教育思想缘起于社会变迁对终身教育的吁求,进步主义教育思潮的驱动以及个人终身教育实践的引领,主要包括终身教育是贯穿人一生的学习过程、终身教育是社会生活的必要条件以及终身教育是个人价值的实现形式三个核心观点,为新时代我国终身教育改革创新提供了重要现实启示。基于此,未来我国应致力于构建“持续性”终身教育体系,营造“无疆界”终身教育生态,形塑“个性化”终身教育模式,以推动我国终身教育理论与实践的发展与进步。 相似文献
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Elizabeth Campbell 《Educational theory》2013,63(4):413-430
In this essay, Elizabeth Campbell reviews three recent books that address the ethical nature of professional practice: Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions, by Hugh Sockett; The Good Life of Teaching: An Ethics of Professional Practice, by Chris Higgins; and Towards Professional Wisdom: Practical Deliberation in the People Professions, edited by Liz Bondi, David Carr, Chris Clark, and Cecelia Clegg. While the first two books are situated within the context of teaching and education, the third book, as an edited volume, contains chapters that represent a multidisciplinary perspective on the work of professionals within nursing, social work, counseling, and the ministry, as well as in teaching. Each of the books engages in the careful inquiry into philosophy broadly and educational philosophy specifically from conceptual frameworks widely associated with Aristotelian virtue ethics. Writing from an applied perspective on the field of scholarship relating to the moral and ethical dimensions of teaching, Campbell applauds the books for their timely reminder of the central role or persona of the individual professional as a moral agent and ethical practitioner. She argues that within the contemporary context of teacher education, which tends either to neglect or narrowly define the ethics of the profession, such an emphasis on the cultivation of personal character and responsibility within a framework of clear ethical dispositions or virtues is a welcome contribution to the field. It enables teachers, teacher educators, and student teachers to concentrate on both the ethics of practice and the practice of ethics in the ongoing quest to further their own development of virtue, practical wisdom, and personal and professional knowledge. 相似文献
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孟学智 《新疆教育学院学报》2004,20(2):134-137
近年来，学校体育教育在理论和实践中偏重于对中小学体育教育的探讨，对于培养我国未来科技人才，社会管理人才的高校，如何进行健康体育教育，在理论和实践等方面探讨的不多。本文就高校体育实际教学中遇到的一些问题和困惑，谈谈对高校健康体育教育的认识。 相似文献