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1.
Júlio Emílio Diniz-Pereira 《Educational Action Research》2013,21(3):373-398
Rapid changes in the world due to the emergence of an information society, scientific and technological developments, and a growing capitalist global economy have made intercultural and inter-ethnic contacts a fairly ordinary phenomenon. However, paradoxically, cultural diversity has had to cope with powerful homogenising instruments of a globalised planet; consequently, cultural issues cannot be considered apart from power relations. In education, a recent phenomenon – the teacher research movement – has tried to fight against conservative and dominant forms of teaching and teacher education. In this article, it is argued that teacher research, as an international movement, has the potential to become a counter-hegemonic strategy to construct critical teacher education approaches in a globalised world. 相似文献
2.
Andrew Holden 《Education 3-13》2013,41(3):346-358
This article poses the question: Can children's play help to create cohesive communities in segregated towns and cities? The growing body of literature on community cohesion provides a useful backdrop to this issue. The discussion contains data from an empirical investigation carried out between 2009 and 2010 in Blackburn – a cotton mill town in Lancashire in the north west of England. The research was both qualitative – including 21 observations of children's play in a range of social settings – and quantitative – a questionnaire survey of 303 parents living in the Blackburn with Darwen borough. The research yielded results that both support and refute the suggestion that children's play can be used as a cohesive strategy in segregated towns and cities. The analysis of the data lends itself to a new conceptual framework in which community cohesion is presented as an important social and political objective in an increasingly diverse society. 相似文献
3.
The role of the university in society and the economy is evolving. Universities produce knowledge that promotes technological developments, which are, in turn, critical to economic growth and competitiveness in the global economy. Therefore, it is increasingly expected that universities become more entrepreneurial and assume this third mission in order to promote innovation and development through the provision of technologies and business ventures. Drawing on data collected for The Changing Academic Profession Project – a comparative survey of the academic profession carried out in 19 countries from all over the world – this article explores Portuguese academic entrepreneurship engagement based on the involvement in the process of technology transfer as an activity performed in the context of research activities. It thus aims to contribute to knowledge about academics’ engagement in entrepreneurial activity. Results from this study suggest that Portuguese academics are fairly involved in entrepreneurial activities and that there is an overall positive attitude towards application of research to real problems. Furthermore, it was possible to see that academics involved in processes of technology transfer are not only focused on activities such as research but also service to the outside community. However, when comparing academics involved and not involved in entrepreneurial activities, several significant differences are found in their attitudes, perceptions and behaviours. 相似文献
4.
Yongbo Cheng Shaowei Ge 《美中教育评论》2005,2(3):42-48
This paper illustrates the important role that the scientific and technological innovation plays in the research university. Technological innovation is one of the main functions that the research university serves and contributes for the development of economy and society, which is the essential measure for Research University to promote construction of disciplines and enhance academic strength and economic power. The thesis analyses in detail how to take and strengthen technological innovation for Research University. 相似文献
5.
The use of an effective supervision mechanism is crucial between a student and supervisor. The essential knowledge shared and transferred between these two parties must be observed and understood very well in order to ensure that students are produced at good level of quality for future professional knowledge workers. The aim of this study was to conduct an assessment of the impact of individual, organisational and technical factors on knowledge sharing in a research supervision domain. In order to achieve this aim, a specific research model was developed. This model was based on systematically analysing and extracting all the knowledge-sharing impact factors and then choosing the more iterative and adaptable ones, according to research supervision models. These factors categorized to individual, organizational and technological factors. To effectively evaluate the research model, a quantitative research method was adopted. Data was collected by a survey of 150 students from the Faculty of Computing at Universiti Teknologi Malaysia. The Smart PLS tool was used for data analysis. In sum, the results of this research show that the individual factor in the research supervision domain – namely, the ability of students to share knowledge – in addition to technological factors – specifically, IT systems – have the greatest impact on knowledge sharing in the supervision process. In addition, it was shown that organisational factors including the culture of the university, social networks, and supervisor support have a positive impact on knowledge sharing in research supervision. However, when compared with individual and technical factors, the effect of organisational factors on knowledge sharing in research supervision was not particularly strong in the case of this study. A positive relationship did not exist between the learning strategy and knowledge sharing in research supervision. This study is among the first of its kind to empirically examine the antecedent factors of knowledge sharing in the context of research supervision. 相似文献
6.
黄时进 《安徽师范大学学报(人文社会科学版)》2018,46(4):97-104
空间一直是城市社会学研究的核心领域.当下大数据的广泛社会应用正在改变着社会诸多方面.对于城市空间的转向,大数据通过促进时空压缩和时空扩展,来实现再建构.其具体实践在于:通过整合产业和场景经济对空间生产再建构;引发新的商业模式及资本变迁对资本空间化再建构;通过促进知识和权力的开放与流动对空间流动再建构;通过促进城市隐喻的演变与竞争对空间隐喻的再建构.大数据对城市空间的再建构本质上是技术进步对人与社会关系重塑,在反思现代性和从空间维度解释社会之间需要保持必要的张力. 相似文献
7.
Cate Watson 《Discourse: Studies in the Cultural Politics of Education》2010,31(1):93-104
This paper sets out to examine educational policy and practice in Scotland, showing how the ‘comprehensive and coherent programme to promote social inclusion’ – inculcating ‘readiness to learn’, ensuring that education equips the young for adult life, creating a demand for lifelong learning, above all through the presumption of mainstreaming – is indicative of and constitutive of a change in the way in which we are subject to governance in Scotland. This shift can be read as consistent with a move from a predominantly ‘disciplinary’ society as set out by Michel Foucault towards the ‘control society’ as elaborated by Gilles Deleuze – a society which does not operate through confinement but continuous control made possible by cybertechnology. Although it specifically draws on Scottish legislation and policy, it should be recognised that this is itself subject to emergent global education policy and so its relevance goes beyond these borders. 相似文献
8.
Ofra Inbar‐Lourie Smadar Donitsa‐Schmidt 《Assessment in Education: Principles, Policy & Practice》2009,16(2):185-204
The research investigated the factors which underlie the perceptions and usage of alternative assessment procedures among EFL teachers in Israel. The research was conducted within the framework of an earlier model by Hargreaves and colleagues comprising four perspectives – technological, cultural, political and postmodern – to account for teachers’ assessment practices and beliefs. The sample included 113 EFL teachers who responded to a self‐report questionnaire. The model’s four perspectives were validated using a two‐stage factor analysis. Results show that the predominant factor related to the usage of alternative assessment is the technological one, followed by the cultural and postmodern perspectives. The political perspective yielded mixed results. The findings highlight the complexity of teachers’ assessment practices reflecting not merely a testing approach but a social and educational paradigm encompassing micro constraints (technological), macro influences (political), ideologies and commonly‐held beliefs (cultural) as well as evidence of critical pedagogy (postmodern). 相似文献
9.
Nicola F. Johnson Nicoli Humphry 《International journal of qualitative studies in education》2013,26(6):723-739
The take-up of digital technology by young people is a well-known phenomenon and has been subject to socio-cultural analysis in areas such as youth studies and cultural studies. The Teenage Expertise Network (TEN) research project investigates how teenagers develop technological expertise in techno-cultural contexts via the use of a purposefully designed, youth-friendly, online environment – significant in this current age of Internet-mediated learning and rapid technological development. The design of TEN follows principles of ethnographic research adapted to an online environment. This article discusses the design, objectives and outworkings of this new media object, highlighting the tensions associated with conducting online research. This article considers why and how we should reengineer online methodologies and the complexities associated therein. It discusses the classification of this method considering the literature surrounding online data collection methods and virtual ethnography. 相似文献
10.
《British Journal of Educational Studies》2012,60(1):85-96
ABSTRACTThis paper uses Basil Bernstein’s work on pedagogic discourses to examine a largely neglected facet of the history of vocational education – the liberal studies movement in English further education colleges. Initially, the paper discusses some of the competing conceptions of education, work and society which underpinned the rise and fall of the liberal studies movement – if indeed it can be described as such. The paper then draws on data from interviews with former liberal and general studies lecturers to focus on the ways in which different variants of liberal studies were, over time, implicated in inculcating certain forms of knowledge in vocational learners. Whilst it is acknowledged that liberal and general studies always represented contested territory and that it was highly variable both in terms of content and quality, the paper argues that, at least under certain circumstances, liberal studies provided young working-class people with the opportunity to locate their experiences of vocational learning within a critical framework that is largely absent from further education today. This, it is argued, can be conceptualised as an engagement with what Bernstein described as ‘powerful knowledge’. 相似文献
11.
In the course of digitisation, the range of substrates for textual reading is being expanded to include a number of screen‐based technologies and reading devices, such as e‐readers (e.g. Kindle) and tablets (e.g. iPad). These technologies have distinctly different affordances than paper has. Given that textual reading is at the same time likely to remain important as a cultural practice, and is undergoing massive change as digital screens are supplementing paper – with the potential to replace it as the dominant substrate – there is an urgent need to investigate what effects such change might have on the reading of different kinds of texts, for different purposes. This article proposes the need for an integrative, transdisciplinary model of embodied, textual reading accounting for its psychological, ergonomic, technological, social, cultural and evolutionary aspects. The envisaged model aims to be partly explanatory, in the sense that it aligns and integrates existing knowledge, and partly exploratory, in the sense that it points to blank spots in our knowledge where further research is needed. The model will thus serve to guide the planning of such further research, and to make research more compatible and research outcomes more widely useable. 相似文献
12.
以转基因技术为例略论技术评估方法 总被引：1，自引：0，他引：1
任君彦 《雁北师范学院学报》2002,18(5):21-24
技术评估是一门新兴的政策科学,它是通过分析技术和人类社会、自然界诸相关因素的相互影响,来解决技术发展问题的一种方法,是一种与技术后果评估有关的宏观决策分析活动.因此,技术评估研究在当今关于如何正确认识和运用科学技术的研究中具有现实意义和理论意义.本文以转基因技术为例,对技术评估方法的特点、价值观、一般程序等内容进行了概括介绍. 相似文献
13.
Jennifer Lyttleton-Smith 《Gender and education》2019,31(6):655-672
This qualitative research paper discusses how the material environment of preschool classrooms contributes to early childhood experiences of gender. It applies poststructuralist and posthumanist concepts – primarily Barad’s agential-realism – to analyse ethnographic data extracts drawn from the author’s semi-longitudinal study in a UK nursery. This data focuses on two specific areas of the classroom, the ‘home corner’ and the ‘small world’, and the paper argues that these areas and the objects contained within them can support or challenge/queer gender roles depending on temporal material-discursive conditions. It concludes with specific thinking points for practitioners, arguing that applying these theoretical concepts to explore gender in the early years produces interesting perspectives on how rigid, binary gender roles can be challenged effectively in non-discursive ways within classrooms. 相似文献
14.
This paper focuses on the dual dependencies apparent at the intersection of the media society and the audit society by empirically exploring and discussing the relationship between Swedish local newspaper coverage and school inspection activities. The research questions pertain to the Inspectorate’s media strategy, how inspection is represented and conveyed, the messages sent, and who gets to speak. Literature on governance, and the role and function of the media in the wider audit society is applied theoretically. Four municipalities were selected to represent different demographical and economical structures and previous inspection experiences. The empirical material includes interviews with leading inspection officers and newspaper articles. The local newspapers portray the Inspectorate as a legitimate institution acting on behalf of and protecting the public, and even more so, the educational consumer. The current format used by the Inspectorate – a succinct reporting only on deviations – links with a favored format of the media, reinforcing the tight media–inspection relationship and leading to implications for education governance and policy. 相似文献
15.
Diane Reay 《Cambridge Journal of Education》2015,45(1):9-23
This paper explores the potential of habitus to provide a window on the psychosocial. The paper works with a notion of psychosocial study as inquiry into the mutual constitution of the individual and the social relations within which they are enmeshed. At the same time it attempts to deepen and enrich notions of habitus. Although the strong focus on agency and structure has overshadowed the role of emotions and the emotional life of individuals within conceptualisations of habitus in Bourdieu’s work, the paper argue that there are strong links between the psychosocial and Bourdieu’s concept of habitus. Drawing on empirical data on the affective aspects of living in an unequal society, the paper seeks to develop a psychosocial understanding of habitus that allows for a better and richer understanding of how the exterior – wider social structures – is experienced and mediated by the interior, the psyche. 相似文献
16.
Bryce L. Walker 《教育政策杂志》2013,28(2):275-276
This paper uses Margaret Archer’s morphogenetic approach to analyze the emergence of civil society within global educational governance. The purpose is to understand the intersection of historical structures with global actors and spaces that have accompanied the globalization of education. Based on findings from a study on the impact in Cambodia of the Civil Society Education Fund – sponsored by the Global Campaign for Education – we first identify the relevant sociocultural, political-economic, and governance structures within which the politics of education is embedded in Cambodia. Then, we detail the relational processes through which Cambodian civil society has been able to join and, in so doing, modify the structures of education governance. The value of the morphogenetic approach is its treatment of time – that is, the way that it temporarily separates structure and agency in order to make possible an analysis of the dynamics of global education governance. While this approach is not new, we suggest that a morphogenetic approach can help in understanding the ways actors come together to create the processes and co-constitute the spaces through which existing educational structures and policies are made and remade across time. 相似文献
17.
This paper explores the relationship between education, parenting and family through the prism and particularities of family learning. Family learning is an example of an educational initiative, primarily aimed at parents and linked to wider policy concerns, which can be explored through a mapping of its social geographies; family learning is played out across and productive of different sites, spaces and identities. Based on qualitative research undertaken in West London, this paper draws on individual and group interviews with mothers participating in family learning classes and interviews with family learning providers. The key argument we extend is that focusing on the social geographies of family learning ‐ of home, school, work, community and nation ‐ allows us to see how educational initiatives extend the state's reach in family life, producing particular normative versions of family and ‘good’ parenting operating at a range of interconnecting scales. Education remains a cornerstone of family policy in the UK and detailed analyses of specific initiatives at the point of implementation – how they are practiced and received – is vital for better understanding their diverse and varied effects in contemporary society. 相似文献
18.
＂知识城市＂是一种正在崛起的新型城市形态,既是城市转型发展的客观需要,又是新一轮科技革命与产业革命的必然产物。高新技术产业和知识密集型服务业协同发展,是知识城市成功崛起的重要产业依托。在产业集群发展的基础上,着力推动大学研究院的集聚发展,是知识城市成功崛起的重要模式之一。大学研究院最基础的功能是充当＂科技创新孵化器＂,其功能定位应与当地城市的功能定位紧密结合。大学研究院应以科研为主、兼有教学,既要注重依托母校的优势学科,着眼于技术研究的前沿,又要与当地的经济社会发展密切关联,瞄准当地企业的技术需求,只有这样才能真正实现产学研的无缝对接,才能切实提高知识创新和技术创新绩效。应当重视大学研究院与现有科技园区的耦合共生与联动发展,这样既可共享技术服务、信息服务、培训服务、融资服务、市场开拓等科技公共服务,又有助于形成一种互动创新的城市空间组织模式。 相似文献
19.
This paper presents insights into the leadership implications of recent shifts in a range of policy contexts towards notions of collaboration and partnership. The paper draws on empirical research into the formation and operation of government instituted networks in the context of education in Victoria, Australia. From 2001, School Networks and Local Learning and Employment Networks (LLEN) were implemented by the state government to support young people in their transition through school and into employment in a context of a risk society, a context where pathways into sustainable employment for young people, and others, had become more erratic. For comparative purposes, the paper also draws on published research into the implementation of joined-up approaches, including Primary Strategy Learning Networks (PSLN), in England. Using concepts from Actor-Network Theory (ANT), the paper argues for the value of considering the full range of actors – both human and non-human, real and unreal – involved in networking initiatives and proposes some thoughts on the implications of such a sociology of associations for both leadership and governance. 相似文献
20.
David Lowe Bridgette Dang Keith Daniel Stephen Murray Euan Lindsay 《European Journal of Engineering Education》2015,40(6):611-622
Laboratories are generally regarded as critical to engineering education, and yet educational institutions face significant challenges in developing and maintaining high-quality laboratory facilities. Remote laboratories are increasingly being explored as a partial solution to this challenge, with research showing that – for the right learning outcomes – they can be viable adjuncts or alternatives to conventional hands-on laboratories. One consequential opportunity arising from the inherent support for distributed access is the possibility of cross-institutional shared facilities. While both technical feasibility and pedagogic implications of remote laboratories have been well studied within the literature, the organisational and logistical issues associated with shared facilities have received limited consideration. This paper uses an existing national-scale laboratory sharing initiative, along with a related survey and laboratory sharing data, to analyse a range of factors that can affect engagement in laboratory sharing. The paper also discusses the implications for supporting ongoing laboratory sharing. 相似文献