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1.
《Journal of Language, Identity & Education》2013,12(1):21-44
Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development. Yet relatively little attention has been paid to the ways in which teacher identity is theorized. The present article explores ways of theorizing language teacher identity by presenting three data-based studies of teacher identity and juxtaposing the three different theoretical frameworks that they use: Tajfel's (1978) social identity theory, Lave and Wenger's (1991) theory of situated learning, and Simon's (1995) concept of the image-text. It is seen that each theoretical perspective allows us to investigate different substantive and theoretical aspects of language teacher identity and that there are strong conceptual resonances among the different approaches. While in isolation each theory has its limitations, an openness to multiple theoretical approaches allows a richer and more useful understanding of the processes and contexts of teacher identity. 相似文献
2.
Maria G. Bartolini Bussi 《Educational Studies in Mathematics》2005,59(1-3):299-311
In this commentary, I will critically elaborate on the potential impact of the coordinated papers of this volume on further
development of research in mathematics education. The papers, which share common theoretical frameworks, will be categorized
into three different classes: ‘demolishers of illusions’, ‘economizers of thought’ and ‘energizers of practice’. I will analyze
the role played by psychology and related sciences as a possible enrichment of the frameworks, especially where technologies
are concerned. Finally, I will discuss the possible conflict between the need to consider the phenomena elicited in this kind
of studies and the sophistication required by the theoretical constructs, which makes the results of these studies very difficult
to communicate to the international community. 相似文献
3.
Existing theoretical frameworks on motivation have identified a number of critical components in our motivational engagement process in learning. However, little empirical research has examined how these different components interact with each other to support our overall motivational engagement. This study explores such dynamics in a bottom-up manner by examining the within-person contemporaneous network structure of key components in the motivational engagement process (i.e., reasons/values, expectancy belief, goals, social relations, affective experiences, and perceived autonomy). We tracked four participants working on psychological research projects over the course of a year on a daily basis, and found that their motivational engagement mainly consisted of a large network of nodes that support autonomous forms of self-regulation. Scrutiny of the network also suggests the critical roles of curiosity and intrinsic reason in bridging affective and core motivational aspects of engagement. 相似文献
4.
Clarifying and reframing the neoliberal critique of educational policy using policy process theories
Nevbahar Ertas Andrew N. McKnight 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):234-247
ABSTRACTThis paper explores the vocabulary and frameworks offered by two theories of public policy process: the advocacy coalition framework (ACF) and the narrative policy framework (NPF) and what they offer to the study of global education reform. The foci of ACF are policy subsystems, formation of advocacy coalitions around policy issues, and their impact on policy change; the emphasis of NPF is the divergent narratives developed and used by these coalitions. This paper reviews each theoretical framework, summarizes existing research literature on their education policy applications, and then poses alternative questions and suggest alternatives to study global education policies, especially those presently critiqued using the term neoliberal which we position as nebulous in its current usage. The aim is to open channels of communication for scholars from different disciplines by introducing different theoretical approaches to analyse the role of the numerous elements that shape global education policy. 相似文献
5.
Contact is fundamental to teacher–student relationships, but empirical studies or theoretical frameworks on teacher–student contact are rare. This article describes a theoretical and empirical exploration aimed at building such a framework. In two studies using classroom observations and interviews with teachers and students, we found interesting features of teacher–student contact. We conclude that contact is a very personal experience, in which teachers' ideals and core values play a central role. Using frameworks from other fields, we were able to define teacher–student contact as a two-way interactive process, in which both participants influence each other's cognitive, emotional, motivational and behavioral responses. 相似文献
6.
This paper considers various approaches to classroom observation that combine generic and mathematics content-specific dimensions of instructional quality. Using results from previous research in which three research teams each analysed the same three mathematics lessons (from fourth-grade mathematics classrooms in the USA) using different frameworks, we compare features of the frameworks and assess the extent to which these lead to convergent, divergent or complementary assessments of instructional quality. These findings inform reflections on how a synthesis of existing conceptualisations of instructional quality captures shared aspects of different frameworks but may be differentially useful than individual frameworks depending upon the purposes of observations. Specifically, single frameworks may be particularly useful within specific contexts and for professional development and accountability, but a synthesis of frameworks can foster more coherent cross-cultural understandings of instructional quality. We argue that establishing international networks of scholars can facilitate collaborations aiming to investigate and understand instructional quality. 相似文献
7.
《Studies in Continuing Education》2013,35(2):247-273
This paper focuses mainly on theoretical frameworks for understanding and investigating informal learning in the workplace, which have been developed through a series of large‐ and small‐scale projects. The main conclusions are included but readers are referred to other publications for more detailed accounts of individual projects. Two types of framework are discussed. The first group seeks to deconstruct the ‘key concepts’ of informal learning, learning from experience, tacit knowledge, transfer of learning and> intuitive practice to disclose the range of different phenomena that are embraced by these popular terms. The second group comprises frameworks for addressing the three central questions that pervaded the research programme: what is being learned, how is it being learned and what are the factors that influence the level and directions of the learning effort? 相似文献
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Don Passey 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):972-986
This theoretical paper is concerned with problematising the rethinking of theoretical backgrounds associated with one of the commonly used educational technology terms (fields)—technology-enhanced learning—in the wider context of scholarship. Examples will show that the term itself is now used beyond its apparent, stated scope, that it is used in a number of varied ways, and that this is in itself problematic. The ways in which the term is used will be identified, and from these a strategic categorisation to rethink the use of the single term in areas of scholarship (particularly research and teaching) will be proposed, offering terms specifically encompassing the realms in which technologies are being used. From this categorisation, it will be shown that each specific category is based on different conceptions related to or arising from practice. Consequently, ways that theoretical backgrounds should be considered will be explored in each case. While existing theoretical backgrounds enable conceptual underpinnings in some of those cases, in other cases it will be shown that there are currently no fully developed theories or limited theoretical frameworks available. The paper will conclude by identifying key research areas needed if we are to develop and take pertinent aspects of scholarship further forward. 相似文献
10.
Empirical studies and meta-analyses conducted during the past 35 years led to the development of a number of theoretical frameworks of teacher effectiveness. In this paper, we aim to summarize the main characteristics of three dominant frameworks within the field of educational effectiveness and discuss both their conceptual differences and their similarities, as well as, the different observational instruments used by each one to capture instructional quality. Specifically, the three frameworks are: a) the dynamic model of educational effectiveness; b) the International System for Teacher Observation and Feedback (ISTOF); and c) the Three Basic Dimensions of Teaching Quality (TBD). These frameworks were also used to analyze three videolessons for comparing the quality of teaching through the lens of each respective framework. Based on the results of the three lesson analyses, possibilities for combining different generic frameworks of effective teaching to provide a more complete view of teaching quality are discussed. 相似文献
11.
Lyn Carter 《科学教学研究杂志》2005,42(5):561-580
Like Lemke (J Res Sci Teach 38:296–316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. © 2005 Wiley‐Liss, Inc. 相似文献
12.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
| Christopher EmdinEmail: Email: |
13.
The purpose of this paper is to compare and contrast between two theoretical frameworks for addressing nature of science (NOS) and socioscientific issues (SSI) in school science. These frameworks are critical thinking (CT) and argumentation (AR). For the past years, the first and second authors of this paper have pursued research in this area using CT and AR as theoretical frameworks, respectively. Yacoubian argues that future citizens need to develop a critical mindset as they are guided to (1) practice making judgments on what views of NOS to acquire and (2) practice making decisions on SSI through applying their NOS understandings. Khishfe asserts that AR is an important component of decision making when dealing with SSI and the practice in AR in relation to controversial issues is needed for informed decision making. She argues that AR as a framework may assist in the development of more informed understandings of NOS. In this paper, the authors delve into a dialogue for (1) elucidating strengths and potential of each framework, (2) highlighting challenges that they face in their research using the frameworks in question, (3) exploring the extent to which the frameworks can overlap, and (4) proposing directions for future research. 相似文献
14.
Elizabeth Wood 《Curriculum Journal》2016,27(3):387-405
A continuing struggle over curriculum in early childhood education is evident in contemporary research and debate at national and international levels. This reflects the dominant influence of developmental psychology in international discourses, and in policy frameworks that determine approaches to curriculum, pedagogy, and assessment. Focusing on early childhood education, we argue that this struggle generates critical questions about three significant themes within curriculum theory: content, coherence, and control. We outline two positions from which these themes can be understood: Developmental and Educational Psychology and contemporary policy frameworks. We argue that within and between these positions, curriculum content, coherence, and control are viewed in different and sometimes oppositional ways. Following this analysis, we propose that a focus on ‘working theories’ as a third position offers possibilities for addressing some of these continuing struggles, by exploring different implications for how content, coherence, and control might be understood. We conclude that asking critical questions of curriculum in early childhood education is a necessary endeavour to develop alternative theoretical frameworks for understanding the ways in which curriculum can be considered alongside pedagogy, assessment, play, and learning. 相似文献
15.
Sana Rizvi 《International Journal of Research & Method in Education》2019,42(1):46-58
This paper explores the contradictions of ‘doing’ feminist research, and how the materiality of engaging in fieldwork magnifies the gap between ‘ideal’ versus ‘actual’ feminist ways of conducting research. Drawing on my Doctoral research with British-Pakistani mothers of children with SEND, I explore the ethical and methodological challenges of engaging with feminist methodology and how this contributes value to the research process when working with marginalized groups. I examine three principles of undertaking feminist methodology; firstly, the ethical challenges arising from conducting unstructured interviews in a non-therapeutic context with vulnerable participants. Secondly, I explore how feminist researchers can positively contribute to making a practical difference in the lives of the women they research with, thereby going beyond how feminist values of reciprocity and responsibility towards participants have traditionally been implemented in the field. Finally, I consider utilizing theoretical frameworks which help analyse data to reveal sites for social change. This paper concludes by noting that traditional feminist methods may not always be more ethical, and that as feminist researchers we must be willing to adopt a holistic view of feminist values, where the vulnerabilities of the researcher and participants are both respected and where methodology is adjusted accordingly. 相似文献
16.
党的思想路线与党的理论创新之间存在着一个有利于两者相互影响、相互制约的互动机制,历史地看,它们体现为一种逻辑互动的演变历程;一方面,党的思想路线是确保党的理论创新及其有效实现的可靠保障,另一方面,党的理论创新及实现过程实质上就是党的思想路线创新过程。 相似文献
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In this article of the special issue devoted to the European project ReMath, we present and discuss the affordances of this project in terms of networking between theoretical frameworks. After clarifying the vision of theories and networking adopted in this project, we introduce the methodological constructs that have been developed and used in ReMath for performing the planned networking enterprise. We then present its outcomes, focusing on different facets of this networking activity: the identification of possible connections and complementarities between frameworks, the identification and elaboration of boundary objects between cultures, and the progressive building of a shared theoretical framework regarding semiotic representations. In the last part of this article, we review the whole networking enterprise from the perspective of research praxeology. 相似文献
19.
毕道旺 《宁波职业技术学院学报》2005,9(3):72-73
测验是在教学过程中实施的一种形成性测量和评价，是一种重要的教学手段。通过提出假设：教学测验的次数对学习成绩有影响，然后经过两次教学实践，比较不同教学测验次数的同一年级的两个班学生的学习成绩，应用数理统计的知识，经过假设检验来判断测验次数对学习成绩的影响。 相似文献
20.
It is well established that truancy has a negative impact on pupils’ educational careers. Much more discussion is needed concerning the strategies and interventions that effectively help to remedy truancy. Therefore, this article provides an integrative review of interventions to prevent truancy. Sixteen empirical studies that reported on the effectiveness of an intervention were coded according to the research design, participants, effect size, and outcomes. In addition, attention was paid to implementation fidelity and the theoretical frameworks that underpinned each intervention. The results indicate truant students benefit in particular from interventions that are derived from the school bonding perspective. In the conclusion we elaborate on the implications of our findings and discuss recommendations for practice, policy, and research. 相似文献