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1.
从基层教师角度探讨《深化新时代教育评价改革总体方案》中“为什么改”“改什么”“怎么改”的“三改”问题。“三改”是改革的基本性问题。为什么改?教育评价改革是中国社会发展的历史必然;改什么?当前最需要改革的是教育评价中的行政化问题;怎么改?让教育评价回归到评价教育科研成果内容本身。  相似文献   

2.
Engagement, or student engagement, is widely used in educational research and public discourse to refer to the problem of public education. The underlying ontological and epistemological assumptions buoying engagement are rarely, if ever, addressed by educational researchers. The ‘silent omission’ (Sidorkin 2014. “On the Theoretical Limits of Education.” In Making a Difference in Theory: The Theory Question in Education and the Education Question in Theory, edited by Julie Allan Gert Biesta and Richard Edwards, 121–137. New York: Routledge) of engagement’s metaphysics has implications for inclusive education. This paper finds that despite being employed with good intent, engagement operates in a paradigm of normativity. In a gesture of bifocality (Weis and Fine 2012. “Critical Bifocality and Circuits of Privilege: Expanding Critical Ethnographic Theory and Design.” Harvard Educational Review 82 (2): 173–201), I critique engagement discourse and its historical context to find that it reproduces a longstanding tradition of psychologising public problems (Fine and Cross 2015. “Critical Race, Psychology and Social Policy: Refusing Damage, Cataloguing Oppression, and Documenting Desire.” In Contextualizing the Costs of Racism, edited by A. Alvarez and H. Neville. Washington, DC: APA Publications), thereby displacing conversations about what may be the most influential issue of public education: social and economic inequality. A reframing of engagement as [student/teacher] engagement is proposed. Highlighted in the reframing is the educational relationship and the context in which it is nested. Mitigated is the pathologising and exclusionary effect of engagement discourse which operates within a dialectic of normal/engaged // ab/normal/disengaged.  相似文献   

3.
“教育装备学是什么”的问题是教育装备学学科建设中的一个基本问题。本文从教育装备学的发展与现状分析出发,对教育装备学的研究对象、目的、学科定位等问题与教育技术学和教育传播学进行了对比,从而使人们基本了解教育装备学是什么。并以期对教育装备学的发展起到一些作用。  相似文献   

4.
In the context of an educational or clinical intervention, we often ask questions such as “How does this intervention influence the task behavior of autistic children?” or “How does working memory influence inhibition of immediate responses?” What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as influence, and to discuss the issue of education and intervention as something that takes place in the form of complex, real‐time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles—process laws—are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014.  相似文献   

5.
The central objective of Dewey's Democracy and Education is to explain ‘what is needed to live a meaningful life and how can education contribute?’ While most acquainted with Dewey's educational philosophy know that ‘experience’ plays a central role, the role of ‘situations’ may be less familiar or understood. This essay explains why ‘situation’ is inseparable from ‘experience’ and deeply important to Democracy and Education’s educational methods and rationales. First, a prefatory section explores how experience is invoked and involved in pedagogical practice, especially experience insofar as it is (a) experimental, (b) direct, and (c) social‐moral in character. The second and main section on situations follows. After a brief introduction to Dewey's special philosophical use of ‘situation’, I examine how situations are implicated in (a) student interest and motivation; (b) ‘aims’ and ‘criteria’ in problem‐solving; and (c) moral education (habits, values, and judgements). What should become abundantly clear from these examinations is that there could be no such thing as meaningful education, as Dewey understood it, without educators’ conscious, intentional, and imaginative deployment of experience and situations.  相似文献   

6.
Education for gifted children is currently one of the hottest educational issues in Korea. Much money and effort are being invested in this area of education. Recent announcements by the Korean Ministry of Education state that all children should be educated to the level of which they are capable, and the current program for gifted students should be and will be extended. However, there is little attention paid to the actual substance of gifted education in Korea. What is happening in the name of gifted education? What is the meaning of giftedness and gifted education? How and in what respects can the gifted program be differentiated from general programs? What are the problems and concerns in serving gifted students? What are the effects of gifted programs? These are the main questions of the present qualitative study. For the purposes of this ethnographic study, the ISEP science gifted education center in Korea was observed for a six-month period, and 10 professors and 50 students at the ISEP were interviewed in depth. The results of the study are as follows. First of all, the ISEP science gifted education center provides differentiated learning environments and teaching methods. Second, through these differentiated learning experiences, students improve their thinking skills and creative problem solving abilities, as well as developing positive self-esteem. In addition, the formation of human net works, the special meaning of the ‘gifted’ label, and the acquisition of personal knowledge were seen to be some of the major educative possibilities on offer at the ISEP gifted education center. However, some professors’ low levels of motivation, the absence of individualized educational plans, bureaucratic management, weak student commitment to set tasks, and a lack of opportunity for students’ social activities were clearly limitations of the ISEP gifted education center. The results of this study will contribute to, specifically, the search for new ideas to improve the operation of gifted education as well as helping to surmount the hidden problems lurking beneath the surface of the current gifted education practices in Korea, and, more generally, to enhance our understanding of the diverse gifted educational practices in operation worldwide.  相似文献   

7.
‘... the object of the Association was first of all educational, and secondly social ... They desired to promote education, in its best sense, the idea being not to attempt to force up teachers’ salaries or to squeeze down hours, but to take a lead in initiating reforms with regard to syllabuses and examinations and to suggest to the various examining and governing bodies the best conduct of these matters to the improvement of the technical education of the country’. The chairman of the East Lancashire branch of the ATTI, quoted in Education, 12 Oct., 1906, p. 259. Education was the official journal of the ATTI in its early years.

‘Technical teachers always had a very difficult role to play in the educational world; being suspected on the one hand by the organised workers’ associations as being merely the instruments “for training better profit‐earning machines” and on the other hand furtively (sometimes openly) sneered at by the “highbrow” academician as “the purveyors of soiled goods.” ‘ Presidential address by Professor Knox of the School of Mines, Treforest, Glamorgan, at the 1921 annual conference of the ATTI. Quoted in The Technical Journal, June 1921, p. 71.  相似文献   

8.
This paper explores the educational and migrational pathways which a number of middle-class women from Bangladesh took as they grew up in the 1980s and 1990s. It draws on qualitative research, conducted between July and November 2011, with highly educated Bangladeshi women who migrated to Britain in the early 2000s. French Sociologist Pierre Bourdieu's critique of education, as a means of middle-class social reproduction [Bourdieu, P., and Jean-C. Passeron. ([1977] 1990). Reproduction in Education, Society and Culture. 2nd ed. Translated from the French by Richard Nice. London: Sage], and his notion of ‘academic capital’ [Bourdieu, P. 1984. Distinction: A social Critique of the Judgement of Taste. Translated from the French by Richard Nice. London: Routledge; Bourdieu, P. 1986. “The Forms of Capital.” In Handbook of Theory and Research For the Sociology of Education, edited by J. G. Richardson, 241–258. New York: Greenwood] are applied to this empirical data. While the participants’ experiences of early education confirms Bourdieu's arguments, in terms of the centrality of the family's educational and cultural capital in making a qualitative difference to their children's academic achievements, the analysis of the participants’ higher education complicates this picture. Here, the paper calls Bourdieu's umbrella term ‘academic capital’ into question. The author suggests that three categories of academic capital were needed to explain the different and unequal ‘value’ of the participants’ academic qualifications before and after migration. These are – elite, standard and general. Through this exploration of these women's educational and migrational pathways, and the classed and gendered nature which many of them took, this paper seeks to further the feminist project of making Bourdieu's theories ‘useful’ in understanding contemporary issues which affect women's lives (Adkins, L. 2004. “Introduction.” In Feminism After Bourdieu, edited by L. Adkins and B. Skeggs, 110–128. Oxford: Blackwell, 3).  相似文献   

9.
Book Review     
This paper is a critical review of some recent literature around the ‘literacies of the digital’ in schools and higher education. It discusses the question: ‘what does the conjoining of the terms “digital” and “literacy” add to our understanding of teaching and learning in higher education’? It explores the continuing role of critical literacy in relation to the idea that digital literacies are transformative for pedagogy in this sector.  相似文献   

10.
This is the second of four essays discussing John Dewey's short essay, ‘Education as engineering’. Dewey's views are remarkably timely against the background of recent discussions about the role of evidence in educational practice and a call for research that tells us ‘what works’. Dewey's view is nuanced and helps one to see what one should and should not expect from an engineering approach to education. However, Dewey pays little attention to the role of normative judgement in engineering and does not address the question of whether engineering in education might be fundamentally different from engineering in other domains. This paper provides some suggestions for how one may want to articulate this difference and argues that it is important to bear in mind that there are differences between the building of bridges and the ‘building’ of human beings.  相似文献   

11.
This paper advocates the development of high‐level research capability in some students in their undergraduate Bachelor of Education course. The rationale for this viewpoint is presented in relation to three questions: ‘What is educational research?’ ‘Why should universities develop high‐level research capability in some pre‐service teacher education graduates?’ and ‘What type of curriculum can support the development of high‐level research capability in some pre‐service teacher education graduates?’ The first two questions are addressed broadly. The latter question is addressed with reference to an existing Research Pathway within a Bachelor of Education course. The paper concludes with the identification of a priority issue for subsequent iterations of the Pathway and a reflection on the shift in my role as a teacher in this Pathway from ‘teacher researcher’ to ‘scholarly teacher’.  相似文献   

12.
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13.
Medical research is held as a field for education to emulate. Education researchers have been urged to adopt randomized controlled trials, a more “scientific” research method believed to have resulted in the advances in medicine. But a much more important lesson education needs to borrow from medicine has been ignored. That is the study of side effects. Medical research is required to investigate both the intended effects of any medical interventions and their unintended adverse effects, or side effects. In contrast, educational research tends to focus only on proving the effectiveness of practices and policies in pursuit of “what works.” It has generally ignored the potential harms that can result from what works. This article presents evidence that shows side effects are inseparable from effects. Both are the outcomes of the same intervention. This article further argues that studying and reporting side effects as part of studying effects will help advance education by settling long fought battles over practices and policies and move beyond the vicious cycle of pendulum swings in education.  相似文献   

14.

In this paper, I engage with arguments put forth by Blue Mahy in his article “A speculative-posthumanist examination of the ‘science-ethics nexus’ in Australian secondary schools.” Mahy argues that by using relational posthumanist concepts as a diffractive lens, his critiques of Australian school science standards find the underlying hegemonies of masculine, Euro-Western ideologies that infuse the stance on ethics in science education. He uses a ‘plug in process’ of posthumanist concepts to generate a ‘speculative fiction’. This is a method used to reclaim ethics and science by creating narratives produced by the diffracted projections of posthumanist concepts. In my own research on science teacher education, I explore Mahy's use of diffraction for both critiquing science curriculum and providing projections for future ethical commitments in school science education. I utilize data from my science methods course which is situated in Central California’s agricultural region at a largely Hispanic-Serving Institution.

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15.
This special issue is devoted to the outcomes of the 48th International Conference of Education, “Inclusive Education: The Way of the Future” (Geneva, 25–28 November 2008). In addition to presenting the conclusions and recommendations from the conference, this introduction tackles a wide range of questions in the field of inclusive education on which there are still controversy and debate. The issue draws together a selection of articles that analyze these open debates at a deeper level. Special emphasis is placed on several issues: Should inclusive education be a comprehensive approach or follow a policy of piecemeal social engineering? How can educational systems pursue equity and quality simultaneously? What is the role of government, and of decentralization and autonomy? What teaching methods are needed, and what changes in teacher education, development and motivation? Finally, what are the roles of communities, social attitudes, and behaviours?  相似文献   

16.
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17.
The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world. This paper presents a critical analysis of Malaysia’s borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015–2025). The analysis draws on Phillips and Ochs’s (2003, “Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices.” Comparative Education 39 (4): 451–461.) framework for examining educational policy borrowing to highlight challenges as well as prospects of the implementation of the global policy in higher education in Malaysia.  相似文献   

18.
The Education Reform Act (ERA) 1988 represents the most significant piece of legislation to have entered the education system in postwar Britain. Although all its “effects” have yet to materialize, this paper argues that aspects of ERA legislation will have a very damaging impact upon both the level and quality of PE provision in some state schools. The tone of this paper is necessarily speculative; but the analysis, based on the authors' ongoing research in primary and secondary schools, will suggest that ERA may exacerbate social and educational divisions within the education system and make it very difficult for some teachers to provide a quality “PE for all.”  相似文献   

19.
Since it was first published in 2011, ‘A Manifesto for Education’ by Gert Biesta and Karl Anders Säfström has received numerous enthusiastic reviews and been hailed as providing ‘an alternative vision for education’. Such enthusiasm, however, is perhaps not purely attributable to the substance of the text but also to the form that it adopts. In this regard, I attempt to explore what the authors refer to as the ironic usage of this genre of writing in relation to its message. The authors diagnose a problem in education related to the modern understanding of time, and they suggest an alternative ‘non‐temporality’ in which we ‘stay in the tension between “what is” and “what is not” ’. While I appreciate the Manifesto's attempt to offer criticism based on the link between freedom and temporality in education, I take issue with aspects of their analysis. I discuss temporality and freedom through a reading of Martin Heidegger in which the concept of time in education is understood in terms of human freedom as possibility.  相似文献   

20.
ABSTRACT

This article addresses the deliberately speculative question of ‘What might the school of 2030 be like?’, with a specific focus on the influences of digital technologies. The article adopts the methodological approach of ‘social science fiction’ to explore the ways in which digital technologies might be used in one Australian high school in 2030 (Lakeside), and what this might mean for the people whose lives are enmeshed with these technologies. Through the co-construction of five social science fiction ‘vignettes’ about life within Lakeside, the article considers the increasing prevalence of dataveillance, digital deskilling and the de-territorialization of schooling. The article then goes on to consider changing relationships between time/place, material and coded structures, as well as the increasingly platformized and data-driven nature of schooling in the 2020s. The article ends by considering the ways in which critical scholars can continue to use the methodological approach of social science fiction writing with regard to unpacking the politics of digital education futures.  相似文献   

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