Multidisciplinary exhibit design in a Science Centre: a participatory action research approach     

Hannah Rudman  Claire Bailey-Ross  Jeremy Kendal  Zarja Mursic  Andy Lloyd  Bethan Ross 《Educational Action Research》2018,26(4):567-588

In this paper we highlight the issues and opportunities of a participatory action research (PAR) and co-design project, currently being undertaken as engaged research between academics at Durham University and practitioners at the UK’s International Centre for Life in Newcastle-Upon-Tyne (CfL; see creativescienceatlife.com for more information and developments). The focus is on the use of PAR to enable university researchers and Science Centre professionals to co-design Informal Science Learning exhibits that enhance creativity and innovation in young people. We define the principles of PAR and explore reasons for adopting the approach. An account is provided of the iterative co-design and piloting of a novel exhibit within a new exhibition space at the CfL. Reflections collated independently by the practitioners and the academics involved highlighting the development of ideas and insights over the course of the PAR process. We discuss how PAR enabled effective engagement with and creation of enriched knowledge, and innovation, in both the academy and science-learning professionals. The added value of PAR and co-production to our project aligns with current calls for a redefining of how societal impact of academic research is considered.  相似文献   

A broken paradigm? What education needs to learn from evidence-based medicine     

Lucinda McKnight  Andy Morgan 《教育政策杂志》2020,35(5):648-664

ABSTRACT

The paradigm of evidence-based education continues to inform the development of policy in a number of countries. At its simplest level, evidence-based education incorporates evidence, often that provided by randomised controlled trials, into classroom practice. England’s Education Endowment Foundation is in the process of exporting evidence-based school education, promoted as a medical approach, to other countries, including Australia. Australia is in the process of establishing an Education Evidence Base, informed by the government’s 2016 Productivity Commission report. While the literature around evidence-based education is explicit in identifying its basis in medicine, there has been little medical input into its development. Interdisciplinary examination of the medical literature reveals the contested nature and troubled state of evidence-based medicine and what policymakers need to consider to maximise the benefits of this translation into education.  相似文献   

Teachers' Self-evaluation of Knowledge,Skills and Personality Characteristics Needed to Manage Change     

Andy Curtis  Liying Cheng 《Asia-Pacific Journal of Teacher Education》2001,29(2):139-152

For some time, change has been the driving force in language teaching and learning. This seems to be even truer today than it was in the past, and seems set to be even more so in the future, which raises the questions of how to identify what is known and what is needed by teachers managing the changes, and how to address any needs. In this study, we asked 35 experienced secondary school teachers of English in Hong Kong to rate their own change-related knowledge, skills and personality characteristics, to find out how they would rate themselves in the various areas, and to consider whether such information can be of use in identifying change-related support needs. The results show that the teachers self-assessed some of their change-related knowledge, skills and personality characteristics as more and some less developed than others. Reasons are put forward to explain these different ratings, and ways in which such information might be used to identify teachers' change-related needs are discussed.  相似文献   

Norm-referenced,Criterion-referenced,and Dynamic Assessment: What exactly is the point?     

Liz Freeman  Andy Miller 《Educational Psychology in Practice》2001,17(1):3-16

Assessment of individual children and young people has remained a major focus of professional activity for educational psychologists (EPs) and one surrounded by continuing controversy. Despite the arguments of the 'reconstructing movement' of the 1970s, and ensuing debates, individual assessment has survived seemingly as strong as ever. Subsumed within arguments concerning the prominence given to individual assessment, another set of discussions has concerned the paradigms from which such professional activity might derive. Located among constructs contrasting environment with individual and static with interactive perspectives, the particular debate within individual assessment has centred on the relative merits of norm-referenced, criterion-referenced, curriculum-based and dynamic methods. This article presents a taxonomy of purposes and procedures deriving from these major assessment paradigms. This collection is illustrated by examples taken from EP reports, and the relative familiarity and use of each approach by one major audience group is evaluated through examining questionnaire responses from 59 Special Educational Needs Coordinators within one Local Education Authority.  相似文献   

Educational reform and teacher development in Hong Kong and on the Chinese Mainland   总被引：1，自引：0，他引：1  

Andy Hargreaves  Leslie N. K. Lo 《Prospects》2000,30(2):237-253

Open File: Professionalism in Teaching

Educational reform and teacher development in Hong Kong and on the Chinese Mainland  相似文献   

Resistance and Relative Autonomy Theories: problems of distortion and incoherence in recent Marxist analyses of education     

Andy Hargreaves 《British Journal of Sociology of Education》1982,3(2):107-126

This article takes issue with the claims of Arnot & Whitty in the previous number of this journal, that many recent Marxist analyses of education are theoretically ‘open’ and use evidence to interrogate theory. On the contrary, it is argued, contemporary Marxist sociology of education is characterised by theoretical closure and an absence of empirical rigour. The reason for these shortcomings is to be found in a third factor which Arnot & Whitty mistakenly regard as a virtue of recent Marxist analyses — the optimistic commitment to social transformation.

The effect of such commitments on the validity of social scientific explanations, it is suggested, have made themselves fell in two ways: in distorted theories of resistance and transformation, where schools are seen as sites of resistance and struggle as well as places of ideological subjection; and in incoherent theories of relative autonomy which attempt to demonstrate the simultaneous autonomy and dependence of schooling.

At the end of the article, it is proposed that theoretical openness and empirical rigour can only be developed within a value‐free analysis of schooling and capitalism, and that this will entail the suspension of political commitments during the course of the analysis. Contrary to the usual Marxist critique of ‘value‐freedom’ it is also argued that such a ‘value‐free’ sociology of education is quite compatible with socialist theory and practice.  相似文献   

The price of profit     

Coghlan A 《New scientist (1971)》1998,158(2134):20-21

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Named and shamed: genetic engineers who flouted the rules are brought to book     

Coghlan A 《New scientist (1971)》1998,158(2128):4

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Pioneers cut out animal experiments     

Coghlan A 《New scientist (1971)》1996,151(2045):4

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Spare parts ... but not for surgery     

Coghlan A 《New scientist (1971)》1996,150(2035):6

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