Let's Not “Train” Teachers     

Willard Fox 《College Teaching》2013,61(2)

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Book reviews     

Peter Woods  Mari Boyle  Bob Jeffrey  Geoff Troman 《International journal of qualitative studies in education》2013,26(1):85-97

There are signs that teams are becoming more popular in ethnographic research. New technology and, in the UK, the Research Assessment Exercise have facilitated the establishment and continuance of teams. In this paper, the authors discuss their experiences in one particular research team in recent years. Securing adequate funding has been the essential structural prerequisite. The authors distinguish among project, federated, and whole teams, depending on function and level of analysis. They consider team structure, approach, business, and processes, and the relationship between individual and team. Teamwork has enabled a wider and deeper coverage of work, a broader comparative base, and multiple researcher triangulation. The team provides a forum for the discussion of ethical issues, an immediate supportive reference group. It has opened up horizons, and promoted individual change and development. It has aided analysis and writing, and promoted clearer and more robust arguments. The article concludes with some caveats.  相似文献   

Exploring Emotional Intelligence Among Master's‐Level Counseling Trainees          下载免费PDF全文

Daniel Gutierrez  Patrick R. Mullen  Jesse Fox 《Counselor Education & Supervision》2017,56(1):19-32

The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential utility of EI measures to evaluate students' progress throughout the program.  相似文献   

Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014     

Aspa Baroutsis  Bob Lingard 《教育政策杂志》2017,32(4):432-449

This paper empirically documents media portrayals of Australia’s performance on the Program for the International Student Assessment (PISA), 2000–2014. We analyse newspaper articles from two national and eight metropolitan newspapers. This analysis demonstrates increased media coverage of PISA over the period in question. Our research data were analysed using ‘framing theory’, documenting how the media frames stories about Australia’s performance on PISA. Three frames were identified: counts and comparisons; criticisms; and contexts. Most of the media coverage (41%) was concerned with the first frame, counts and comparisons, which analysed PISA data to provide ‘evidence’ that was then used to comparatively position Australia against other countries, reference societies, which do better, with particular emphasis on Finland and also Shanghai after the 2009 PISA. The other two frames dealt with criticisms and contextual issues. This paper only focuses on the first frame. The analysis demonstrates the ways in which media coverage of Australia’s PISA performance has had policy impact.  相似文献   

Effect of foster care on young children's language learning     

Windsor J  Benigno JP  Wing CA  Carroll PJ  Koga SF  Nelson CA  Fox NA  Zeanah CH 《Child development》2011,82(4):1040-1046

This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill.  相似文献   

VI. SENSITIVE PERIODS     

Charles H. Zeanah  Megan R. Gunnar  Robert B. McCall  Jana M. Kreppner  Nathan A. Fox 《Monographs of the Society for Research in Child Development》2011,76(4):147-162

This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4–6 months of life is associated with no significant increase risk for long‐term adverse effects relative to noninstitutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that “the earlier the better” rule for enhanced caregiving is a reasonable conclusion at the current state of the science.  相似文献   

Policy as numbers: ac/counting for educational research   总被引：1，自引：0，他引：1  

Bob Lingard 《The Australian Educational Researcher》2011,38(4):355-382

This paper provides an account and a critique of the rise of the contemporary policy as numbers phenomenon and considers its effects on policy and for educational research. Policy as numbers is located within the literatures on numbers in politics and the statistics/state relationship and, while recognising the longevity of the latter relationship, it is argued that the governance turn and neo-liberalism have strengthened the role of numbers in contemporary education policy. This phenomenon is situated in the contemporary ‘structure of feeling’, which sees politics reduced to managing the everyday and the evisceration of a progressive imaginary. The paper then documents the impact within education, focusing both on the emergent global education policy field and on the national agenda in Australian schooling and the related rise of ‘gap talk’, both globally and nationally. The paper concludes by drawing out some implications for educational research, suggesting that we as educational researchers are also being positioned by policy as numbers.  相似文献   

Drivers of illicit drug use regulation in Australian sport     

Bob Stewart  Daryl Adair  Aaron Smith 《Sport Management Review》2011,14(3):237-245

Most Australian sport stakeholders not only believe that government regulation is a good thing, but also assume that intervention in the drug-use problem will improve sport's social outcomes and operational integrity. In this paper we examine the regulation of illicit drug use in Australian sport through an interrogation of two cases: the Australian Football League and the National Rugby League. Using Pierre Bourdieu's conceptual frames of social field, capital, and habitus, we aim to secure a clearer understanding of the drivers of Australian sport's illicit drug regulations by (1) identifying those stakeholders who set the drug regulation agenda, (2) revealing the values and dispositions that underpin these regulations, and (3) explaining how dominant stakeholders go about sustaining their position and marginalising those stakeholders with opposing drug regulation claims. Our results show that Australian sport's drug-use regulations are driven by a set of values and dispositions that views sport as an instrument for shaping the character of its participants, and drugs as a threat to sport's moral fabric and good standing. The dominant stakeholders, comprising the Commonwealth Government, its sport agencies, and the major governing bodies for sport, imposed these values and dispositions on peripheral stakeholders by designing a drugs-in-sport social field that yielded capital and power to only those participants who endorsed these values and dispositions. Peripheral stakeholders – including players, their agents, and drug-treatment professionals – who mostly shared different values and dispositions, were sidelined, and denied the opportunity of adding to their already limited supplies of capital, power, and policy making influence.  相似文献   

Understanding Bereavement in a Christian University: A Qualitative Exploration          下载免费PDF全文

Andrea C. Walker  Rachelle Gewecke  Illene N. Cupit  Jeffrey T. Fox 《Journal of College Counseling》2014,17(2):131-149

This phenomenological study, based on ecological systems theory, examined the college student bereavement experience in a Christian university. Undergraduate students (N = 127) from a small Christian university provided answers to open‐ended questions about their experiences regarding college following a death loss. Results indicate that students are generally successful in adapting to bereavement and prefer an environment open to discussing death and asking difficult religious questions. Implications for counselors are provided.  相似文献   

Domestic abuse prevention education: listening to the views of young people     

Claire L. Fox  Rebecca Hale  David Gadd 《Sex education》2014,14(1):28-41

This paper reports on findings derived as part of a two-year project funded by the European Union's Daphne III scheme, involving collaboration between seven partner organisations across six European countries. The project involved an evaluation, using questionnaires and focus groups, of domestic abuse prevention education programmes delivered in schools in the UK, France and Spain. This paper presents the findings from the UK focus group discussions, conducted with young people aged 10–11 years, and 13–14 years to explore their opinions about the intervention delivered in their school. The focus groups revealed the following challenges for service providers in this area: young people can misunderstand issues related to domestic abuse, especially the role of power and control within relationships; there is a tension between educators giving young people free expression to share their opinions and challenging sexism and other prejudices; and boys can become disengaged with gender-based interventions. These issues point towards three key considerations when implementing a domestic abuse prevention education intervention: programme content (the what); the teaching methods used (the how); and whether teachers or external organisations should deliver the programme (the who).  相似文献