Writing time: A rhythmic analysis of contemporary academic writing     

Fadia Dakka  Alex Wade 《高等教育研究与发展》2019,38(1):185-197

ABSTRACT

Where and when do academics write and what are the feelings associated with it? Is the pressure to write a fulfilling process of joyful exploration, or is it stressful and wracked with self-doubt? Inspired by Henri Lefebvre’s Rhythmanalysis, this article explores the rhythmic dispositions and orientations of contemporary academic writing, exposing the perils of neoliberal quantification and fragmentation in relation to the practice and experience of writing. The critical examination of Helen Sword’s guide to successful academic writing and a critique of the material and abstract spaces destined to contemporary academic writing inform the analysis, revealing problematic contractions and ruptures in the spatio-temporal continuum that organically connects reading, thinking and writing. The article makes, therefore, a case for the use of Rhythmanalysis as a diagnostic method capable of signalling – by detecting arrhythmias – the increasing disjunction between the institutional demands of accelerated production and the slower, irrational rhythms of craftsmanship. By politicizing the pathologies of contemporary academic writing, Rhythmanalysis discloses its potential as a progressive political resource: both as a radical call for appropriation and as a counter-discourse, it allows to restore a more harmonious relationship between thinking, reading and writing against dominant forms of productivist fragmentation, while shedding light on the non-places and dead times of our everyday writing habits.  相似文献   

The heart of educational data infrastructures = Conscious humanity and scientific responsibility,not infinite data and limitless experimentation     

Petr Johanes  Candace Thille 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):2959-2973

Education and education research are experiencing increased digitization and datafication, partly thanks to the rise in popularity of massively open online courses (MOOCs). The infrastructures that collect, store and analyse the resulting big data have received critical scrutiny from sociological, epistemological, ethical and analytical perspectives. These critiques tend to highlight concerns and/or warnings about the lack of the infrastructures' and builders' understanding of various nontechnical aspects of big data research (eg seeing data as neutral rather than as products of social processes). These critiques have primarily come from outside of the builder community, rendering the conversation largely one-sided and devoid of the voices of the builders themselves. The purpose of this paper is to re-balance the conversation by reporting the results of interviews with 11 data infrastructure builders in higher education institutions. The interviews reveal that builders engage deeply with the issues the critiques outline, not only thinking about them, but also developing practices to address them. The paper focuses the findings on three themes: designing a productive science, navigating ubiquitous ethics and achieving real human impact. Researchers, policymakers and infrastructure builders can use these accounts to better understand the building process and experience.  相似文献   

Poetry in the Curriculum: a crisis of confidence     

Barrie Wade  Sue Sidaway 《Educational studies》1990,16(1):75-83

Attitudes to poetry teaching in schools are investigated and relevant studies are shown to highlight reluctance to teach poetry. The study reports an exploratory questionnaire of middle school teachers which reaffirms teachers’ lack of confidence in encouraging classroom work on poetry. A sample of 100 middle school pupils, on the other hand, indicate interest and receptiveness towards poetry despite its neglect by their schools. Implications are raised for in‐service training and for the implementation of National Curriculum requirements.  相似文献   

Rhyming with reason     

Barrie Wade 《Children‘s Literature in Education》1982,13(4):188-194

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A Comparative Study of Young People's Views of the Family     

Cyril Simmons  Winnie Wade 《Educational studies》1987,13(1):45-56

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Appraising research on personalized learning: Definitions,theoretical alignment,advancements, and future directions     

Candace Walkington  Matthew L. Bernacki 《Journal of Research on Technology in Education》2020,52(3):235-252

Abstract

This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experience based on a learner characteristic, and the relationships between PL design and outcomes achieved in an educational context. Based on observations of contemporary PL research, we identify key issues to be addressed by the field and recommendations for future researchers to undertake to advance a PL theory. Chief among issues with PL are the role of technology, the agency of the learner, and the absence of a consistent theoretical grounding to motivate PL design choices. Future directions that would advance PL include the adoption of a theory of change in PL design, a design-based research approach to refine PL initiatives, more intensive and iterative research in authentic classroom contexts, and a greater focus on student input into and ownership of the PL experience.  相似文献   

Responses to Educational Television: a case‐study     

B. Wade  R. A. Poole 《Learning, Media and Technology》1983,9(1):21-32

The paper focuses on the need to evaluate responses to educational television despite the difficulties involved. Case‐study and survey methods were used in one Local Education Authority and responses to a documentary schools' broadcast by 129 pupils in four schools examined in detail. Pupils who engaged in spoken or written follow‐up activities to the programme were more prone to change attitudes as a result when compared with a control group who experienced no follow‐up. Greater tentativeness was shown by the group engaging in extensive follow‐up (talking and writing) and this group also achieved higher essay marks than pupils who had not engaged in discussion follow‐up. Implications for classroom practice in relation to ETV are considered.  相似文献   

Positive Psychology on Campus: Creating the Conditions for Well‐Being and Success     

Lawrence I. Marks  John C. Wade 《About Campus》2015,19(6):9-15

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Responsibility as a Philosophy of Education     

William Wade 《Clearing house (Menasha, Wis.)》2013,86(6):285-287

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Math Anxiety in the Classroom     

Dr. Wade H. Sherard 《Clearing house (Menasha, Wis.)》2013,86(3):106-110

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