Depoliticization of educational reforms: the STEM story     

Sharma  Ajay  Hudson  Cheryl 《Cultural Studies of Science Education》2022,17(2):231-249

Cultural Studies of Science Education - Education reforms are rarely successful or free of controversies. However, efforts to STEM-ify public education in the USA by positioning education in STEM...  相似文献   

Global perspectives in the mathematics classroom     

Brian Hudson 《Educational Studies in Mathematics》1990,21(2):129-136

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The Emperor's New Clothes: Globalisation and e-learning in Higher Education     

Sue Clegg  Alison Hudson  John Steel 《British Journal of Sociology of Education》2003,24(1):39-53

Two closely related and over-determining myths have shaped government inspired policy towards Information and Communication Technologies (ICTs) and education: the one is the irresistible power of globalisation, the other is the determining effect of technology. The result of both is to present the acceptance of e-learning throughout the education system as inevitable. The space left for practitioners in Higher Education is either to embrace the new media enthusiastically or to stand aside and watch its inevitable unfolding. In this paper we develop a critical stance towards the dominant discourse and suggest that the shape of new media in education can be, and is being, contested. We argue against both technological determinism and the passive acceptance of the neo-liberal globalisation paradigm. No technologies are neutral. They are always the products of real historical social relations as well as the emergent technical capacities they provide. ICTs as artefacts and social processes are already inscribed with gendered assumptions and the accumulation strategies of their purveyors. Moreover, the conditions under which e-learning is being introduced into education are shaped by managerialist agendas. Placing pedagogy at the forefront is therefore to struggle over the terms and shape of the media adopted. We can see this at both the micro and macro level. Our paper exposes the emperor's new clothes while arguing that there is space for critical discourses that can more meaningfully engage with socially available technologies.  相似文献   

Teachers’ Perceptions of the Goals of Education in the USA: responses to the educational reform literature of the 1980s     

Alan J. Hoffman  Hugh D. Hudson Jr  Cathie Mayes Hudson 《Educational studies》1991,17(2):117-125

What do teachers in the USA perceive as the significant goals and purposes of education? To what extent are these perceptions related to those advocated in the reform literature of the 1980s? Responses to a survey administered to 279 teachers in metropolitan Atlanta, Georgia are analyzed in this study. Findings indicate some areas of congruence between teachers and reformers. In areas where the reform literature is divided, especially with regard to educational purpose, teacher opinion is similarly divided. Teacher responses, however, also indicate some attempt to synthesize seemingly disparate views. To provide an expanded frame of reference, the article offers some preliminary findings based on John Goodlad's Teachers for Our Nation's Schools. The article concludes with commentary about the nature and likelihood of educational reform in the USA.  相似文献   

Using IT to Investigate World Statistics     

Brian Hudson 《Teaching Statistics》1995,17(2):57-60

This article outlines the development of classroom materials and a number of associated datafiles involving the use of IT.  相似文献   

The Efficacy of Written Teacher Advice (Tip Sheets) for Managing Classroom Behaviour Problems     

Emma Little  Alan Hudson  Ray Wilks 《教育心理学》2002,22(3):251-266

This study evaluated the efficacy of a set of tip sheets developed to provide written advice to teachers about the management of common classroom behaviour problems. Twenty teachers were involved in the trial of the tip sheets. Teachers selected a child in their grade who demonstrated one of the behaviour problems, and after a baseline period, implemented the written advice for a period of 4 weeks. Outcome measures included teacher collected data, Goal Achievement Scale scores, Sutter-Eyberg Student Behavior Inventory, Teacher Report Form and consumer satisfaction. Measures of treatment integrity were also collected. Results indicated that 13 of the children showed substantial or moderate improvement. Of the seven who did not improve, four had high levels of general behaviour problems prior to intervention, and three had teachers who were not following the written advice completely. However, high levels of general behaviour problems did not prevent some other children still demonstrating improvements in behaviour (n = 5). The written advice in the tip sheets was found to be highly acceptable to the teachers.  相似文献   

Refugee Children in the UK - by J. Rutter     

Cathie  Holden 《British Journal of Educational Studies》2007,55(2):215-216

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Making global connections: The knowledge,understanding and motivation of trainee teachers   总被引：1，自引：0，他引：1  

Cathie Holden  David Hicks 《Teaching and Teacher Education》2007

This article begins by noting some of the global concerns that young people have today and highlights the crucial role of global education in responding to such concerns. It then considers the importance of teacher training in such matters and reports on a preliminary study relating to the initial training of teachers in England. In particular this raises questions about the knowledge and understanding that such students bring to their courses. It concludes by identifying some of the consequent dilemmas faced by teacher trainers working in this context.  相似文献   

Peer Assisted Learning (PAL) — Listserver/ Electronic Journal     

Joanne Hudson  Ann‐Marie Latham 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):47-48

This paper examines quality assurance in School Based Teacher Education Partnerships (STEPs) draws on the perspectives of different participants and reveals some issues which require attention in order to achieve quality. Based on this evidence, suggestions are made as to how those involved can work towards enhancing and maintaining quality.  相似文献   

Making mentoring explicit: articulating pedagogical knowledge practices     

Peter Hudson  Rebecca Spooner-Lane  Michelle Murray 《School Leadership & Management》2013,33(3):284-301

Mentoring pedagogical knowledge is fundamental towards developing preservice teachers’ practices. As a result of a train-the-trainer mentoring programme, this study aimed to understand how mentors’ engagement in a professional development programme on mentoring contributes to their mentoring of pedagogical knowledge practices. This qualitative research analyses the mentoring of pedagogical knowledge from six paired mentor teachers and preservice teachers (n=12) after a four-week professional school experience. Findings indicated that the train-the-trainer model was successful for mentoring pedagogical knowledge on 10 of the 11 advocated practices. This suggested that a well-constructed professional development programme on mentoring can advance the quality of mentoring for enhancing preservice teachers’ practices.  相似文献