The Doctorate in Fine Art: The Importance of Exemplars to the Research Culture     

Katy Macleod  Lin Holdridge 《The International Journal of Art & Design Education》2004,23(2):155-168

The doctorate in Fine Art has had a troubled history in the UK. Although there are growing numbers of doctorates being undertaken and over forty institutions which offer doctoral study, there is still little understanding of this research culture. There is a developing literature, but it remains curiously focused on research methods and protocols rather than on establishing the character of the culture through what is being produced by doctoral students. Macleod and Holdridge have produced an AHRB‐funded study of selected exemplars of doctoral submissions. The study seeks to make both a practical and strategic intervention in the ongoing ‘making/writing’, ‘theory/practice’ debate. It also seeks to clearly demonstrate how artist researchers have dealt with the academic requirements of the PhD and how the production of a substantial written text (generally 30,000 words plus) showing a keen knowledge and criticality of the subject field has been achieved. The exemplars demonstrate both the distinctive and the normative character of the PhD in Fine Art. However, the underpinning empirical research for the study (1996 —) has also demonstrated the critical independence of such exemplars within the broader field of academic research. Through a brief analysis of three doctoral submissions selected from the study, the paper seeks to draw out some of the more important findings and their implications for the developing research culture.  相似文献   

Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics     

Jeltova I  Birney D  Fredine N  Jarvin L  Sternberg RJ  Grigorenko EL 《Journal of learning disabilities》2011,44(4):381-395

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.  相似文献   

Professional learning communities as drivers of educational change: The case of learning rounds     

Carey Philpott  Catriona Oates 《Journal of Educational Change》2017,18(2):209-234

Many researchers claim that there is a compelling weight of evidence for the effectiveness of PLCs in promoting teachers’ learning and pupil achievement. However, others raise fundamental questions about their nature and purpose. Some of the uncertainties about the nature and purpose of PLCs relate to the ways in which the macro-context of neo-liberalism has shaped the practices of PLCs in particular ways. The fundamental questions raised about PLCs relate to the type of change they are intended to produce, the model of community they are based on and whether the right conditions and skills are in place for them to contribute to change. Some researchers argue that we need to pay more attention to shortcomings within existing PLCs and their internal dynamics. Others argue that little research focuses on the specific interactions of teachers inside PLCs. The research reported here goes ‘inside the teacher community’ of Learning Rounds to explore what the shortcomings of some examples of this model in practice add to what we know about how to assist PLCs to produce change in education.  相似文献   

Student-centered instruction and academic achievement: linking mechanisms of educational inequality to schools’ instructional strategy     

Ida Gran Andersen 《British Journal of Sociology of Education》2017,38(4):533-550

Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational inequality. Using combined survey and register data for more than 56,000 students in 825 schools, this article conducts the first empirical test of the argument that instructional strategies which emphasize student responsibility and activity, also referred to as student-centered instruction, increase educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities.  相似文献   

Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic     

Eadie  Patricia  Levickis  Penny  Murray  Lisa  Page  Jane  Elek  Catriona  Church  Amelia 《Early Childhood Education Journal》2021,49(5):903-913

Early Childhood Education Journal - The importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated...  相似文献   

Immune nutrition and exercise: Narrative review and practical recommendations     

Neil C. Williams  Sophie C. Killer  Ida Siobhan Svendsen  Arwel Wyn Jones 《European Journal of Sport Science》2019,19(1):49-61

Abstract

Evidence suggests that periods of heavy intense training can result in impaired immune cell function, and whether this leaves elite athletes at greater risk of infections and upper respiratory symptoms (URS) is still debated. There is some evidence that episodes of URS do cluster around important periods of competition and intense periods of training. Since reducing URS, primarily from an infectious origin, may have implications for performance, a large amount of research has focused on nutritional strategies to improve immune function at rest and in response to exercise. Although there is some convincing evidence that meeting requirements of high intakes in carbohydrate and protein and avoiding deficiencies in nutrients such as vitamin D and antioxidants is integral for optimal immune health, well-powered randomised controlled trials reporting improvements in URS beyond such intakes are lacking. Consequently, there is a need to first understand whether the nutritional practices adopted by elite athletes increases their risk of URS. Second, promising evidence in support of efficacy and mechanisms of immune-enhancing nutritional supplements (probiotics, bovine colostrum) on URS needs to be followed up with more randomised controlled trials in elite athletes with sufficient participant numbers and rigorous procedures with clinically relevant outcome measures of immunity.  相似文献   

Working together to address challenges to the teaching of evolution          下载免费PDF全文

Chow I  Labov JB 《CBE life sciences education》2008,7(3):279-283

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Industriousness and development of the school‐system in the eighteenth century: the experience of Norwegian cities     

Ida Bull 《History of education》2013,42(4):425-426

This article discusses how the Norwegian urban school system was developed during the eighteenth century. In the cities, there were laws for Latin as well as Danish schools. During the eighteenth century, schools for poor children were established, while towards the end of the century the importance of the school system in relation to the economic functioning of society was discussed. A broader range of schools was developed in most cities, meant for children of different social origins and social prospects, and different for boys and girls. The article argues that the school system was used to make the population more industrious during a period when trade capitalism made the social division in society sharper and different forms of organisation of labour were attempted. The attention on children’s education was turned from consideration of the children’s spiritual future to their preparation for a working life that served economic ends.  相似文献   

Rethinking access,success and student retention in Open and Distance Learning   总被引：2，自引：2，他引：0  

Ståle Angen Rye  Ida Zubaidah 《Open Learning》2013,28(2):95-98

The focus of this paper is access problems distance students encounter when required to use the Internet for their studies, and how such problems influence the students’ ability to gain access to higher education. Empirically, the paper is informed by a qualitative case study of a Master’s programme in public administration offered to a group of students in a relatively remote area of Indonesia. It shows how access problems certainly become a challenge for such students, not only because of the absence of technology but also because of social constraints related to the presence of technology. However, as there are often no proper alternatives, new technology may well be considered a step forwards for such students, even if the new technology to some extent creates serious problems.  相似文献   

Bad,mad or sad: constructions of young people in trouble and implications for interventions1     

Gale Macleod 《Emotional and Behavioural Difficulties》2013,18(3):155-167

Young people in trouble can be seen as passive victims of circumstance who are in need of help; as individuals responsible for their own behaviour who need to be punished; or as sufferers from medical conditions who require treatment. This paper will examine the history of policy relating to pupils with social, emotional and behavioural difficulties in Scotland, noting the continued co‐existence of both punitive and welfare approaches. It is argued that the punitive approach, which construes pupils as deliberately causing trouble, is counter‐productive. Evidence from interviews with pupils will be presented to argue that the pupils internalise the reflected appraisals of the adults around them, with implications for their sense of self. This paper argues for a revitalisation of approaches to young people in trouble which are grounded in a more welfarist approach. The importance at the same time of retaining a sense of the pupils' individual agency is noted. Recent developments in restorative approaches are evaluated as a potential way forward in this respect.  相似文献