Envisaging a new education studies major: what are the core educational knowledges to be addressed in pre‐service teacher education?     

Cherry Collins 《Asia-Pacific Journal of Teacher Education》2004,32(3):227-240

Reviewing and rethinking the ‘knowledge base’ for teacher education has become a particularly critical issue in recent times, given profound social and cultural shifts and changes and the emergence of new epistemological, political and technological conditions and contexts. This paper takes up the question of what are the key conceptual and contextual knowledges that student teachers arguably need to encounter and engage in their initial professional education and training. It does so by firstly reviewing the changing kinds and orders of knowledge, education and society in and for the twenty‐first century, and then by outlining a specific initiative in this regard: a reworked, reconceptualized Education Studies Major in the pre‐service teacher education program at Deakin University. The challenge the paper takes up is how to help prospective teachers to think differently about knowledge, so that they can better use such understanding to sustain and develop themselves as active, informed, reflexive professional practitioners.  相似文献   

Occupational values and employment: A follow-up study of graduate men and women     

Nicola Cherry 《Higher Education》1975,4(3):357-368

Undergraduate job values have been reported as reflecting both the sex and social origins of the student. The present study assesses whether such differences are of any occupational significance. Ratings on 30 job attributes were collected from 310 final year undergraduates at universities and colleges throughout Britain. The four factors extracted from these ratings were then related to the job held at 26 years. Although the proportions of men and women differed between jobs, this difference was adequately explained by the job values reported by the students before graduation. There was no evidence that women had different values (at college) than men who were, at 26, to do a similar type of job. The origins of sex and social class differences in students' values are explored and it is concluded that there is a need for a new approach to careers education for the highly intelligent student of limited aspiration.  相似文献   

New stories of mastery: constructive learning in the face of complex dilemmas of practice     

Nita L. Cherry 《Studies in Continuing Education》2014,36(3):241-256

This paper suggests that complex practice dilemmas call for thick stories of masterful practice that don't ignore the tensions and ambiguities involved. The paper draws on an Australian study of policing as a fruitful example. Academic commentary suggests policing is beset with practice dilemmas unique in their complexity. However, empirical studies suggest that stories of mastery dominating police culture are heroic, simplistic accounts from which the doubts and tensions of dilemma have been removed. The study reported here explored interviews with 50 serving police officers for indicators of whether they describe their work in similarly limited ways. In total, 351 separate dilemma statements were identified and a further 252 statements offered glimpses of how officers deal with dilemmas. These statements offer multiple clues as to what more comprehensive stories of complex practice mastery might look like. It is suggested that workplace learning and continuing education should actively encourage the construction of such stories. Similarly, for other domains of practice, it is suggested that stories of masterful practice describe, in plain language, constructive engagement with the wicked and unresolvable, in order to be helpful in an age of super-complexity in which liquid learning presents both challenges and opportunities.  相似文献   

Learning challenges in higher education: an analysis of contradictions within Open Educational Practice     

Heli Kaatrakoski  Allison Littlejohn  Nina Hood 《Higher Education》2017,74(4):599-615

Open education, including the use of open educational resources (OER) and the adoption of open education practice, has the potential to challenge educators to change their practice in fundamental ways. This paper forms part of a larger study focusing on higher education educators’ learning from and through their engagement with OER. The first part of the study was a quantitative survey investigating educators’ learning behaviour when they learned to use OER in their practice. The second part of the study explored qualitatively how educators engaged with OER and how they conceptualised their learning. Data were gathered through interviews with 30 higher education educators. This paper reports the analysis of these interviews. The analysis draws on the theory of self-regulated learning and cultural–historical activity theory to explore the challenges adult education practitioners encounter when changing their practice. The study tests the application of a framework that traces the discursive manifestations of contradictions, exploring how this framework can be used to examine different aspects of self-regulated learning as educators learn how to use OER. We have identified three distinct tensions in higher education educators’ practice: tensions between the emerging needs of the individual (as he or she adopts new forms of practice) and organisational policies; between the transfer of responsibilities from educators to students as new practice is embedded and institutional accountability; and between cost efficiency and learning objectives. The framework for the discursive manifestations of contradictions was a useful tool used to surface these apparent tensions.  相似文献   

复旦投毒案:关注真的是力量吗?     

Cherry Huang 《大学生》2013,(11):35-35

正黄洋,复旦大学2010级医科研究生,2013年4月1日,黄洋因为恶心、呕吐、发烧等症状到医院就诊,4月15日夜间,复旦大学微博正式公布黄洋中毒的消息,17个小时后,黄洋被宣告死亡。经警方介入,黄洋的死因被确认为同寝室同学林某投毒,最初,公众把焦点集中在了林  相似文献   

Back to the Future: How Transportation Deregulatory Policies Foreshadow Evolution of Communications Policies     

Barbara A. Cherry 《The Information Society》2013,29(5):273-291

The legal regulatory regimes for communication technologies evolve with technological, economic, and social change. This article asserts that, in the United States, the evolution of the legal regulatory regimes for the communications sector is following a trajectory breathtakingly similar to that already traversed by the transportation sector. As both sectors provide infrastructures essential to the nation and share similar economic attributes of networks, technological evolution within each has generated many of the same core issues. By recognizing this historical reality, we can tap valuable experience in transportation policy to better inform prospective policy change in communications. In this way, future communications policy need not be radical—whether intentionally or unintentionally—nor totally untested, thereby enhancing its potential for sustainability.  相似文献   

Shake,rattle and roll – can music be used by parents and practitioners to support communication,language and literacy within a pre-school setting?     

Philip Hood 《Education 3-13》2013,41(2):139-151

This article reports on the findings from the first part of a pilot project which gathered data from a mixed-ability Year-4 class on their perceptions of their identities as learners. A questionnaire was used which addressed both academic and affective issues, for example, why pupils do or do not enjoy certain subjects, whether they prefer to work collaboratively or alone and why they do or do not feel comfortable in the classroom. It also asked about the reasons for such preferences. The data were analysed using a trial framework which classified the pupils' responses under four headings and sought to evaluate the interaction between these elements.  相似文献   

Using Publications Counts to Measure an Institution's Research Productivity   总被引：2，自引：0，他引：2  

Toutkoushian  Robert K.  Porter  Stephen R.  Danielson  Cherry  Hollis  Paula R. 《Research in higher education》2003,44(2):121-148

Studies that attempt to evaluate and rank institutions often overlook the research activities of an institution. In this article, we show how readily available data from the Institute of Scientific Inquiry (ISI) may be used to estimate the number of scholarly articles written by an institution's faculty. We show how institutions are ranked according to total publications and the ratio of publications to full-time faculty, how these measures vary by type of institution, and how they are correlated with other selected measures of research resources and institutional quality.  相似文献   

Towards a Realist Sociology of Education: A Polyphonic Review Essay          下载免费PDF全文

Michael Grenfell  Susan Hood  Brian D. Barrett  Dan Schubert 《Educational theory》2017,67(2):193-208

This review essay evaluates Karl Maton's Knowledge and Knowers: Towards a Realist Sociology of Education as a recent examination of the sociological causes and effects of education in the tradition of the French social theorist Pierre Bourdieu and the British educational sociologist Basil Bernstein. Maton's book synthesizes the scholarship of Bourdieu and Bernstein and complements their work with “discoveries” from the world of systemic functional linguistics to produce a new “realist sociology of education.” It does so by means of Legitimation Code Theory, defined as a “toolkit” to analyze knowledge construction in cultural fields, especially education. The authors of this review essay take a polyphonic approach in assessing this ambitious synthesis, offering four perspectives on Maton's book. Brian Barrett provides a Bernsteinian perspective; Dan Schubert approaches the book from his grounding in Bourdieu; and Susan Hood contributes a view from systemic functional linguistics. Michael Grenfell weaves these three perspectives together and provides introductory and concluding reflections. They aim, through their combined expertise, to use Maton's book as an occasion to take stock of the state of the field of sociology of education generally and to reflect on the questions: What is its nature and what type of knowledge does it express? To what uses may it be set and what is its place within the larger project of educational theory?  相似文献   

Knowledge typologies for professional learning: educators’ (re)generation of knowledge when learning open educational practice     

Nina Hood  Allison Littlejohn 《Educational technology research and development : ETR & D》2017,65(6):1583-1604

Open education resources (OER) and accompanying open education practices (OEP), are changing the education landscape. For educators to take full advantage of the opportunities OER offer they must engage in learning activities to facilitate the extension and adaption of their practice. This paper forms part of a larger study exploring how adult educators learn from and through their engagement with OER in the contexts of their work. Following a quantitative investigation of the learning behaviours of 521 educators around OER use, follow up interviews were conducted with 30 participants. The interviews explore in greater detail the ways knowledge is being (re)generated and used by the educators as they learn new practices with and through OER. Six broad knowledge types were identified as supporting the expansion of practice. The data suggest educators not only require multiple types of knowledge, but also must be able to move fluidly among these different types of knowledge.  相似文献