A Fresh Theoretical Perspective on Practice‐Led Research          下载免费PDF全文

Barbara Hawkins  Brett Wilson 《The International Journal of Art & Design Education》2017,36(1):82-91

Practice‐led research in art and design has now come of age and can take its place alongside other forms of research at the academic ‘high table’. It no longer needs to be treated with ‘special consideration’ as a new form of intellectual enquiry. The research craft developed by those involved in practice‐led research admits them to a broader community of practice engaged in questioning the conceptual basis of how we perceive and make sense of the world around us. The objective/subjective divide that preoccupied an earlier generation of academics has eventually been replaced by a more nuanced epistemological framework able to embrace PhDs that include non‐textual artefacts as part of their exposition. An increasing number of academic institutions around the world have taken up the debate and now participate in practice‐led research programmes. However, for early‐career researchers in these fields there are still many hurdles to overcome, some of which are unique to this form of endeavour, as we outline. This article has been developed from a series of seminars and workshops presented by the authors to early‐career practice‐led researchers as part of their Project Dialogue programme which seeks greater engagement between the arts and sciences.  相似文献   

BOOK REVIEWS     

Nicola Dunham  Marian Court  Damian Ruth 《高等教育研究与发展》2011,30(6):823-829

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Exploring inclusive pedagogy     

Lani Florian  Kristine Black‐Hawkins 《British Educational Research Journal》2011,37(5):813-828

This paper reports on a study designed to examine teachers' craft knowledge of their practice of ‘inclusion’ in terms of what they do, why and how. The research approach offers an important alternative to studies of students with ‘additional needs’ and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided.  相似文献   

Traveller culture and lifestyle as factors influencing children's integration into mainstream secondary schools in West Belfast     

Margaret Reynolds  Dermot McCartan  Damian Knipe 《International Journal of Inclusive Education》2013,17(4):403-414

In 1997, the Department of Education for Northern Ireland made the decision to mainstream Traveller children into secondary schools including those in West Belfast. Before then, Traveller children over 11 years of age remained in a dedicated school for all Traveller children of school age living within the catchment area of West Belfast. This paper presents the findings of a small‐scale research project that examined the experiences of Traveller children attending two West Belfast secondary schools which have integrated Traveller children into mainstream education since 1997. It also discusses ramifications of mainstreaming for Traveller parents in West Belfast. The project focused particularly on the following: the attitudes of Traveller children to mainstreaming and inclusion at secondary level; the possibilities mainstreaming offers for furthering the inclusion of Travellers into the community at large; and the perceptions of Traveller parents in West Belfast to mainstreaming in secondary schools.  相似文献   

Facilitated group mentoring develops key career competencies for university women: a case study     

Coralie McCormack  Damian West 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):409-431

This article examines the effectiveness of a facilitated group mentoring program for university women. Content analysis across existing sources of data (questionnaires, a focus group, and interviews), collected over the five years of the program’s operation (1999–2003), suggested the program helped women to develop three ways of knowing—‘knowing why’, ‘knowing how’, and ‘knowing whom’—which contribute to enhanced career outcomes. Drawing on the experiences of the women in the case study program at the University of Canberra, and the career competencies literature, the article provides a framework for exploring the career outcomes of mentoring programs for both women and men.  相似文献   

Racial Disparities,Perceptions, and Evaluations: Counseling Model Choice and the Florida College System     

Mia Ocean  Damian Hawkins  Kobitta Chopra 《Community College Journal of Research & Practice》2013,37(12):1142-1156

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A rule induction framework for the determination of representative learning design in skilled performance     

Sam Robertson  Bart Spencer  Nicole Back  Damian Farrow 《Journal of sports sciences》2019,37(11):1280-1285

Representative learning design provides a framework for the extent to which practice simulates key elements of a performance setting. Improving both the measurement and analysis of representative learning design would allow for the refinement of sports training environments that seek to replicate competition conditions and provide additional context to the evaluation of athlete performance. Using rule induction, this study aimed to develop working models for the determination of high frequency, representative events in Australian Rules football kicking. A sample of 9005 kicks from the 2015 Australian Football League season were categorised and analysed according to the following constraints: type of pressure, kick distance, possession source, time in possession, velocity and kick target. The Apriori algorithm was used to develop two models. The first consisted of 10 rules containing the most commonly occurring constraint sets occurring during the kick in AF, with support values ranging from 0.15 to 0.22. None of the rules contained more than three constraints and confidence values ranged from 0.63 to 0.84. The second model considered ineffective and effective kick outcomes and displayed 70% classification accuracy. This research provides a measurement approach to determine the degree of representativeness of sports practice and is directly applicable to various team sports.  相似文献   

The Very Best of Me: Longitudinal Associations of Perfectionism and Identity Processes in Adolescence     

Oana Negru-Subtirica  Eleonora Ioana Pop  Lavinia E. Damian  Joachim Stoeber 《Child development》2021,92(5):1855-1871

Personality and identity formation are intricately linked in adolescent development. The personality disposition of perfectionism has been associated with identity processes, but their longitudinal interplay in adolescence has not yet been investigated. This four-wave study, with 5- to 6-month intervals between each wave (N = 744 Caucasian adolescents, M_age = 15.2 years, 55% girls), examined associations between perfectionism (self-oriented and socially prescribed) and identity processes in the domain of future plans. Self-oriented perfectionism predicted increases in commitment making, identification with commitment, and exploration in depth. Socially prescribed perfectionism showed bidirectional positive relations with ruminative exploration. Exploration in depth predicted increases in socially prescribed perfectionism. Findings suggest that perfectionism is an important personality disposition in adolescent identity formation unfolding over time.  相似文献   

Feng Shui and the Demarcation Project     

Fernandez-Beanato  Damian 《Science & Education》2021,30(6):1333-1351

Science & Education - The vast majority of well-informed philosophers of science and scientists who are clearly (uncontroversially) scientists are able to extensionally differentiate between...  相似文献   

And Robins I have Never Seen...     

J. P. Hawkins  D. L. Pratt 《Educational studies》1988,14(1):97-103

A group of children aged 9 and 10 were asked what signified Christmas to them. The children had all English as a mother tongue and were in the traditional mainstream English culture pattern. The children were asked: (1) to write random ideas on Christmas; (2) to define certain terms used in the nativity story, otherwise seldom used; (3) to identify unmarked greetings cards, isolating if possible reasons for their identification.

Afterwards, they heard a reminiscence of Christmas in another land, and applied their imagination to drawing cards appropriate to that.

The whole exercise was in the context of trying to give explicit reasons for signs which have implicit basic cultural significance, and the authors raise the question of whether at least partial knowledge of reasons is important in this type of semiological context, and whether making intuitive knowledge explicit could make a difference to learning.  相似文献