Political and educational springboard or straitjacket? Theorising post/human subjects in an age of vulnerability     

Kathryn Ecclestone  Daniel Goodley 《Discourse: Studies in the Cultural Politics of Education》2016,37(2):175-188

Contemporary discourses of social justice in education, disability, mental health, social policy and feminist studies are refracted increasingly through concerns about psychological and structural vulnerabilities created by the crises of late capitalism. Focusing on developments in British social policy generally and educational research specifically, this paper uses the authors' contrasting perspectives on two discernible discourses of vulnerability emerging in these contexts. One elevates the recognition of collective vulnerability as a springboard for new conceptualisations of resistance that disrupt materialist narratives of the human subject as a coherent, unified and rational agent of history. A second discourse offers a materialist understanding that locates vulnerability as both driver and product of a ‘therapeutic culture’, arguing that a psycho-emotional focus for vulnerability offers a diminished and ineffective subjectivity that belies rhetorics of resistance. These contrasting perspectives generate and emerge simultaneously from new understandings of the human subject. The paper evaluates the implications of using vulnerability to frame expectations of human subjects for everyday educational practices and relationships. It concludes by suggesting empirical questions that need exploring.  相似文献   

Research-based teacher education? Exploring the meaning potentials of Swedish teacher education     

Daniel Alvunger 《Teachers and Teaching》2018,24(4):332-349

In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.  相似文献   

Connectedness among taiwanese middle school students: a validation study of the hemingway measure of adolescent connectedness     

Michael?J.?KarcherEmail author  Yun?Lee 《Asia Pacific Education Review》2002,3(1):92-114

Theories of adolescent connectedness suggest that adolescents strive to become connected by engaging with and valuing the people, activities, and worlds in their social ecology. The purpose of this study was to examine the psychometric properties of a measure designed to assess these worlds of connectedness among 320 junior high school students in Taiwan. The subscales and composite scales evidenced satisfactory reliability and concurrent validity. A hypothesized three-factor, higher order structural model of connectedness was cross-validated. Girls were generally more connected than boys. Both connectedness to school and to friends explained more variance in connectedness to self than did family connectedness. There was mixed support for separation-individuation processes. The measure appears promising in terms of future research on adolescent social development in the Asia Pacific.  相似文献   

Literature,listening, and young children     

M. Lee Manning  Beverly M. Boals 《Early Childhood Education Journal》1991,18(3):13-16

“What is that sound?”, “What did the kangaroo say?”, and “What might you hear during a walk?” provide evidence that educators of young children realize that listening represents a necessary ingredient in successful school experiences. Children listen for many hours of the school day, but listening has been a neglected area of instruction. The traditional low priority of listening instruction may have been based upon the myth that children naturally learn to listen or on the misconception that listening skills cannot be taught. Using literature to teach listening can improve learners' listening abilities, provided early childhood educators use developmentally appropriate children's literature.  相似文献   

A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course     

Chia-Jung Lee  ChanMin Kim 《Educational technology research and development : ETR & D》2017,65(6):1627-1654

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants’ discussion worksheets, lesson designs, and the researchers’ field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.  相似文献   

Balancing varied assessment functions to attain systemic validity: Three is the magic number     

Daniel T. Hickey  Steven J. Zuiker  Gita Taasoobshirazi  Nancy Jo Schafer  Marina A. Michael 《Studies in Educational Evaluation》2006,32(3):180

Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the “consequential” validity of our strategy without compromising curricula, instruction, or the “evidential” validity that warrants their continued use.  相似文献   

The Effects of a Student Sampling Plan on Estimates of the Standard Errors for Student Passing Rates     

Guemin Lee  Anne R. Fitzpatrick 《Journal of Educational Measurement》2003,40(1):17-28

Examined in this study were three procedures for estimating the standard errors of school passing rates using a generalizability theory model. Also examined was how these procedures behaved for student samples that differed in size. The procedures differed in terms of their assumptions about the populations from which students were sampled, and it was found that student sample size generally had a notable effect on the size of the standard error estimates they produced. Also the three procedures produced markedly different standard error estimates when student sample size was small.  相似文献   

To jump the wave or not: teachers’ perceptions of research evidence in education     

Sølvi Mausethagen  Finn Daniel Raaen 《Teacher Development》2017,21(3):445-461

This article presents a microanalysis of how a group of primary school teachers deals with research evidence in their work. Based on analysis of a group of Norwegian teachers’ interactions over issues of educational research and research-based knowledge, we find that teachers’ representations of educational research particularly center on the following issues: educational research being perceived as circular, ‘polyphonic’, and a matter of accommodation to their experience-based knowledge. These metaphors also shed light upon the dilemmas that arise when research evidence meets teachers’ more contextual knowledge. We conclude that teachers’ practice-based evidence may take new forms with an increased policy focus on research-based evidence, as well as bringing forth challenges for teacher work and professionalism.  相似文献   

The linguistic construction of expert identity in professor–student discussions of science     

Alandeom W. Oliveira  Troy D. Sadler  Daniel F. Suslak 《Cultural Studies of Science Education》2007,2(1):119-150

This study examines how participation in a verbal exchange during an inquiry-based classroom activity allows three college students and their science instructor to use linguistic signs (choices of words, grammatical structures, discursive structures, prosody and poetic discourse) to construct authority and expertise. Our work explores linguistic and interactional processes of identification (the dynamic construction and transaction of expert identity) and examines how discursive strategies adopted by the professor at different moments of the verbal exchange influence the students’ subsequent discursive practices and perceptions of authority. We adopt a dialogic, socio-constructivist perspective on identity, viewing personal identities as being partially constructed via interactional positioning. Our findings reveal that the attainment of expertise involves two different types of language-mediated processes: the transmission of a professional vision or intension and the emergence of a perception of agency among students. The former is centered on referential-denotative meanings of speech (elicitation of standard account and operational definition) while the latter requires effective use of pragmatic–performative functions of speech (non-evaluative and more than minimal recipient practices). Consideration is given to the need for science instructors to be able to utilize pragmatic functions of language strategically to encourage students to position themselves within the identity of science expertise.  相似文献   

The de/politicization of pronouns: implications of the No Big Deal Campaign for gender-expansive educational policy and practice     

Lee Airton 《Gender and education》2018,30(6):790-810

ABSTRACT

Accommodating non-binary transgender people, many of whom use gender-neutral pronouns, poses a unique challenge to schools and universities, even in contexts with legal protections for transgender rights. This article explores a recent Canadian controversy around gender-neutral pronouns, and assembles a theoretical framework to analyze the argument that legal protection for transgender peoples’ pronouns poses a threat to ‘free speech.’ The framework bridges queer theory, affect theory and Deleuzo-Guattarian assemblage theory to propose a threshold between ‘extra’ and ‘excessive’ effort to accommodate social difference in everyday life. Free speech objections produce some peoples’ pronouns as requiring ‘excessive’ effort. This extra/excessive framework was exemplified by a recent Canadian social media campaign that sought to produce transgender peoples’ pronouns as requiring merely ‘extra’ effort, which entails de-politicizing pronouns. Community responses to the campaign carry significant implications for gender-expansive educational policy and practice.  相似文献