Fast policy,fast theories and fast lives: when everything becomes performance     

Gaby Weiner 《Discourse: Studies in the Cultural Politics of Education》2008,29(2):289-295

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Universities as a meeting point with new academic knowledge,society and culture: cognitive and emotional transitions during higher education     

Naomi Weiner‐Levy 《Cambridge Journal of Education》2008,38(4):497-512

This paper examines how exposure to a different culture, acquired knowledge and everyday practices at Israeli universities affected the identities of the ‘First Women’ students from the Druze minority who broke gender roles and turned to acquire higher education. The short distance between the Druze villages and the university required a longer and far more complex journey than the women imagined when they decided to study. The paper analyses ways in which the university atmosphere imparts values, norms, knowledge and practices that enable individuals to reassess their identities. Thirty‐four interviews with Druze women, who were the first in their community or their respective villages to obtain higher education, were analysed, allowing a study of the different experiences and various paths of change and their intricate effects on framing identity.  相似文献   

Ethical Practice in an Unjust World: educational evaluation and social justice     

Gaby Weiner 《Gender and education》1990,2(2):231-238

Evaluation brings together power and knowledge in quite specific ways, this complex relationship providing the focus for this paper. Such a relationship is particularly important for educational evaluators with an explicit commitment to achieving increased social justice. How might the ethical practice developed by, for example, feminists or anti‐racists, be applied to educational evaluation? This paper provides a preliminary discussion of these issues, first, by offering a critical appraisal of the dominant models of educational evaluation. Second, it attempts to outline the principles and procedures for ‘social justice’ evaluators and, following this, considers the strategies currently available to them. It concludes that, particularly in the case of educational programmes with an equality dimension, ‘social justice’ evaluation may be both desirable and feasible.  相似文献   

Spatial semiotics and general rules in the construction of graphic structures by young children     

Gaby Netchine-Grynberg  Serge Netchine  Laurence Pannier 《European Journal of Psychology of Education - EJPE》1993,8(1):65-83

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American Indian treaties in the Courts of Claims: A guide to treaty citations from opinions of the United States Courts of Claims     

Charles D. Bernholz  Robert J. Weiner Jr. 《Government Information Quarterly》2008

Since 1855, the federal Courts of Claims have provided relief for citizens in cases against the United States. President Abraham Lincoln, in his first annual message in 1861, declared his support for such a process: “It is as much the duty of government to render prompt justice against itself, in favor of citizens, as it is to administer the same between private individuals” [Message of the President. (1862). Appendix to The Congressional Globe, 37th Congress, 2d session, 3 December 1861, p. 2].  相似文献   

Asking the right questions: An analytic framework for reform of urban teacher education     

Lois Weiner 《The Urban Review》1989,21(3):151-161

The second wave of educational excellence reforms has focused on improving teaching and teacher education to restore the nation's economic and industrial health and to reduce poverty in the inner cities. The author examines the theoretical underpinning of the conventional linkage between urban poverty, urban education, and urban teacher education, and suggests an alternative framework. An effective program to train urban teachers must address the bureaucratic conditions that sabotage students and teachers' success and encourage mutually respectful relationships among urban schooling's constituents.  相似文献   

Education Reform and Reconstruction as a Challenge to Research Genres: Reconsidering School Effectiveness Research and Inclusive Schooling     

Roger Slee  Gaby Weiner 《School Effectiveness & School Improvement》2013,24(1):83-98

This project investigates the impact of the dynamic approach to school improvement (DASI) aiming to help schools face and reduce bullying through integrating research on bullying with educational effectiveness research (EER). A network of approximately 15 schools in each participating country (i.e., Belgium, Cyprus, England, Greece, and The Netherlands) received support to use DASI in order to improve the functioning of school factors included in the dynamic model of educational effectiveness which are associated with reduction of bullying. The Revised Olweus Bully/Victim Questionnaire was administered to students of the experimental (n = 1461) and control (n = 1535) group at the beginning and at the end of the intervention. With the use of multilevel modelling techniques, it was found that schools which made use of DASI were able to reduce bullying at a significantly higher level than the schools of the control group. Implications for the development of effective policies and practices in reducing bullying are drawn.  相似文献   

Imagining the flowers,but working the rich and heavy clay: participation and empowerment in action research for health   总被引：1，自引：1，他引：0  

Gaby Jacobs 《Educational Action Research》2013,21(4):569-581

Participation of the ‘target group’ is a key concept in working on empowerment in health education. However, it raises many questions and is not without struggle. I will discuss the findings from a study into the state of the art of empowerment in health education, which includes a literature review and the analysis of eight Dutch health‐promotion projects. An important finding is that participation is not an unequivocal concept. Professionals working in health education strongly disagree on the value, goals and meaning of participation. Moreover, in working on empowerment, a tension exists—between the ideal of participatory, ‘bottom‐up’ approaches on the one hand; and the ‘top‐down’ structure of health education programmes, on the other. I will argue for a ‘realistic approach’ in which the practice of health promotion is taken as the starting point to work on empowerment. After all, imagining the flowers is easy, but working the rich and heavy clay is the challenge.  相似文献   

‘Designing the plane while flying it’: concept co-construction in a collaborative action research project     

Alex Schenkels  Gaby Jacobs 《Educational Action Research》2013,21(5):697-715

In the field of collaborative action research (CAR), the quality of the collaborative partnerships between university researchers and practitioners has received much attention. Most accounts focus on three areas: the question how to organise and optimise the encounter of these ‘worlds’ of scientific and practical reasoning; the professional development and emancipation of practitioners; and the enhancement of the practical utility of a CAR-project. In this article, we look at CAR projects from a different angle and explore the question how theoretical concepts are co-constructed in CAR-projects, thereby acquiring both practical as well as scientific relevance. We have focused on the participatory process of conceptualization during a CAR project in primary education, in order to find out how a key concept in the considered project is co-constructed and operationalized in multidisciplinary communities of practices. Both the theoretical validity of the concept is evaluated as well as the validity of collaboration. An ‘hourglass’ model is introduced for analysing participation in CAR projects, holding a more relational and dialogic interpretation of participation than the ‘Participation Ladder’ model. Furthermore, a heuristic approach to conceptualization in CAR projects is proposed.  相似文献   

Secretary Paulo Freire and the Democratization of Power: Toward a theory of transformative leadership     

Eric J. Weiner 《Educational Philosophy and Theory》2003,35(1):89-106

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