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51.
Research supervision: the research management matrix 总被引:1,自引:0,他引:1
We briefly make a case for re-conceptualising research project supervision/advising as the consideration of three inter-related
areas: the learning and teaching process; developing the student; and producing the research project/outcome as a social practice.
We use this as our theoretical base for an heuristic tool, ‘the research management matrix’ and this is the major focus of
this paper. The matrix facilitates the work of supervision. In the matrix we privilege the research questions. The research
management matrix can be easily used to focus on key research features and the relationships amongst them. The timing of different
parts of research is introduced so that practical goals are identified. This facilitates project and research student learning
management and timely completions. For these reasons the research management matrix is a useful tool for supervisors/advisors 相似文献
52.
This paper looks at the economic returns to different fields of study in Ireland in 2004 and also the value placed on various job-related competencies, accumulated on completion of higher education, in the Irish labour market. In examining these issues, the paper also analyses, through quantile regression, how the returns vary across the earnings distribution. The impact that education-job mismatch, both education level and field, has on earnings is also taken into consideration. The results derived indicate that, relative to the base case, there are higher returns to Medicine & Veterinary, Education, Engineering & Architecture, Science and Computers & IT. Small but significant returns were found for some of the competencies analysed, in particular technical skills. The quantile regression analysis reveals that both field and competency returns vary across the wage distribution and that, apart from Medicine & Veterinary and technical skills, field and competency-specific returns diminish as one moves up the earnings distribution. 相似文献
53.
54.
Joe P. Warne Barry P Smyth John O’C Fagan Michelle E. Hone Chris Richter Alan M. Nevill 《Journal of sports sciences》2017,35(15):1538-1546
An evaluation of a six-week Combined minimal footwear transition and gait-retraining combination vs. gait retraining only on impact characteristics and leg stiffness. Twenty-four trained male runners were randomly assigned to either (1) Minimalist footwear transition Combined with gait-retraining over a six-week period (“Combined” group; n = 12) examined in both footwear, or (2) a gait-retraining group only with no minimalist footwear exposure (“Control”; n = 12). Participants were assessed for loading rate, impact peak, vertical, knee and ankle stiffness, and foot-strike using 3D and kinetic analysis. Loading rate was significantly higher in the Combined group in minimal shoes in pre-tests compared to a Control (P ≤ 0.001), reduced significantly in the Combined group over time (P ≤ 0.001), and was not different to the Control group in post-tests (P = 0.16). The impact peak (P = 0.056) and ankle stiffness reduced in both groups (P = 0.006). Loading rate and vertical stiffness was higher in minimalist footwear than conventional running shoes both pre (P ≤ 0.001) and post (P = 0.046) the intervention. There has a higher tendency to non-rearfoot strike in both interventions, but more acute changes in the minimalist footwear. A Combined intervention can potentially reduce impact variables. However, higher loading rate initially in minimalist footwear may increase the risk of injury in this condition. 相似文献
55.
56.
Australia is indicative of a country that is deeply confused and conflicted around a policy discourse of inclusion that is sutured within an existential context heavily committed to the tenets of neoliberalism. Nowhere is this more evident than in the case of higher education, in which the proportion of young people from backgrounds of ‘disadvantage’ has remained implacably stuck at around 15% for several decades. The research from which this paper comes is an innovative community-based university-provided programme for young people for whom university education was never a realistic possibility – because of family histories, interruption to their lives, of having undertaken forms of secondary education that prevented them from gaining university entrance qualification, or who had terminated their education before completing the secondary years of schooling. This paper explores the story of one young person in his first year in a university programme, as he struggled with obstacles and impediments of a higher education system and set of neoliberal policy discourses that remain deeply sceptical and antagonistic to his trajectory. 相似文献
57.
58.
John Smyth 《British Journal of Sociology of Education》2004,25(1):19-33
This paper argues that growing inequalities make it imperative that schools reinvent themselves around the issue of social justice. Through a case study of an Australian primary school, teacher‐based forms of social capital are explored revealing progressive pedagogies to be an important precursor to the ‘socially just school’. 相似文献
59.
John Smyth 《Journal of educational administration and history》2016,48(4):275-289
This paper is both a careful analysis of a seminal piece of work in the sociology of education, as well as a passionate plea to revisit with renewed urgency, the way in which education continues to fail unacceptably large numbers of working-class children. Through closely examining the work of Dennis Marsden (with his colleague Brian Jackson) in Education and the working class, the paper argues that this pioneering work done in working-class Huddersfield the 1950s, remains a stoic statement of what is wrong with working-class education, and is as rich in substantive and methodological insights as when it was written in 1962. By taking some biographical slices of key contemporary scholars, in particular Stephen Ball and Diane Reay, who have themselves been prolific scholars in this field, the paper speaks to the central arguments of Marsden’s unique work through their biographies, while establishing the distinctiveness of Marsden’s contribution to understanding social class within the wider field of sociology of education. The paper argues for a reinvigoration of the elusive search for the kind of authentic understandings of working class pioneered by Marsden, as the basis for an equitable and just schooling for working-class children. 相似文献
60.
John Smyth 《Educational Philosophy and Theory》2020,52(7):716-725
AbstractThis article deploys critical sociology to examine institutions of higher learning, worldwide, within a context of a more utopian set of possibilities. The article contests the idea of universities as marketplaces – competition, commercialisation and vocationalisation; the synthetic values of docility, conformity, and image/impression management; the calibration and metrification of all facets of university activity; and the containment of universities as places of dissent and social critique, shackling them instead to the whims of capitalism. As an alternative, the author explores Klein's elements of a social imaginary that involves extirpating the alien interloper neoliberal ideology that has been allowed to invade and colonise universities, and instead allowing indigenous ideologies to emerge from the discourses of those who do academic work. The austerity logic that has so poisoned universities, is replaced by the humanising and democratising practices and voices of those who have been wilfully excluded. Above all, what the author pitches towards is not ‘fixing’ our broken universities, for that would be in Klein's terms ‘fitting into the box’ that has been constructed for universities over the past half-century, but rather an ‘exploding of the box’. Examples from the author's prior community-based research are used to illustrate humanising, transformative possibilities. 相似文献