In this article, I explore the dynamic relationship between political and organizational change in higher education. Change is interrogated in relation to policies and discourses of New Right reform, mass expansion, new managerialism, equity and post‐modernist theories of power, with questions raised about the interconnection of demographic changes, consumer entitlement and equality of opportunity. I consider the extent to which economic, intellectual and socio‐cultural changes intersect. Equity is examined in relation to the democratic rhetoric of enhanced access and connections are made between equality and quality by questioning the changing nature of the product being accessed by new student populations.相似文献
This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used socio-cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program. Hermeneutic and phenomenological methods of study supported the examination of teacher actions and narratives as sources of data. The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between structure and teacher agency. Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program. This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program. 相似文献
This paper explores experiences that remained salient in the memories of former participants in three nature-based programs in Colorado, five to forty years after childhood involvement. Interviews with program founders and staff, archival research, and observations of current activities provided an understanding of each program’s history, mission and educational approach. In this context, 18 former participants were interviewed about program experiences that they remembered and program impacts on their environmental identities and academic or career choices. Results were analyzed through the lens of social practice theory, which has significant implications for the design and evaluation of environmental education programs. Results showed that social practice theory is a useful framework for interpreting the development of a social environmental identity, but an ecological identity that forms through direct contact with the natural world is an important complementary concept. 相似文献
The Key Stage 3 Strategy is a complex and evolving government strategy intended to improve the education of 11‐ to 14‐year‐olds in England. This paper provides a snapshot of its development by early 2004, drawing on our evaluation of the pilot phase which began in 2000. The evolution of the Strategy, with its phased introduction of both subject and cross‐curricular strands, is described. We then examine the policy intentions and evidence base which underpin it before considering what the Strategy offers in terms of curricular and pedagogical reform. While the Strategy seeks to improve schooling for 11‐ to 14‐year‐olds, it has struggled to offer a coherent approach, though recent changes in emphasis may help. We conclude that a more radical approach to the learning needs of 11‐ to 14‐year‐olds is needed and draw evidence from international trends in middle years education. 相似文献
OBJECTIVE: To describe the development of the Cochrane Behavioral Medicine Field database of interventions and its contribution to the knowledge base of this field. METHODS: A list of behavioural medicine interventions was solicited from content experts. The resulting list of index terms was used to generate a comprehensive search strategy to retrieve relevant records, and a thesaurus of terms with which to index them. The records are included in a register. A subset of records have been coded for study design, health condition, intervention, study participants, setting and provider and made available in a public online database. RESULTS: The Cochrane Behavioral Medicine Field database consists of over 3500 records of systematic reviews, meta-analyses and randomized controlled trials for public educational use. CONCLUSIONS: The register provides a comprehensive listing of studies relating to behavioural medicine interventions. The public online database enables easy access to the evidence base and provides enhanced details of the studies included on it. These databases are a valuable resource for the behavioural medicine community. Other fields are encouraged to duplicate these methods in the design of content-specific databases. 相似文献
This paper reports early findings of a longitudinal research project on the experiences of beginning teachers in England. In the first phase of the study (2003–2004), data were generated via: (1) in‐depth, face to face interviews with 85 student teachers throughout England; and (2) self‐completion questionnaires, returned by 4,790 student teachers across a range of initial teacher preparation (ITP) routes. Through these methods the study set out to explore student teachers' accounts of their motivations for entering ITP, their preconceptions and expectations of teaching and ITP, and their early experiences as student teachers. A number of general themes were found to cut across all of these areas, and are presented here as core features of the experience of becoming a student teacher. These relate to the concept of teacher identity, the role of relationships, the notion of relevance, and the central presence of emotion.
Cette étude décrit les conclusions préliminaires d'une recherche continue sur les expériences de ceux qui sont en train de devenir professeurs d'école en Angleterre. En première phase de l'étude (2003–2004), les données ont été recueillies par: 1) des entretiens approfondis en tête‐à‐tête avec 85 professeurs stagiaires dans toute l'Angleterre; et 2) des questionnaires, remplis eux‐mêmes par 4,790 professeurs stagiaires sur un échantillon de préparations initiales de professeur (PIP). Avec ces méthodes l'étude avait pour but d'explorer les explications des professeurs stagiaires concernant leur motivation pour entrer dans la PIP, leurs idées reçues et leurs attentes de l'enseignement et de la PIP, ainsi que leurs expériences initiales de professeur stagiaire. On a trouvé un nombre de thèmes généraux à travers tous ces domaines, et ceux‐ci sont présentés ici comme caractéristiques fondamentales de l'expérience vécue de professeur stagiaire débutant. Ils sont relatifs aux concepts suivants : l'identité du professeur, le rôle des relations, la notion de pertinence et la présence capitale de l'émotion.
Este documento es un informe sobre los primeros resultados de un proyecto de investigación longitudinal sobre las experiencias de profesores principiantes en la Inglaterra. En la primera fase del estudio (2003–2004), los datos fueron obtenidos a partir de dos fuentes: minuciosas entrevistas cara a cara con 85 profesores en prácticas por toda Inglaterra y cuestionarios personales que fueron devueltos por 4,790 profesores en prácticas procedentes de distintas ramas de la ITP (preparación para profesores principiantes). A través de estos métodos, el estudio fue lanzado con el propósito de sondear las razones que motivaron a los profesores en prácticas a entrar en la ITP, sus preconcepciones y expectativas en cuanto a la ITP y a dar clase y sus primeras experiencias como profesores en prácticas. Estas áreas presentaron una serie de temas generales comunes que son presentados aquí como características centrales de la experiencia de convertirse en profesor en prácticas. Estas están relacionadas con el concepto de identidad del profesor, la importancia de las relaciones, la noción de relevancia, y el papel central de las emociones.
Dieses Referat berichtet über die ersten Ergebnisse eines langfristigen Forschungsprojektes, basierend auf Erfahrungen von Lehrern in England, die in den Beruf einsteigen. In der ersten Phase der Studie (2003–2004) wurden Daten gesammelt mittels: 1) ausführlicher, persönlicher Gespräche mit 85 auszubildenden Lehrern aus ganz England; und 2) selbstauszufüllender Fragebögen, die von 4,790 auszubildenden Lehrern aus verschiedenen Ausbildungsrichtungen zurückgesendet wurden. Die Studie hatte das Ziel, die Berichte der auszubildenden Lehrer zu untersuchen hinsichtlich ihrer Motivation, eine Ausbildung anzufangen, ihrer Erwartungen vom Unterrichten und von der Ausbildung, sowie ihrer ersten Erfahrungen als auszubildende Lehrer. Eine Anzahl von allgemeinen Themen wurden in allen diesen Bereichen festgestellt und sind hier als Kernmerkmale des Ausbildungsverfahrens dargestellt. Diese beziehen sich auf das Konzept der Lehreridentität, auf die Rolle von Beziehungen, auf die Idee der Relevanz, sowie auf die zentrale Präsenz von Emotionen. 相似文献
ABSTRACT Two related but distinct questions are often asked by educators as they try to make their schools more effective. These are: “Which of the many activities that we do have greater benefits for students?” and, “How can we make our schools better than they are now?” The first question focuses specifically on the impact of schools on student outcomes and the characteristics of effective schools, whereas the second addresses the implementation of change and school improvement. This article addresses the research related to these two questions and describes the application of this research in a large school district in Ontario, Canada. 相似文献
Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00 Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99 Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99 David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p. 相似文献
