The Use of Concept Maps as an Assessment Tool in Physics Classes: Can One Use Concept Maps for Quantitative Evaluations?     

Llinás  Julia Gil  Macías  Francisco Solano  Márquez  Luis Manuel Tobaja 《Research in Science Education》2020,50(5):1789-1804

Research in Science Education - The aim of the present research was to explore the use of concept maps as an assessment tool. The research question posed was: can concept maps be used to...  相似文献   

Teachers’ Work: curriculum restructuring,culture, power and comprehensive schooling     

Maírtín Mac An Ghaill 《British Journal of Sociology of Education》1992,13(2):177-199

In recent years we have seen a rapid change in the nature and structure of teachers’ work. At one level this has been most immediately experienced within the context of the restratification and restructuring of comprehensive schooling. In the projected post‐Fordist era with its emphasis on small‐scale, flexible team work, within a differentiated market‐place, new school systems are being developed that are helping to shape new teaching cultures. This case study critically examines the specificity of the institutional dialectical dynamics of how recent policy impacts on teacher cultures and in turn how teacher cultures impact on policy. It is suggested that within a profession in transition, a new teacher may be emerging for the 1990s.  相似文献   

Editorial Introduction     

Amanda Datnow  Faustine Jones-Wilson  Cary Berkeley Kaye  Eugene Kennedy  Martha Mac Iver  John Nunnery 《Journal of Education for Students Placed at Risk》2016,21(4)

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The British State’s production of the Muslim School: A simultaneity of categories of difference analysis     

Mairtin Mac an Ghaill  Chris Haywood 《British Educational Research Journal》2021,47(2):264-278

Recently, national populist politics has been translated with the emergence of two overlapping narratives of Islamophobia and anti-EU immigration media discourses. Such discourses have been made highly visible in the increased spike in hate crimes that have been a hidden cost of the national(ist) debate about Britain leaving the European Union (Brexit). This is the context in which we can trace a remarkable shift in the state representation of the schooling of the South Asian/Muslim community and the reclassification from promoting South Asians as central to the future of a modernised multicultural Britain (1970s) to positioning Muslims as a ‘suspect community’ (2020). This article unpacks two cultural moments in the critical exploration of the State production of the Muslim School within a post-Trojan Horse era. First, a national dominant image of the Muslim School operating within the State ascribed ‘no-go’ ethno-religious Muslim neighbourhoods, as a repository of regressive (extreme) Islamist religiosity; thus, reconstructing their religious belief as racialised identities, as they disconnect from British values. Second, the No Outsiders programme, with the accompanying framing of intolerant (Muslim) parents. In this case, the ensuing tension between ‘homophobic Muslims’ and ‘British values’ sets in place a homogenisation of differences. Deploying a simultaneity of categories of difference perspective, we address an underlying discursive re-politicising of South Asian ethnic communities as religious communities, which is resulting in a perpetual negotiation of the meanings attached to being Muslim. This will enable an international application of the article beyond the specific focus on the city of Birmingham, identified in the international media as the Jihadi capital of Europe.  相似文献   

Boys Bonding: Same-sex friendship,the unconscious and heterosexual discourse   总被引：1，自引：1，他引：1  

Peter Redman  Debbie Epstein  Mary Jane Kehily  Mairtin Mac An Ghaill 《Discourse: Studies in the Cultural Politics of Education》2002,23(2):179-191

This article aims to explore some of the ways in which the cultural meanings and practices of gender, sexuality and relationships intersect with and are reworked in the same-sex friendships of children aged nine to eleven. Using material from an ethnographic study, it focuses on two boys, Ben and Karl, who identified themselves as best friends. The article argues that, while the boys clearly knew, positioned themselves in and deployed heterosexual discourse, their relationship to this was complex. In particular, they appeared to use it to distance themselves from the feminine and to build their friendship as a pleasurable, intimate and exciting space. The article uses psychoanalytic arguments to explore this material, tentatively suggesting that the boys' access to the cultural practice of 'best friendship' mobilised identifications that both reinforced conventional versions of heterosexual masculinity and questioned these. In particular, the article suggests that the boys' friendship may have involved 'over-inclusive' gender identifications - ones that indicate the existence of boyhood masculinities that are more capacious and flexible than those hegemonic in teenage and adolescent cultures.  相似文献   

An examination of the values and perceptions of parents and teachers in relation to parental involvement in school policy formation     

Brian Mac Giolla Phádraig 《Irish Educational Studies》2013,32(2):37-46

Abstract

In the last decade access initiatives have been designed to facilitate greater access and participation for people from marginalised groups who have traditionally been excluded from higher education. In common with international trends, young people with disabilities in Ireland have been included in this process. However, people with disabilities remain under‐represented in higher education. This study explored the quality of access to higher education for young people with disabilities through existing access routes. Both the young people and the professionals (career guidance teachers) agreed that access routes lack transparency. There was a dearth of professional knowledge about the options available to young people with disabilities leaving school. This lack of professional knowledge combined with the opaqueness of access routes forced the young people to rely on parental support and/or disability agencies for information and guidance. It can be concluded that goodwill and compassion are no substitute for an informed system that ensures equitable access for young people with disabilities to higher education.  相似文献   

Hiltz, S.R., & Goldman, R. (Eds.). (2005). Learning together online: Research on asynchronous learning networks     

Mac Nason 《Education and Information Technologies》2009,14(2):103-104

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Quiet Hour Stories     

Mrs. Andrew Mac Leish 《Religious education (Chicago, Ill.)》2013,108(4):135-139

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Reliability and Validity of a New Physical Activity Self-Report Measure for Younger Children     

Sarahjane Belton  Ciaran Mac Donncha 《Measurement in physical education and exercise science》2013,17(1):15-28

The purpose of this study was to assess the test–retest reliability and validity of a new Youth Physical Activity Self-Report measure. Heart rate and direct observation were employed as criterion measures with a sample of 79 children (aged 7–9 years). Spearman's rho (ρ) correlation between self reported activity intensity and heart rate was .87 for weekday and .795 for weekend; the correlation between self-reported activity duration and duration as measured by heart rate were .837 and .684 for weekday and weekend, respectively. These correlations fell when recalled inactivity was excluded from analysis. A correlation of ρ = .557 was found between self-reported activity intensity and direct observation. Results establish support for the self-report measure as an effective tool for measuring the previous day physical activity of younger children.  相似文献