Authority and ethics: A case for estrangement in educational research and research education     

Paul Dowling  Natasha Whiteman 《British Educational Research Journal》2020,46(4):770-785

This article focuses attention on an underexamined issue in the literature on educational research ethics: how ethical authority is established in educational research. We address this from a perspective that disrupts naturalised approaches to ethics, arguing that rather than seeking ‘rights’ or ‘wrongs’, researchers are always tasked with constructing ethical stances. Attention can then be placed on the array of embodied and objectified resources that might be recruited in establishing these. Through an engagement with published academic accounts of ethical reflection and decision-making, the article explores the ways that educational researchers achieve or sometimes question their ethical security in respect of their research activity. The analysis we present draws out the referential strategies that constitute ethical subjectivity and maps the diversity of anchoring points that might be recruited in this action. We also draw attention to the process of recontextualisation that is inevitable when one activity (or aspect of an activity) regards another, introducing necessary incoherence into ethical practice. The case we present celebrates rather than seeking to conceal or repair such disruption.  相似文献   

The author as agent of information policy: The relationship between economic and moral rights in copyright     

Margaret Ann Wilkinson  Natasha Gerolami 《Government Information Quarterly》2009

A historical and theoretical analysis of the copyright environment demonstrates that both the economic rights associated with copyright and the moral rights often associated with copyright perform social functions. The latter have not been as universally embraced or adopted as the former. The lack of enthusiasm for moral rights is argued to be because the social utility of this aspect of the copyright regime has gone largely unrecognized. In fact, moral rights ensure that the information needs of the public are being met because they enhance the ability to assess the authority and reliability of information. While historically this has not been as important as enhancing the supply of information, a function performed by the economic rights of copyright, in the context of the new information environment, the role played by moral rights is becoming increasingly important. Our thesis also defines the appropriate scope of moral rights protection in copyright.  相似文献   

Are Canadian adolescents happy？ A gender-based analysis of a nationally representative survey   总被引：1，自引：0，他引：1  

Robert D. Weaver Nazim N. Habibov 《美中教育评论》2010,7(4):37-52

In this study, the authors analyzed data from a nationally representative survey of youth to study happiness amongst Canadian adolescents aged 12-17. Testing for differences in the level of happiness between female and male adolescents was conducted. Following this, multivariate analysis was employed to determine which factors were associated with adolescent happiness. The authors determined that the level of happiness appeared to vary between the genders, as the males reported a higher level of happiness than the females. However, the difference between the genders in terms of reported happiness was modest. The authors detected some gender differences in regards to determinants of happiness. The study＇s theoretical and practical implications are also considered.  相似文献   

From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children's Executive Functioning   总被引：1，自引：0，他引：1  

Annie Bernier  Stephanie M. Carlson  Natasha Whipple 《Child development》2010,81(1):326-339

In keeping with proposals emphasizing the role of early experience in infant brain development, this study investigated the prospective links between quality of parent–infant interactions and subsequent child executive functioning (EF), including working memory, impulse control, and set shifting. Maternal sensitivity, mind-mindedness and autonomy support were assessed when children were 12 to 15 months old ( N  =   80). Child EF was assessed at 18 and 26 months. All three parenting dimensions were found to relate to child EF. Autonomy support was the strongest predictor of EF at each age, independent of general cognitive ability and maternal education. These findings add to previous results on child stress-response systems in suggesting that parent–child relationships may play an important role in children's developing self-regulatory capacities.  相似文献   

Three-dimensional anthropometric analysis: Differences between elite Australian rowers and the general population     

Natasha Schranz  Grant Tomkinson  Tim Olds  Nathan Daniell 《Journal of sports sciences》2013,31(5):459-469

Abstract

The aim of this study was to quantify the anthropometric differences between elite senior Australian rowers and the Australian adult population using three-dimensional (3D) whole-body scanning. The dimensions of senior rowers competing at the 2007–2008 Australian Rowing Championships were compared with those of an age-matched sample of Australian adults. Mass, height, and sitting height were measured before the participants underwent a 3D whole-body scan, with lengths, breadths, girths, cross-sectional and surface areas, and volumes extracted from each scan. Differences in means and variability between the two groups were expressed as standardized effect sizes and ratios of coefficients of variation. Heavyweight rowers were generally much larger than the general population in absolute size, with 3D dimensions and height and mass showing the largest effects. In contrast, lightweight rowers were generally similar or smaller in absolute and proportional size. The dimensions of rowers, especially the lightweights, were also generally less variable than those of the general population. The greatest differences between elite rowers and the general population were seen in dimensions that could not be captured without 3D scanning, such as segmental volumes and cross-sectional areas.  相似文献   

Between a Rock and a Hard Place: Shia Ismaili Muslim Girls Negotiate Islam in the Classroom     

Natasha Hakimali Merchant 《Diaspora, Indigenous, and Minority Education》2016,10(2):98-111

ABSTRACT

This case study investigates the experiences of Shia Ismaili Muslim girls as they encounter themselves as subjects of social studies curriculums on Islam. A postcolonial lens is used to examine differently empowered subjectivities and curricular epistimes within the high school world history context. In an effort to understand their experiences, this study focuses on how the students position themselves in relation to the curriculum, and ultimately asks, to what extent do students from minority communities of interpretation appropriate or resist the authoritative narrative of Islam offered in their classrooms, particularly around the question, “Who is a Muslim?” The central finding revealed a paradox of representation and participation for these students, who found their practice and interpretation of Islam silenced in the classroom curriculum, and yet felt obliged to defend Islam and educate others against stereotypes of Muslims. The implications of this study compel educators to explore decolonial approaches to teaching about the religious other.  相似文献   

Value transfer in concurrent-schedule discriminations by pigeons     

Thomas R. Zentall  Janice E. Weaver  Lou M. Sherburne 《Learning & behavior》1996,24(4):401-409

When pigeons are trained on a discrete-trial simultaneous discrimination, some of the value associated with the positive stimulus appears to transfer to the negative stimulus (Zentall & Sherburne, 1994). Pigeons preferred a negative stimulus that had been discriminated from an always-positive stimulus (S+) over a negative stimulus that had been discriminated from a sometimes-positive stimulus (S±). A very different finding (suggestive of transitivity of preference or contrast) was reported by Belke (1992). On concurrent probe tests of stimuli associated with equal variable interval (VI) schedules but originally trained in alternative concurrent pairs (one with a richer schedule, the other with a poorer schedule—VI 20 sec vs. VI 40 sec and VI 40 sec vs. VI 80 sec), the stimulus originally paired with the poorer schedule was preferred. But Belke’s results may have been obtained because the pigeons had been trained to peck the VI 40 sec paired with the poorer schedule and they had been trained not to peck the VI 40 sec paired with the richer schedule. In the present experiment, we avoided this bias by training pigeons on two concurrent schedules in which the tested stimuli both had been associated with the poorer schedule of the pair [A(VI 20 sec) vs. B(VI 80 sec) and C(VI 40 sec) vs. D(VI 80 sec)]. Evidence for value transfer was demonstrated when on probe trials pigeons preferred B over D.  相似文献   

Evaluating metacognitive scaffolding in Guided Invention Activities     

Ido Roll  Natasha G. Holmes  James Day  Doug Bonn 《Instructional Science》2012,40(4):691-710

Invention and Productive Failure activities ask students to generate methods that capture the important properties of some given data (e.g., uncertainty) before being taught the expert solution. Invention and Productive Failure activities are a class of scientific inquiry activities in that students create, implement, and evaluate mathematical models based on data. Yet, lacking sufficient inquiry skills, students often do not actualize the full potential of these activities. We identified key invention strategies in which students often fail to engage: exploratory analysis, peer interaction, self-explanation, and evaluation. A classroom study with 134 students evaluated the effect of supporting these skills on the quality and outcomes of the invention process. Students in the Unguided Invention condition received conventional Invention Activities; students in the Guided Invention condition received complementary metacognitive scaffolding. Students were asked to invent methods for calculating uncertainties in best-fitting lines. Guided Invention students invented methods that included more conceptual features and ranked the given datasets more accurately, although the quality of their mathematical expressions was not improved. At the process level, Guided Invention students revised their methods more frequently and had more and better instances of unprompted self-explanations even on components of the activity that were not supported by the metacognitive scaffolding. Classroom observations are used to demonstrate the effect of the scaffolding on students’ learning behaviours. These results suggest that process guidance in the form of metacognitive scaffolding augments the inherent benefits of Invention Activities and can lead to gains at both domain and inquiry levels.  相似文献   

“The Teacher's Unexpected Bath”: Plumbing the Meaning of Mayhem in the Celluloid Schoolroom     

Heather A. Weaver 《History of education quarterly》2014,54(2):145-171

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Communication apprehension and the type‐a personality     

James B. Weaver III  Stephanie Lee Sargent  Christian Kiewitz 《Communication Research Reports》2013,30(3):350-355

Do Type‐A individuals experience communication apprehension? Consistent with theoretical expectations, the data at hand suggest the answer is a qualified “no.” Individuals evidencing a Type‐A personality reported significantly less CA than their Type‐B counterparts. This pattern of findings was strongest for apprehension about communicating in “collective” contexts (e.g., public, group, meeting) but diminished for CA in more “intimate” circumstances (e.g., interpersonal).  相似文献