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51.
Stephen Rowland Catherine Byron Frank Furedi Nicky Padfield Terry Smyth 《Teaching in Higher Education》2013,18(2):133-141
Abstract This article starts with a personal perspective written by Stephen Rowland. This is responded to in each of the four contributions which follow. In order to stimulate debate from a wide basis of experience, Catherine Byron, Frank Furedi, Nicky Padfield and Terry Smyth were invited to respond as academics from very different disciplinary backgrounds and types of Higher Education institution in the UK. In a brief conclusion to the article, Stephen Rowland draws together the contributions. Questions are raised for further discussion, reflection and research amongst those concerned to develop higher education teaching, and to resist the managerialist discourse which dominates in this field. We hope that the article will stimulate debate amongst readers of the journal from different parts of higher education at a time when the very purpose of higher education is itself in a state of flux. We suspect that the issues raised here apply in many countries and would particularly welcome a response from readers not in the UK. 相似文献
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Helen Cowie Nicky Hutson Ozhan Oztug Carrie Myers 《Emotional and Behavioural Difficulties》2013,18(1):63-71
The research was carried out in four secondary schools, two with a peer support system and two without, and involved a total of 931 pupils (49.5% males and 50.5% females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aims were: to compare the perceptions of safety on the part of older and younger pupils in secondary schools with and without a system of peer support in place; to find out if there are differences in perceptions of safety within peer support schools on the part of those who are aware of the existence of a peer support service in their school and those who are not aware; and to find out if pupils in peer support schools are more likely to tell someone about school violence and bullying than those in schools without peer support. The results indicate very little difference between pupil perceptions of safety in schools with and schools without a peer support system in place. In fact, older pupils in the schools without peer support responded that they felt safer than pupils in schools with a peer support system in toilets and lessons. However, within the peer support schools there were significant differences in perceptions of safety between the substantial minority of pupils who were unaware that their school had a peer support system and those who were aware of it. The pupils who were aware felt safer in lessons, perceived school as a friendlier place to be, and worried significantly less about being bullied in comparison with those who were unaware. They were also much more likely to tell someone when bad things happened at school. The results are discussed in the light of previous research in the field and some recommendations are made for the practice of peer support. 相似文献
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Nicky Hirst 《Education 3-13》2019,47(4):381-394
Fifteen years after they were created, the UN’s Millennium Development Goals (MDGs) have reached their expiration date. The United Nations asserts that surveys conducted in September 2015 suggested that only 4% of the UK public had heard of the MDG’s. The renewed focus on the Sustainable Development Goals (SDGs) offer opportunities for higher education institutions (HEIs) to work alongside students to create a shared and contextualised awareness of sustainable development within Early Childhood Education. This aim is pertinent for those students studying Early Childhood Studies (ECS) degrees with the potential goal of working with babies, young children and their families. The research was situated within a paradigm of critical educational research to establish a shared understanding of sustainable development within a newly validated BA (Hons) ECS programme at a HEI in the Northwest of England. Visual provocations were used as a pedagogical intervention to present a disorientating dilemma, critical reflection on personal perspective and an examination of world views. Findings suggested that visual methodologies supported students to appreciate the ambiguity and contested limits of knowledge, and to draw upon wider sources related to moral and ethical principles and to established rights and responsibilities. 相似文献
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Collegial sharing and reflection about practice has been widely suggested as an effective form of teacher professional learning. Information and communications technology (ICT) has the potential to foster this professional learning through online community environments. Whilst the potential of self-sustaining online teacher communities to support professional learning through reflective sharing of practice is recognised, the journey to realising this potential is not straightforward. This paper identifies two key aspects of school culture that are acting as barriers on the journey—schools do not adequately value collegial reflective sharing of practice, and classroom teachers do not use online communications tools as an integral part of their professional practices. The paper suggests a framework for maximising participation in online teacher communities. 相似文献
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