Looking others in the eye: rights and gender in South African education policy     

Penny Enslin  Shirley Pendlebury 《教育政策杂志》2013,28(4):431-440

In this paper we examine relations between education policy and local practice. Situating our work within the literature on the local implementation of education policy, we develop a pedagogical perspective for understanding relations between policy and local practice. We argue that policy‐makers’ attempts to enact policy can be viewed as a form of teaching and that local educators can be seen as learners from policy. This pedagogical perspective provides a theoretical frame for the papers in this volume. We trace the evolution of this pedagogical perspective in our work, and we preview the contribution the papers in this volume make to developing this frame. We also present details of our research methods.

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Social Justice in Teacher Education: A Qualitative Content Analysis of NCATE Conceptual Frameworks     

Katherine M. Kapustka  Penny Howell  Christine D. Clayton  Shelley Thomas 《Equity & Excellence in Education》2013,46(4):489-505

A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term “social justice” in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included “social justice” within their NCATE accreditation documents used the term in their articulation of program practices, goals, and values. Based on an extensive qualitative content analysis of NCATE conceptual frameworks, the authors assert that the social justice reform agenda is only weakly represented in accreditation artifacts and that there is little consensus on the enactment of social justice in teacher education, even among those programs that invoke the terminology.  相似文献   

PRESERVICE TEACHERS INTEGRATE THE PROJECT APPROACH IN THEIR READING/LANGUAGE ARTS COURSES     

Linda Reiten  Penny Warner 《Journal of Early Childhood Teacher Education》2013,34(2):269-272

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Attributions and emotional competence: why some teachers experience close relationships with disruptive students (and others don’t)     

Kevin F. McGrath  Penny Van Bergen 《Teachers and Teaching》2013,19(3):334-357

ABSTRACT

Disruptive student behaviour is a major concern for teachers, causing classroom conflict and emotional fatigue. Whilst student-teacher closeness is known to reduce student aggression and improve behaviour, it is not yet known why some teachers experience close relationships with disruptive students and others do not. This qualitative study therefore examined relational closeness between elementary teachers and disruptive students in Sydney, Australia. Using a teacher speech sample task, we identified eight disruptive students with ‘complicated’ student-teacher relationships: high in both closeness and conflict. Eleven classroom teachers and seven support teachers each spoke about their relationships with the eight students. Speech samples were analysed using an inductive content analysis to determine characteristics that may facilitate relational closeness in spite of student-teacher conflict. Findings revealed two characteristics of teachers’ speech that guided relational closeness: attributions for disruptive behaviour and emotional competence. Not all teachers, however, described a close relationship. These findings provide new directions for interventions that aim to improve student-teacher relationship quality.  相似文献   

Re/cognising the discursive fr/Ames of equity and widening participation in higher education     

Matt Lumb  Penny Jane Burke 《International Studies in Sociology of Education》2019,28(3-4):215-236

ABSTRACT

Policy and program language in the UK and Australian higher education sectors consistently deploys the term aspiration in ways that adhere to the hegemonic neo-liberal ideal of the entrepreneurial competitor-individual, de-meaning and de-valuing ‘other’ personhoods. University Equity and Widening Participation (EWP) outreach programs that engage with marginalised groups in school and community settings challenge people to perform particular aspirations from what can be a deeply uncertain present. This paper presents a cautionary tale from the Australian Equity and Widening Participation (EWP) context that emerged from a research-informed practice PhD, spanning two methodologically different phases. The paper argues that the discursive framing of certain aspirations as legitimate works in subtle ways to shape the perceptual horizons of EWP practitioners and participants. Specifically, the work takes issue with policy frames that create conditions for misrecognition(s) that are themselves difficult to re/cognise. A metaphorical pedagogical tool is developed using the Ames Room illusion.  相似文献   

Asking Questions     

Penny Blackie 《English in Education》1971,5(3):77-96

To ask a question is to invite a reply. If the question is relevant to anything of human account then presumably the reply will change one's perception of himself and his world. Sometimes one anticipates a reply which will confirm a position he has already taken, that is to say, one from which he has been accustomed to launch his inquiries. But the confirmation, if it occurs, will nonetheless alter his experience - if only because it puts his position in a more presumptuous light. He must know that.
Sometimes one anticipates a reply which will disconfirm his present outlook. In that case he may assert his position with particular vigor on the occasions when it is most likely to be challenged. A person who seems to go out of his way to fail does that. Again, sometimes, one appears to ask for no particular reply, only for something he can grasp. In this case the relevance of the question may give us a clue to a construct dimension we might envision within his system. That, in turn, should give us some hint as to the kind of reply he is prepared to accept.
The tricky part of all this, both for him and for us, is that replies seldom end up being acceptable conclusions. At best they are grounds for further inquiries. The best answer to a question is two better ones.  相似文献   

The accuracy of performance task scores after resolution of rater disagreement: A Monte Carlo study     

James A. Penny  Robert L. JohnsonAuthor vitae 《Assessing Writing》2011,16(4):221-236

When multiple raters score a writing sample, on occasion they will award discrepant scores. To report a single score to the examinee, some method of resolving those differences must be applied to the ratings before an operational score can be reported. Several forms of resolving score discrepancies have been described in the literature. Initial studies of the various methods, however, have demonstrated that decisions about student performance may differ depending on the resolution method applied. Thus, studies are needed to investigate the quality of the scores associated with each model. To study score quality associated with each model, we conducted a Monte Carlo study and varied the factors associated with scoring and resolution to determine the conditions under which a particular resolution method might be superior.  相似文献   

Enhancing care for older people living in nursing homes in rural Australia using action learning as a catalyst for change     

Wendy Penney  Julienne Meyer  Penny Cash  Lisa Clinnick  Louise Martin 《Action Learning: Research and Practice》2017,14(1):62-71

The implementation of action learning workshops in three nursing homes in rural Victoria, Australia has been critical in the re-visioning of how care can be enhanced for residents. The workshops were designed with the intent of improving quality of care for residents by providing health care staff with opportunities to learn together and effect cultural change. Valuing what was accomplished well in these nursing homes was the starting point. The project was funded by a Commonwealth Government Rural Education Grant and was based on ‘My Home Life’ a popular programme that promotes quality of life and delivers positive change in care homes for older people across the United Kingdom. This paper provides an account of the project including key components of the action learning workshops and subsequent evaluation of the programme conducted in Australia. The lessons learnt throughout this project have provided the impetus to continue using appreciative inquiry and action learning to involve participants in reflecting on their practice, valuing what they do well while identifying areas that require change. Working together in a safe and respectful space provides participants with opportunity to harness their own collective wisdom and as the health professionals in this project experienced, also learn valuable skills that support progressive action that makes a difference to older people’s lives.  相似文献   

A review of Catherine Milne��s book, The Invention of Science     

Penny J. Gilmer 《Cultural Studies of Science Education》2011,6(4):1031-1035

Catherine Milne’s book, The Invention of Science, recounts the history of science (mainly Eurocentric) from cross-cultural, historical and philosophical worldviews. Scientists, science educators, and teachers would find this an interesting book, not only for themselves but also for those with whom they interact. Most accounts are of the great men in science with some to women in science, including reference to the exclusion of women from science. Milne provides thought-provoking activities to use in the classroom, like asking students to write the processes that occur when sugar dissolves in hot tea, with students including the three components of causal explanation. She also encourages teachers to use narratives to help students learn the context of discovery in science. In a comparison of analogical, deductive, inductive and abductive reasoning, she encourages teachers to pay attention to dialogical arguments. Book review author predicts that Milne’s book will fit well with the nation’s next generation science standards, still in development form. Milne succeeded in her goal “to combine aspects of the philosophy and history; not just to focus on specific scientific ideas but to provide a hint of the complex relationship between place and history, space and time, in the development of Eurocentric science.”  相似文献   

Children with disabilities: a longitudinal study of child development and parent well-being.     

P Hauser-Cram  M E Warfield  J P Shonkoff  M W Krauss  A Sayer  C C Upshur 《Monographs of the Society for Research in Child Development》2001,66(3):i-viii, 1-114; discussion 115-26

This Monograph presents the results of the Early Intervention Collaborative Study, a longitudinal investigation of the cognitive and adaptive behavior development of children with developmental disabilities and the adaptation of their parents, extending from infancy through middle childhood. The study was designed to generate and test conceptual models of child and family development and contribute to the knowledge base that informs social policy and practice. The sample for the investigation reported here consists of 183 children with Down syndrome, motor impairment, developmental delay and their families who were recruited at the time of their enrollment in an early intervention program in Massachusetts or New Hampshire. Data were collected at five time points between entry to early intervention and the child's 10th birthday. Home visits were conducted at each time point and included child assessments, maternal interview, and questionnaires completed independently by both parents. Trajectories in children's development and parental well-being were analyzed using hierarchical linear modeling. Predictor variables were measured at age 3 years when children were exiting early intervention programs. Children's type of disability predicted trajectories of development in cognition, social skills, and daily living skills. Children's type of disability also predicted changes in maternal (but not paternal) child-related and parent-related stress. Beyond type of disability, child self-regulatory processes (notably behavior problems and mastery motivation) and one aspect of the family climate (notably mother-child interaction) were key predictors of change in both child outcomes and parent well-being. A different aspect of the family climate--family relations--also predicted change in child social skills. Parent assets, measured as social support and problem-focused coping, predicted change in maternal and paternal parent-related stress respectively. The implications of these findings for both the science of child development and the policies and practices of developmental intervention are discussed.  相似文献