“It’s not them,it’s me”: competing discourses in one aspiring teacher’s talk     

Mary Louise Gomez  James R. Carlson  Jennifer Foubert  Shameka N. Powell 《Teaching Education》2014,25(3):334-347

In this paper, we deploy M.M. Bakhtin’s notions about how language works to understand aspiring teachers’ struggles about the intersecting roles race, class, gender, language background, and sexual orientation play in students’ school lives and learning. Through life-history interviews and document analysis, we investigated the authoritative and internally persuasive discourses one aspiring teacher brought with her and took from a 15-week long course on a predominantly White Midwestern public university campus. Ideas she encountered in the course and its required tutoring component challenged her thinking about how various facets of people’s lives (such as those we list above) and the contexts in which they live, work and are schooled, affect how they are perceived, what they know, and can do.  相似文献   

Environmental education program evaluation in the new millennium: what do we measure and what have we learned?     

Marc J. Stern  Robert B. Powell  Dawn Hill 《Environmental Education Research》2014,20(5):581-611

We conducted a systematic literature review of peer-reviewed research studies published between 1999 and 2010 that empirically evaluated the outcomes of environmental education (EE) programs for youth (ages 18 and younger) in an attempt to address the following objectives: (1) to seek reported empirical evidence for what works (or does not) in EE programming and (2) to uncover lessons regarding promising approaches for future EE initiatives and their evaluation. While the review generally supports consensus-based best practices, such as those published in the North American Association for Environmental Education’s Guidelines for Excellence, we also identified additional themes that may drive positive outcomes, including the provision of holistic experiences and the characteristics and delivery styles of environmental educators. Overall, the evidence in support of these themes contained in the 66 articles reviewed is mostly circumstantial. Few studies attempted to empirically isolate the characteristics of programs responsible for measured outcomes. We discuss general trends in research design and the associated implications for future research and EE programming.  相似文献   

Sex of Teacher and the Image of Foreign Languages in Schools     

Robert C. Powell  Julia D. Batters 《Educational studies》1986,12(3):245-254

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The residues of learning: Autobiographical accounts by graduates of the impact of higher education     

J. P. Powell 《Higher Education》1985,14(2):127-147

Earlier work on the enduring effects of education is reviewed and then data are presented from 22 autobiographical accounts written by graduates. Content analysis showed that most importance was attached to the learning of high-level intellectual skills and to attitudes and values of personal and professional significance. The implications of these findings for curricula and teaching methods in higher education are then discussed before considering the strengths and weaknesses of life history material as a research tool. It is concluded that written accounts combined with interviews offer a promising method for investigating the long-term impact of higher education.  相似文献   

Learning opportunities from group discussions: warrants become the objects of debate     

Keith Weber  Carolyn Maher  Arthur Powell  Hollylynne Stohl Lee 《Educational Studies in Mathematics》2008,68(3):247-261

In the mathematics education literature, there is currently a debate about the mechanisms by which group discussion can contribute to mathematical learning and under what conditions this learning is likely to occur. In this paper, we contribute to this debate by illustrating three learning opportunities that group discussions can create. In analyzing a videotaped episode of eight middle school students discussing a statistical problem, we observed that these students frequently challenged the arguments that their colleagues presented. These challenges invited students to be explicit about what mathematical principles, or warrants, they were implicitly using as a basis for their mathematical claims, in some cases recognize the modes of reasoning they were using were invalid and reject these modes of reasoning, and in other cases, attempt to provide deductive support to justify why their modes of reasoning were appropriate. We then describe what social and environmental conditions allowed the discussion analyzed in this paper to occur.

Keith WeberEmail:

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Evaluation of Courses by Whole Student Cohorts: a case study     

Anne M. Powell  Adrian Hunt  Ann Irving 《Assessment & Evaluation in Higher Education》1997,22(4):397-404

In a climate of unprecedented change in higher education (HE), accurate and immediate course feedback information is vital to the management of institutions, in assisting the development of course material relevant to present student needs. Student contribution to qualitative course evaluation is commonplace although use of relatively small representative groups of students is usual. However, with class sizes increasing — between 100 and 200 is now common — the ability to acquire accurate qualitative evaluation, representatively, is a major issue. This paper describes a methodology providing opportunity for whole cohort groups of students to be involved simultaneously in the generation of feedback. It considers the effectiveness of student consultation meetings as a collection method, the utility of the results in the course development process, how the issues raised and discussed compare with matters included on a university‐wide questionnaire, and whether participating students feel inhibited in discussing matters so publicly.  相似文献   

How a Change of Environment Changed a Teacher     

J.P. Powell 《高等教育研究与发展》1987,6(2):197-203

This paper describes how the experience of working in an unfamiliar cultural environment affected the author's basic conceptions of the nature of teaching and learning. A detailed account is given of the ways in which these ideas were incorporated into a course constructed around the notions of experiential and problem‐based learning. It is suggested that the novelty of the setting stimulated a major change in the teacher's perspective on the nature of higher education and that it would be desirable for academics to be given opportunities to encounter unfamiliar contexts for teaching.  相似文献   

‘The Right Track’. Teacher Training and the New Right: change and review[1]     

Neil Lunt  Peter Mckenzie  Loraine Powell 《Educational studies》1993,19(2):143-161

The importance of education within the New Right philosophy has been well analysed and documented. The attempt to cut costs, the pursuit of efficiency, improving standards along with greater parental choice and participation are some of the stated policy directions. This article seeks an analysis of the New Right philosophies that have so influenced the Conservatives’ direction within initial teacher training, having a major impact on recent initiatives. In doing so it will take three directions: (a) it will offer an understanding of the New Right philosophies; (b) it will examine changes, past, present and future within school teacher education; and (c) it will place these within a wider framework of the New Right philosophies and strategies. In particular it will look at why traditional methods have been criticised. The article argues that policy within teacher training must not be seen in isolation, for it is related to wider educational issues and social policy arenas, in particular to the development of a ‘quasi‐market’.

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Mixed methods research in school psychology: A mixed methods investigation of trends in the literature     

Heather Powell  Stephanie Mihalas  Anthony J. Onwuegbuzie  Shannon Suldo  Christine E. Daley 《Psychology in the schools》2008,45(4):291-309

This article illustrates the utility of mixed methods research (i.e., combining quantitative and qualitative techniques) to the field of school psychology. First, the use of mixed methods approaches in school psychology practice is discussed. Second, the mixed methods research process is described in terms of school psychology research. Third, the current state of affairs with respect to mixed methods designs in school psychology research is illustrated through a mixed methods analysis of the types of empirical studies published in the four leading school psychology journals between 2001 and 2005. Only 13.7% of these studies were classified as representing mixed methods research. We conclude that this relatively small proportion likely reflects the fact that only 3.5% of graduate‐level school psychology programs appear to require that students enroll in one or more qualitative and/or mixed methods research courses, and only 19.3% appear to offer one or more qualitative courses as an elective. Finally, the utility of mixed methods research is illustrated by critiquing select monomethod (i.e., qualitative or quantitative) and mixed methods studies conducted on the increasingly important topic of bullying. We demonstrate how using mixed methods techniques results in richer data being collected, leading to a greater understanding of underlying phenomena. © 2008 Wiley Periodicals, Inc.  相似文献   

Young Women and Science: do we need more science?     

Jane Elliott  Chris Powell 《British Journal of Sociology of Education》1987,8(3):277-286

This article considers some of the implications of women's absence from science and technological fields at all levels of the education system. The authors consider whether the greater participation by women in scientific and technological studies would influence significantly their position in society. The discussion is placed in the context of the ‘needs of the economy’, and the question as to whether or not there is an economic ‘need’ for a workforce which has received a high level of scientific and technological training. There is an examination of the educational case for encouraging young women to study within scientific and technological fields. The authors express concern at the high status attributed to scientific knowledge, and suggest that in focusing on the issue of young women and science, some feminists are legitimising that status.  相似文献