The ‘Negotiated Space’ of University Researchers’ Pursuit of a Research Agenda     

Terttu Luukkonen  Duncan A. Thomas 《Minerva》2016,54(1):99-127

The paper introduces a concept of a ‘negotiated space’ to describe university researchers’ attempts to balance pragmatically, continually and dynamically over time, their own agency and autonomy in the selection of research topics and pursuit of scientific research to filter out the explicit steering and tacit signals of external research funding agencies and university strategies and policies. We develop this concept to explore the degree of autonomy researchers in fact have in this process and draw on semi-structured interview material with research group leaders in Finland and the UK, in the former in seven research fields, in the latter in two fields. First, the analysis reveals that topic selection is strongly filtered by the intra-scientific factors. In topic selection researchers have more leeway, a broader negotiated space than in research content, that is, in the ways in which they pursue their research, which are more affected by funding opportunities and other contextual matters. Second, the ways which affect researchers’ agency include individual- and more aggregate-level acts and factors: at the individual level, researchers resort to different strategies to create a negotiated space, but at the more aggregate level field-specific factors play a role. In fields with multiple funding opportunities, which we call ‘shopping mall’ fields, researchers can have a broader negotiated space than in fields where funding is more based on ‘lottery’. In the latter, the researchers’ negotiated space is narrow and contingent on the outcome of the funders’ decisions.  相似文献   

Reflections on the History of South African Student Counseling Services: Achievements,Challenges, and a Way Forward     

Paulette Naidoo  Duncan James Cartwright 《Journal of College Student Psychotherapy》2018,32(1):23-41

Student counseling services are a recognizable feature of higher education institutions locally and abroad. This article reviews the sociohistorical development and evolution of student counseling services in South African institutions of higher learning, with an emphasis on systemic influences, achievements, and contemporary challenges. This article considers the progress that has been made thus far with respect to the development of the service within higher education, while also attending to issues that require continued reflection and investigation. These include the current status and position of the service in South African higher education, the evolving roles of student counselors, as well as their relationship with institutional stakeholders and the broader South African community. In so doing, this article hopes to augment existing historical perspectives on student counseling by encouraging a critical reappraisal of student counseling’s past, its present, and its future in a dynamic South African and global context.  相似文献   

Human Rights: Promoting Gender Equality In and Through Education     

Wilson  Duncan 《Prospects》2004,34(1):11-27

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Corruption and Abuse of Power in Educational Administration   总被引：1，自引：0，他引：1  

Waite  Duncan  Allen  David 《The Urban Review》2003,35(4):281-296

Corruption and abuse of power in educational administration in K–12 and higher education institutions are important, though neglected, research topics. As such, they might rightfully be termed our profession's dirty little secrets. This article begins to uncover the range, if not the depth, of such corruption and abuse of power. It represents an initial ethnology of the topic. Examples are taken from several countries, most notably Mexico, China, and the United States, and discussion revolves around the relation between corruption and hierarchical, pyramidal bureaucracies.  相似文献   

Hammerhead Shark Research Immersion Program: Experiential Learning Leads to Lasting Educational Benefits     

Alex Handler  Kanesa Duncan 《Journal of Science Education and Technology》2006,15(1):9-16

High school students (n=45) participated in a 5-day research immersion study on juvenile scalloped hammerhead sharks in Kaneohe Bay, Oahu, Hawaii. Self-surveys were used to evaluate scientific concepts and skills taught during the program. There was a significant shift in students' perceived level of understanding for all categories of concepts and skills. A month following the immersion, a subset of participants (n=9) was given the opportunity to communicate what they had learned to a small group of professional science teachers. A second set of surveys were used to evaluate whether the students had retained knowledge from the 5-day immersion well enough to communicate information to others. During this follow-up, students were able to recall knowledge and demonstrate skills even without a review session. Students reported that they had a good understanding of what they were teaching and were able to teach effectively 79% of the time. Independently, the teachers also rated the students' effectiveness at 79%. The similarity between the teacher and student responses is evidence that the high school students were capable of accurate self-evaluations, validating the positive shift in concepts and skills documented by self-surveys. The lasting impact of the 5-day immersion provides support for experiential and constructivist teaching.  相似文献   

Towards a reframing of student support: a case study approach     

Pamela Anne Roberts  Katie Dunworth  Duncan Boldy 《Higher Education》2018,75(1):19-33

This paper reports on a study that investigated the range of institutional support needs of international students at one Australian university with a view to increasing understanding of their needs and the ways in which support was provided. The study involved a number of data collection methods including focus groups, key informant interviews and a larger scale survey, undertaken in an inductive and sequential process. The results indicated that the levels of awareness about services differed, that lack of knowledge of how to access a service and finding information about it were key reasons for non-use, and that the helpfulness of staff impacted on the perception of services as useful. The paper concludes by recommending a reconsideration of current practices to move towards a model of student support service provision in which the student is at the centre.  相似文献   

LINGUISTIC READING TEST NUMBER II     

NicholaSJ.  Anastasiow Duncan  Hansen 《Journal of Educational Measurement》1968,5(3):243-243

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Defining and characterizing ecosystem services for education: A Delphi study          下载免费PDF全文

John Ruppert  Ravit Golan Duncan 《科学教学研究杂志》2017,54(6):737-763

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Teachers making connections: Online communities as a source of professional learning     

Jennifer Duncan‐Howell 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):324-340

The impact of the Internet on our lives has been pervasive. People are increasingly turning to the social interaction available on the Internet to satisfy their needs, whether these are professional or personal. The Internet offers users fast access to social contacts such as online chat groups and discussion lists, helping us to make connections with others. Online communities are being increasingly used by teachers for professional support, guidance and inspiration. These are often organised around subject areas and offer teachers opportunities to develop both personally and professionally. Online communities may present as a source of continuous professional development for teachers as they are able to deliver authentic and personalised opportunities for learning. This paper will present the findings of a study that was conducted on three online communities for teachers. It will explore the nature of online community membership and offer some conclusions regarding their potential as a source of professional learning for teachers.  相似文献   

A Contentious Triangle: Grading and Academic Freedom in the Academy     

Duncan Hill 《Higher Education Quarterly》2011,65(1):3-11

This article examines the tensions created by academic freedom and grading in universities between academic staff and academic administration. Additionally, the impact of grading and academic standards on students' academic freedom is addressed, as well as the impact of corporatisation in the academy. By reviewing the existing literature and case law related to academic freedom and grading, this article aims to clarify the importance and impact of grading in universities, particularly as it relates to policy development and the application of academic standards.  相似文献