Reconciling rigour and impact by collaborative research design: study of teacher agency     

Nataša Pantić 《International Journal of Research & Method in Education》2017,40(4):329-344

This paper illustrates a new way of working collaboratively on the development of a methodology for studying teacher agency for social justice. Increasing emphasis of impact on change as a purpose of social research raises questions about appropriate research designs. Large-scale quantitative research framed within externally set parameters has often been criticised for its limited potential for capturing the contexts and impacting change, while smaller, locally embedded, mostly qualitative inquiries have been questioned on the grounds of their limited generalizability and sometimes compromising research rigour. New ways of working collaboratively are increasingly explored as a way of reconciling research rigour and impact. The paper presents the procedures for designing a study that is both methodologically rigorous and potentially impactful. Twelve researchers, practitioners and policy-makers in Scotland were extensively involved in designing a mixed-method study of teacher agency for social justice. The Critical Communicative Methodology was employed to establish egalitarian dialogue between researchers and practitioners. The procedures and the resulting research tools can be used in future studies, including large-scale quantitative analysis. The paper discusses the challenges of ownership, choice of methods, and knowledge transfer, that need to be addressed in these ways of working.  相似文献   

Use of evaluative devices by youth for sense-making of culturally diverse interpersonal interactions     

Luka Lucić 《Int J Intercult Relat》2013

Building upon recent research that defines psychological development as a continuous process of sense-making situated within a cultural and historical context, this paper explores how culturally diverse youth growing up in New York City use evaluative language to enact relational complexity as they make sense of technologically mediated interpersonal interactions with their peers. Forty-four individuals (ages 15–20) participated in a quasi-experimental research workshop that engaged them in the process of sense-making by asking them to write projective narratives toward a vignette depicting text-massage mediated interpersonal interaction embedded among monocultural and bicultural group of peers. Data analyses focus on evaluative devices used by youth and manifest the relational flexibility of sense-making by immigrant youth and their U.S. born peers across diverse relational dimensions. Results suggest that immigrant youth are able to coordinate diverse ways of interpreting interpersonal interactions across relational dimensions, manifest by varied use of logical/hypothetical, causal and affective evaluative devices. In contrast U.S. born youth largely use same frequency of evaluative devices across two relational dimensions. Statistical analysis highlights the use of affect in projective narratives by exploring a discursive learning hypothesis: that higher use of emotions in the process of sense-making by U.S. born youth gradually scaffolds the use of emotions in narrative by immigrant youth.  相似文献   

Sovremennyi chitatel’: vzgliad spetsialistov knizhnoi kul’tury,edited by A.S. Stepanova and V.V. Ialysheva, [The Contemporary Reader: From the Perspective of Experts in Book Culture]. St. Petersburg,Rossiiskaia Natsional’naia Biblioteka, 2011, 192 pp., ISBN: 5819204146     

Danijela Matković 《Slavic & East European Information Resources》2018,19(1-2):111-112

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The origin of syngenite in black crusts on the limestone monument King's Gate (Belgrade Fortress,Serbia) – the role of agriculture fertiliser     

Vesna Matović  Suzana Erić  Aleksandar Kremenović  Philippe Colomban  Danica Srećković-Batoćanin  Nenad Matović 《Journal of Cultural Heritage》2012,13(2):175-186

Black crusts formed on limestone built into the King's Gate represent the most important process in stone deterioration that is occurring in this part of the monumental complex of the Belgrade Fortress (Serbia). Of special importance is the association of salts (namely gypsum and syngenite). Syngenite is a common secondary deposit on granite monuments and on medieval stained glass (i.e., on K-containing materials). However, its appearance over calcareous substrates is not apparent, particularly in cases where cement mortar was not used for bounding. The origins of the potassium and sulphate ions required for syngenite formation are related to meteoritic water, which penetrates the soil above the arch of King's Gate. Water dissolves some soil components and becomes enriched with various ions before coming into contact with the limestone blocks. Enriched water contains two times more K⁺ and SO₄^2? ions than pristine meteoritic water does. The source of the required ions is potassium-sulphate that is present in agricultural fertilisers that are used above the monument. The proposed mechanism for syngenite formation was additionally supported with laboratory experiment. The results of X-ray diffractometry and SEM-EDS analyses of limestone treated with potassium-sulphate solution and sulphuric acid suggest the possibility that the syngenite was formed over calcite:CaCO₃ + K₂SO₄ + H₂SO₄ → K₂Ca(SO₄)₂ H₂O + CO₂↑However, the complex mechanisms of gypsum and syngenite formation under natural conditions (variable concentration of potassium and sulphate ions, intermediates phases, temperature changes, humidity, the amount of disposable water etc.) do not exclude the possibility of syngenite formation over gypsum.  相似文献   

Sharing the cost: health information licensing programmes in Canada     

Vivian Stieda  Marijana Bačić 《Health information and libraries journal》2009,26(4):322-330

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Assessment validity and learning analytics as prerequisites for ensuring student-centred learning design     

Blaženka Divjak  Barbi Svetec  Damir Horvat  Nikola Kadoić 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):313-334

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Quality of religious education in Croatia assessed from teachers’ perspective     

Denis Barić  Josip Burušić 《British Journal of Religious Education》2015,37(3):293-310

The main aim of the present study was to examine the quality of religious education in Croatian primary schools when assessed from teachers’ perspective. Religious education teachers (N?=?226) rated the impact of certain factors on the existing quality of religious education in primary schools and expressed their expectations about the future status of this aspect of education. In addition, teachers rated different sources of their professional satisfaction as religious education teachers. We identified understandable latent dimensions of teachers’ opinions, expectations and satisfaction where retained dimensions are modestly interrelated. The conducted regression analyses suggest that teachers with different professional status-related personal attributes are fairly uniform in their views, expectations and satisfactions. An interesting finding of this study concerns the relationship between school-based Catholic religious education and the parish-based catechesis, where an existing relationship represents a weak source of religious education teachers’ satisfaction. This represents a valuable empirically driven insight regarding the Catholic religious education in Croatian schools with some importance to the broader context of religious education in general.  相似文献   

Information and documentation services as a tool for improving national development planning. A case study of Sierra Leone     

Dobrica Savić 《International Information and Library Review》2013,45(3):215-227

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L'universite ouvriere de Zagreb     

Veseljko Velčić 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1961,7(3):338-342

Sans résumé  相似文献   

Local management of schools in England: Results after six years     

Rosalind Levačić 《教育政策杂志》2013,28(3):331-350

This paper reviews the evidence on the impact of six years of local management of schools in England. Introduced into all parts of the UK except Scotland, as one of the key measures in the Education Reform Act (1988), local management of schools is a particular and limited version of the school‐based management (SBM) model. The paper starts by considering the theoretical basis for the links between SBM and local management on the one hand, and improved school performance in terms of educational outcomes on the other. It then reviews evidence on the impact of local management at the level of the school system, on school management, and against the criteria of efficiency, effectiveness and equity. The findings of research on the impact of local management, in particular the lack of firm evidence of consequential improved educational outcomes for pupils, is then interpreted in terms of the theoretical basis of local management.  相似文献