Increasing the audience for educational telivision     

Peter Clarke 《Educational technology research and development : ETR & D》1965,13(2):183-195

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Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective     

Marie Clarke  Margaret Liddy  Deirdre Raftery  Ruth Ferris  Seaneen Sloan 《Cambridge Journal of Education》2020,50(5):579-595

ABSTRACT

This article, emerging from a wider study on the professional development needs of women teachers working in Catholic convent schools in the Republic of Pakistan, explores the perspectives and experiences of school leaders and Principals who developed professional development programmes. This area, which has been under-researched in the professional development literature, addresses the complexities and contradictions that the glocalisation of professional development can create for women teachers in developing world contexts. A social realist approach, using Archer’s morphogenetic framework, was employed to facilitate an exploration of the varied responses that professional development needs produce. The responses of former Principals and school leaders and their efforts to provide professional development for women teachers was captured, and revealed different agential responses. These responses included an acceptance of the realities of the education system in Pakistan and the role of women in that context, a desire to follow the ethos of the Catholic religious Order which was at variance with accepted educational praxis, and the changing expectations of society within Pakistan with reference to education of children.  相似文献   

Choosing competency-based,humanistic and self-directed programs: The contribution of personality and reasoning     

Mr. John H. Clarke Ed.D  Mark Smith Ed.D  Carol Moran 《Innovative Higher Education》1981,5(3):202-212

Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs.  相似文献   

Reframing the Debate About the Relationship Between Learning and Development: An Effort to Resolve Dilemmas and Reestablish Dialogue in a Fractured Field     

R. Clarke Fowler 《Early Childhood Education Journal》2017,45(2):155-162

The field of early childhood education (ECE) is currently unable to reach consensus on the extent to which ECE should be based on child development. One manifestation of this situation is the dilemma that early educators purportedly face between teaching the whole child and the curriculum, between developmentally appropriate practice (DAP) and standards. The source of this dilemma is attributed to a one-dimensional understanding of children’s development in which development is privileged over learning. Addressing this dilemma begins by discussing a theoretical difference between Piaget and Vygotsky: for Piaget, development drives learning; for Vygotsky, learning drives development. This seemingly dichotomous difference is reframed, however, by the insight that Piaget and Vygotsky focused on different types of development: Piaget studied universals (e.g., object permanence); Vygotsky studied nonuniversals (e.g., cultural tools often learned in schools). Their dispute stems, therefore, from this factor: development drives learning in nonuniversal developmental sequences, but learning drives development in universal sequences. Teachers who adopt a multi-dimensional developmental framework—a framework that makes visible how the relationship between learning and development may vary within universal versus nonuniversal developmental sequences—may be better prepared to (1) make informed decisions about the extent to which they should guide children’s activities and (2) avoid the DAP versus standards dilemma. The most recent iteration of DAP moved toward adopting a multi-dimensional developmental framework when it encouraged teachers to base instructional judgments on the extent to which children’s emerging capacities will likely require greater versus lesser degrees of adult guidance, structure, and support.  相似文献   

Spaces of agency within contextual constraints: a case study of teacher’s response to EFL reform in a Chinese university     

Hongzhi Yang  Matthew Clarke 《Asia Pacific Journal of Education》2018,38(2):187-201

This paper draws on a case study conducted in a Chinese university in the context of national College English reform. The aim is to investigate the policy enactment of the latest College English reform in China and the interaction between national policies, institutional policy, and teacher agency in responding to this educational reform from an activity theory perspective. The analysis examines the tensions and contradictions within and between the macro policy initiation level, the university implementation level, and the teacher’s classroom level, as well as examining the power distribution between these three activity systems. Data were collected from classroom observation, interviews, and examination of reform policy documents and analysed by Critical Discourse Analysis (CDA). The findings suggest that the control-compliance model functioned as the rule for the curriculum implementation at both national policy and institution level. However, in such a restrictive context, the participant teacher’s agency was enhanced through her engagement with the research and reflection on teaching, even exceeding the expectations of the reform.  相似文献   

The many faces of RU486: tales of situated knowledges and technological contestations     

Clarke A  Montini T 《Science, technology & human values》1993,18(1):42-78

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Apprenticeship and Applied Theoretical Knowledge   总被引：1，自引：0，他引：1  

Linda  Clarke & Christopher  Winch 《Educational Philosophy and Theory》2004,36(5):509-521

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The Effects of Conjoint Behavioral Consultation in Early Childhood Settings     

Susan M. Sheridan  Brandy L. Clarke  Lisa L. Knoche  Carolyn Pope Edwards 《Early education and development》2006,17(4):593-617

Conjoint behavioral consultation (CBC) is an ecological model of service delivery that brings together parents and educators to collaboratively address shared concerns for a child. This study provides exploratory data investigating the effects of CBC on home and school concerns for 48 children aged 6 and younger. Single-subject methods were used to evaluate the effects of CBC on individual children. Effect sizes across cases yielded large median effect sizes (0.97 at home and 1.06 at school). Results of paired sample t tests suggested significant improvements in parents' perceptions of communication with their child's teacher and in the overall parent-teacher relationship. In addition, parents and teachers reported high levels of acceptability of CBC and satisfaction with the consultant. Implications and limitations of the study and future research needs are presented.  相似文献   

Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal     

Matthew Clarke  Michael Michell  Neville John Ellis 《Teaching Education》2017,28(2):115-130

This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers’ personal aspirations for their own practice and identity and their perceptions of more socialized and formalized institutional requirements. The paper highlights the developmental potential of dialectical interactions between these ‘inside out’ and ‘outside in’ perspectives on pre-service teachers’ practice and identity, drawing on psychoanalytic theory in order to gain insights into this process by viewing the pre-service teachers wishes and aspirations for their practice and identities as manifestations of the Lacanian (‘inside out’) ideal ego; whilst the school culture and the mentor teachers’ (actual and anticipated) comments and judgements are read as representations of the (‘outside in’) ego ideal. The paper concludes with considerations of how universities and schools, pre-service teachers and mentors, might be encouraged to recognize the need for a sustained and open-ended dialectic between the ego ideal and the ideal ego in ways that might enrich the professional identities available to pre-service teachers.  相似文献   

Envisioning the Future: Working toward Sustainability in Fine Art Education     

Angela Clarke  Shane Hulbert 《The International Journal of Art & Design Education》2016,35(1):36-50

Fine art education provides students with opportunities to acquire knowledge and skills to respond creatively to their experience of society and culture. Fostering creative ways of knowing, thinking and doing requires studio learning conditions that promote the exploration of embodied perceptions, material sensibilities and conceptual ideas that are provisional, socially constructed and ever changing. Traditionally, art schools provided these conditions unchallenged because they were autonomous. Since the 1980s, however, art schools have been integrated into the academy, and face increasing pressure to meet the institutional demands of being in a university. Some argue this changed status means the academy, with its research and pedagogic traditions, is actually straitjacketing creativity. Furthermore, contemporary art practice has changed as artists are increasingly experimenting with interdisciplinary modes of working. This article discusses a two‐year major change initiative, undertaken within an urban Australian art school, designed to respond to this complex set of changed circumstances. It considers ways to address institutional compliance and viability demands while maintaining deeply held values about how to foster creativity in undergraduate students. The outcome is a new organising structure and renewed curriculum for the largest programme offering in the school: the fine art undergraduate degree. Educational renewal is conceptualised as a creative process and the approach to change is thus adapted from creative research methodologies. By treating pedagogy and curriculum design as a creative process, this change initiative, rather than straitjacketing creativity, has re‐envisioned an epistemological framework for undergraduate fine art that will sustain creativity education into the future.  相似文献