Rhizomatic education and Deleuzian theory     

David Harris 《Open Learning》2016,31(3):219-232

Personal experience participating in a Community Massive Open Online Course (cMOOC) discussing rhizomatic education (Rhizo15) helped to ground some of the theoretical issues connected with trying to ‘apply’ Deleuzian work to education. Notions of connectivity and community as a learning resource are compared with the more abstract notion of a rhizome as an n-dimensional network in Deleuze and Guattari; a Deleuzian critique of objectivism is seen as transcending the persistent dualism of objectivity and subjectivity; Deleuzian critique of consensual thinking is seen to be relevant to a perceived problem with ‘group think’. A brief account of Semetsky’s ‘learning paradox’ leads to discussion of the suitability of the cMOOC structure for handling challenging material: participation, solidarity and engagement are encouraged, but opportunities are limited to pursue demanding and disciplined readings of Deleuzian work by excluding the positive and enlightening aspects of pedagogic authority. An example from debates on concept maps shows some neglected possibilities.  相似文献   

Psychometric Properties of Scale Scores and Performance Levels for Performance Assessments Using Polytomous IRT     

Tianyou Wang  Michael J. Kolen  Deborah J. Harris 《Journal of Educational Measurement》2000,37(2):141-162

With a focus on performance assessments, this paper describes procedures for calculating conditional standard error of measurement (CSEM) and reliability of scale scores and classification consistency of performance levels. Scale scores that are transformations of total raw scores are the focus of these procedures, although other types of raw scores are considered as well. Polytomous IRT models provide the psychometric foundation for the procedures that are described. The procedures are applied using test data from ACT's Work Keys Writing Assessment to demonstrate their usefulness. Two polytomous IRT models were compared, as were two different procedures for calculating scores. One simulation study was done using one of the models to evaluate the accuracy of the proposed procedures. The results suggest that the procedures provide quite stable estimates and have the potential to be useful in a variety of performance assessment situations.  相似文献   

In‐school Experience Designed to Meet Individual Needs     

Deslea Konza  Malcolm Harris 《Asia-Pacific Journal of Teacher Education》1994,22(2):207-215

Current policies at both the state and national levels emphasise the need for increased attention to teaching children with special needs and more extensive school‐based experience in teacher education courses. This paper reports an in‐school experience which was an integral part of an on‐campus subject that focused upon teaching children with special needs. It also addressed a range of issues currently of concern in pre‐service teacher education, including the nature of the in‐school experience, managing the needs of children with learning difficulties in an integrated classroom, overcoming the socialising effect of block practice teaching, reinforcing the relevance of campus‐based subjects, maintaining a balance between the formal teaching expectations and the nurturing roles of teachers, providing teacher educators with recent and relevant in‐school experience, and producing reflective teachers with an understanding and appreciation of the ‘art’ and the ‘science’ of teaching.  相似文献   

“The 400-Pound Gorilla”: The Role of the Research University in City Development     

Karri A. Holley  Michael S. Harris 《Innovative Higher Education》2018,43(2):77-90

In cities across the United States higher education institutions exist in tandem with a range of other socio-cultural and economic organizations, such as businesses, nonprofits, and government agencies. The role of colleges and universities in city development is important, and empirical examination of universities’ role in and relationship with cities provides an avenue for higher education researchers to explore interactions that are potentially key to a thriving knowledge economy. Using data collected from a case study of a large American city and a university within that city, we sought to better understand the university’s role in and relationship with its surrounding city.  相似文献   

Understanding of Permission Rules by Preschool Children   总被引：1，自引：0，他引：1  

Paul L. Harris  María Núntez 《Child development》1996,67(4):1572-1591

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Correlates of Bystander Readiness to Help Among a Diverse College Student Population: An Intersectional Perspective     

Christensen  M. Candace  Harris  Richard J. 《Research in higher education》2019,60(8):1195-1226

This study seeks to understand which socio-demographic variables explain bystander readiness to help (BRH) among a diverse (via race/ethnicity) sample of college students. This study uses an intersectional approach by investigating how gender intersects with variables, specific to a college student population (e.g., class level, college of major, sexual harassment on campus), to influence readiness to help. The results are from a survey about campus climate experiences, which includes a stratified random sample of college students from a large Southwestern university in the United States, with 964 respondents. We conducted bivariate crosstabulations, comparisons of means, and multiple regressions. The multiple regression analyses illustrate that for women, the single most robust relationship with BRH is experiences with sexual harassment. For men, the strongest correlate is being a student within the college of liberal and fine arts. The practical and research implications of these findings are discussed.

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Assessing multicultural competence (knowledge and awareness) in study abroad experiences     

Victor W. Harris  Muthusami Kumaran  Heidi Jones Harris  Daniel Moen  Brian Visconti 《Compare》2019,49(3):430-452

This study was designed to evaluate the effectiveness of the study abroad experience on student multicultural competence (i.e. knowledge and awareness) using the Multicultural Counselling Knowledge and Awareness Scale in two study abroad programmes during four separate yearly excursions. The first study abroad programme incorporated cultural immersion and two courses taught over five weeks in Germany. The second five-week study abroad programme focused on exploring non-governmental organisations and development as well as multicultural competence in India. Effect size results indicate that both direct and indirect approaches to increasing multicultural competence can be effective in exposing students to diverse immersive multicultural perspectives, norms, rituals, and practices.  相似文献   

The Prelingually Deaf Young Reader: A Case of Reliance on Direct Lexical Access?     

John R. Beech  Margaret Harris 《Journal of Research in Reading》1997,20(2):105-121

A comparison was made between prelingually deaf and hearing children matched on reading age (between 7:0 and 7:11 years) in order to examine possible differences in reading performance. The deaf children all had a severe or profound hearing loss and were receiving special education in either a school or a unit for the deaf. The experimental tasks used a lexical decision task involving the reading of single words. The employment of phonology in reading was investigated by comparing reading performance on regular and irregular words and by comparing reading of homophonic versus non–homophonic nonwords. Both tasks revealed that hearing participants were much more affected by regularity and homophony, suggesting a much greater reliance on assembled phonological recoding. These results are discussed in terms of deaf readers relying on lexical access for reading print.  相似文献   

Factors associated with amount of use and benefits obtained by users of a statewide educational telecomputing network   总被引：1，自引：0，他引：1  

Susan Anderson  Judith Harris 《Educational technology research and development : ETR & D》1997,45(1):19-50

This study was designed to identify factors that best predicted the amount and perceived benefits of network use. A 70-item electronic mail survey measured five categories of variables: personal attributes, environmental characteristics, perceived media characteristics, usage, and outcomes. It was returned by 66% of a random sample of 300 network users. Respondents were active network users with high levels of teaching tenure, schooling, and computer experience, and convenient access to equipment needed to use the Internet. Outcomes reported for network use mainly centered around professional development activities, whereas personal and instructional outcomes were less frequently reported. Multiple regression equations predicted 28% of amount of use, 46% of variety of uses, 45% of professional benefits, 16% of personal gratifications, and 25% of instructional outcomes. Socially oriented factors appeared repeatedly in these equations. Social integration with a community of users entered all but one of the equations, social presence contributed to the prediction of each type of outcome, and number of contacts regularly reached via the network was associated with both amount and variety of use. These findings suggested that network facilitators should implement strategies to increase interactions among potential and current network users and to enhance perceptions of the systems' social presence. A copy of the survey can be obtained by contacting Susan Anderson by e-mail (sander@tenet.edu) or telephone (817-921-7943). The authors gratefully acknowledge the support and assistance for this project provided by Connie Stout and Gene Titus of the Texas Education Network and Stephani Wise at Texas Christian University.  相似文献   

Discussion in Practice: theorising structure and subjectivity in teaching and learning     

J. E. Harris 《British Journal of Sociology of Education》1988,9(2):205-221

A theory of discussion, as suggested by Stenhouse's genuine failure in this area, depends on an account of language which adequately embodies the relation of structure and subjectivity. This paper argues that describing the classroom as a language order opens up the nature of personhood and knowing as structural phenomena and that discussion focuses basic issues of domination, control and order. Emphasis on the social nature of language, which the work of Merleau‐Ponty achieves, demands transformations in assumptions about learning, power relations, and knowledge in the school context. Without changes in these areas, the practical implications of which are discussed, ‘oral’ work will be reduced to the level of skills of ‘talk’. Discussion, it is argued, can become the basis for the intellectual and moral emancipation that are heralded when language comes into play.  相似文献