The Non‐theoretical View on Educational Theory: Scientific,Epistemological and Methodological Assumptions     

José Penalva 《Journal of Philosophy of Education》2014,48(3):400-415

This article examines the underlying problems of one particular perspective in educational theory that has recently gained momentum: the Wilfred Carr approach, which puts forward the premise that there is no theory in educational research and, consequently, it is a form of practice. The article highlights the scientific, epistemological and methodological assumptions inherent in such a view. The argument is developed as follows: first, it expounds what Carr understands by the methodology of action research and educational theory, setting out his distinctive view. Secondly, it explains that both Carr's underlying methodology, as well as his theoretical alternative, are based on a particular perspective on Social Science. Thirdly, it reveals Carr's epistemological assumptions and the resultant educational consequences.  相似文献   

Exploring socioeconomic inequalities and access to elite postgraduate education among English graduates     

Mateos-González  José Luis  Wakeling  Paul 《Higher Education》2022,83(3):673-694

Higher Education - A worldwide trend towards high levels of participation in higher education, paired with concerns about the post-university destinations of an increasing pool of graduates, have...  相似文献   

Action research through lesson study for the reconstruction of teachers’ practical knowledge. A review of research at Málaga University (Spain)     

Encarnación Soto Gómez  María José Serván Núñez  Noemí Peña Trapero  Ángel Ignacio Pérez Gómez 《Educational Action Research》2019,27(4):527-542

ABSTRACT

This article aims to set out our discussions, reflections and research at Málaga University (Spain) in relation to Lesson Study (LS), as a cooperative action research process. The paper aims to summarise the main findings of ten years of research, addressing the concepts and dilemmas found both in forming teachers’ practical thinking and in the complex processes of reconstruction through LS. The results of our research provide evidence that it is a useful way to deal with the reconstruction of teachers’ practical knowledge in teacher training. Teachers’ practical knowledge should be more broadly seen as an active combination of theoretical knowledge, procedural knowledge and skills, attitudes, emotions, believes, and values: i.e. teachers’ practical thinking. Most of these personal and professional resources are unconscious, or rather sub-conscious. Changes in teachers’ practical thinking require more practical experience and reflexion: a dialectical process based around two key components: theorisation of practice and experimentation of reconstructed theory. The results of our research show that these dialectical process could be developed with LS as a particular way of developing AR, adding a complex, systematic, flexible and cooperative way of dealing with specific and contextual curricular innovation projects. We therefore conclude that LS could be a very useful path to follow in reconstructing teachers’ practical thinking from within, strengthening the professional teaching community.  相似文献   

Profiles of emotional intelligence and learning strategies in a sample of Chilean students     

José M. García-Fernández  Cándido J. Inglés  Raquel Suriá  Nelly Lagos-San Martín  Carolina Gonzálvez-Maciá  David Aparisi  Mari C. Martínez-Monteagudo 《European Journal of Psychology of Education - EJPE》2015,30(4):437-455

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The Rubrics Game     

José Vázquez 《CBE life sciences education》2012,11(3):231-232

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An experiment in the use of low-cost teaching materials     

José Francisco Nereu 《Prospects》1977,7(4):588-596

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Negative certainty     

José María Ariso 《Educational Philosophy and Theory》2017,49(1):7-16

The definitions of ‘negative knowledge’ and the studies in this regard published to date have not considered the categorial distinction Wittgenstein established between knowledge and certainty. Hence, the important role that certainty, despite its omission, should have in these definitions and studies has not yet been shown. In this article, I contrast the term ‘negative certainty’ with that of ‘negative knowledge’ in order to clarify this concept by describing its significant differences with the first. To characterize negative certainty, I base upon two criteria: on the one hand, negative certainty cannot be directly excluded by a positive certainty, and on the other hand, negative certainty must have an obvious and practical usefulness in which its negative nature is clearly appreciated. To illustrate the use of these two criteria, I describe four examples of negative certainty, paying special attention to their educational implications as well as the contrast between negative certainty and negative knowledge.  相似文献   

Achieving scientific excellence: An exploratory study of the role of emotional and motivational factors     

Liliana S. Araújo  José Fernando A. Cruz  Leandro S. Almeida 《High Ability Studies》2017,28(2):249-264

This study investigates the perceived role of psychological factors in achieving excellence in scientific research. Six outstanding scientists aged 33–42 were interviewed. Data were analyzed inductively resulting in three main dimensions: personality traits and characteristics, psychological skills and processes, and task-specific strategies. Researchers highlighted the importance of emotional factors and motivational processes to achieve and sustain scientific excellence. Flexible coping, emotion regulation, and goal setting were emphasized and described as particularly important in dealing with rejections, setbacks, and team management issues. Persistence and adaptive perfectionism were key individual characteristics which helped participants in nurturing and sustaining motivation. This study suggests that the specific impact of emotional, motivational, and other psychological skills at different stages of excellence development is relevant; yet, further investigation is needed.  相似文献   

Guidance for older workers in Denmark and Spain     

Peter Plant  Mar��a Jos�� L��pez-S��nchez 《International Journal for Educational and Vocational Guidance》2011,11(1):3-15

Guidance has a role to play in helping older workers to lead meaningful and fruitful lives; inside, outside, on the edge of the labour market, or in voluntary work with examples from two very different European countries: Denmark and Spain. This paper aims to draw attention to older workers guidance from an economic policy approach. It will be demonstrated that there is a need for more policy making for older workers’ guidance in both countries.  相似文献   

Chemical,Physicochemical, Nutritional,Microbiological, Sensory and Rehydration Characteristics of Instant Whole Beans (Phaseolus vulgaris)     

José Armando Ulloa  Silvia Jazmin Ibarra-Zavala  Silvia Patricia Ramírez-Salas  Petra Rosas-Ulloa  José Carmen Ramírez-Ramírez  Blanca Estela Ulloa-Rangel 《Food Technology and Biotechnology》2015,53(1):48-56

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