Student engagement and neoliberalism: mapping an elective affinity     

Nick Zepke 《International Journal of Lifelong Education》2013,32(6):696-709

The purpose of this article is to argue that student engagement, an important area for research about learning and teaching in formal higher education, has an elective affinity with neoliberalism, a hegemonic ideology in many countries of the developed world. The paper first surveys an extensive research literature examining student engagement and its contribution to student learning in higher education. Among research outputs are contributions to quality, student success, belonging, well-being and active citizenship. Second, the paper explores why these diverse contributions have gained widespread acceptance in higher education. It argues that neoliberalism is a major influence in engagement’s rise to prominence. Third, drawing on Weber’s construct of elective affinity, the paper maps key affinities between student engagement and neoliberalism. Elective affinity comprises forces of mutual attraction that exist between the structure and contents of belief systems and the underlying needs and motives of individuals and groups who subscribe to them.  相似文献   

Improving learner outcomes in lifelong education: formal pedagogies in non‐formal learning contexts?     

Nick Zepke 《International Journal of Lifelong Education》2013,32(5):507-518

This article explores how far research findings about successful pedagogies in formal post‐school education might be used in non‐formal learning contexts – settings where learning may not lead to formal qualifications. It does this by examining a learner outcomes model adapted from a synthesis of research into retention. The article first introduces the model. It then explores this model to identify pedagogy suitable for formal education. Next it asks whether this pedagogy may also be appropriate for use in four non‐formal learning contexts: community development; adult literacy; workplace learning; and personal interest learning. While it gives a qualified ‘yes’ to the question, it acknowledges some shortcomings in the pedagogy for non‐formal adult learning. Finally, the article attempts to address shortcomings by integrating a critical dimension into the model, suggesting that learner outcomes in formal education could also benefit from the inclusion of this critical dimension.  相似文献   

Policy review: South Carolina 1     

Nick Adnett 《教育政策杂志》2013,28(5):625-637

In recent years there has been a significant growth in the number of international students. In several developed countries the inflow of foreign tertiary students has become a significant source of income for higher education (HE) providers and the economy as a whole. This net inflow of foreign students has been indirectly and, more recently, directly encouraged by government policies in these countries. However, this ‘trade’ in HE is unbalanced, with low‐income countries being significant net ‘importers’ of HE. Here we review the theoretical and empirical literature to reassess the impact of this growth of international students on the extent and pattern of global income inequality. We conclude that the benefits from the growth of trade in HE accrue predominantly to developed countries, with the costs being disproportionately borne by the poorest countries. Analysis is presented explaining why national and pan‐national policies are unlikely to rectify this imbalance.  相似文献   

The Diversity and Dynamics of Competition: Evidence from two local schooling markets     

Peter Davies  Nick Adnett  Jean Mangan 《牛津教育评论》2013,39(1):91-107

The policy of encouraging schools to compete has been justified on the basis of raising measured levels of attainment and widening choice. In this paper we review the basis for this policy, utilising the economic analysis of markets with a small number of providers. We note that in such markets, typical of local schooling markets, increased competition may generate diverse market behaviour and identify factors likely to produce rivalry and co-operation. We then present evidence of two apparently similar local schooling markets that exhibit very different levels and types of competition. We show how an assessment of the intensity of competition in a local schooling market depends on the particular indicators chosen. We review alternative interpretations for these differences in the nature of competition and relate to recent policy initiatives.  相似文献   

A sociocultural analysis of organisational learning   总被引：2，自引：0，他引：2  

Nick Boreham  Colin Morgan 《牛津教育评论》2013,39(3):307-325

The concept of organisational learning has been widely debated and frequently contested by educationalists, but the specific processes and actions which constitute this form of learning have received relatively little research attention. This paper reports a three‐year empirical investigation into organisational learning in a large industrial complex, with the aim of clarifying the practices of organisational learning and interpreting them within sociocultural learning theory. A sociocultural model is proposed which identifies dialogue as the fundamental process by which organisations learn, and relational practices as the social structure which embeds the dialogue and makes it sustainable in a potentially conflictual environment. Three relational practices are analysed in detail: opening space for the creation of shared meaning, reconstituting power relationships and providing cultural tools to mediate learning. A pedagogy of organisational learning is defined in terms of participation in these practices, either as the carrier of a practice or as the facilitator of participation by others. The theoretical requirement that adult learning must be autonomous is reconciled with the concept of collective learning in pursuit of organisational goals by rejecting the notion of an individually‐contained self in favour of a relational concept of the self, in which autonomy is achieved by building relationships with others.  相似文献   

‘Teacher leadership’: values and voice     

Nick Small Staff Tutor 《School Leadership & Management》2013,33(4):337-344

This article focuses on teacher leadership, an important dimension of the work of the Leadership for Learning network which is the focus of this special issue. More specifically, the article focuses on the launch of a journal – Teacher Leadership – as a strategy for promoting key values: shared leadership, teachers’ leadership of development work, teachers’ knowledge building and teachers’ voice. Material published in the first two issues of this new journal is used to illustrate how these values are realised in action enabling teachers to lead innovation and contribute to the development of professional knowledge. The article begins with an exploration of the place of teacher leadership within the wider context of shared or distributed leadership.  相似文献   

The “Beyond Tolerance” Initiative     

Venesse Metcalf  Nick Stavrianoudakis 《Community College Journal of Research & Practice》2013,37(8):661-662

  相似文献   

Learning through remote practical experiments over the internet: a case study from teacher education     

Nick Givens  John Mcshea 《Technology, Pedagogy and Education》2013,22(1):125-135

Abstract

The article focuses on a cross-national Internet module employing a remote device for learning about control and intended to promote the professional development of a group of student teachers from England and the Netherlands. The practical activity was one component of an integrated conferencing package that sought to encourage shared pedagogical discussions of the teaching of control technology in schools. Microanalysis of the activities highlighted a number of difficulties affecting the execution of the tasks. An instrument of analysis based on the non-neutrality of technology is described which offered a particular lens with which to interpret participant actions and the extent to which learning took place. The article addresses ways in which remote access transformed those practical experiments and affected the learning experiences.  相似文献   

Review Essay: Charting a Field in Play     

Nick Taylor 《The Communication Review》2013,16(1):77-87

  相似文献   

Research Methods     

Klaus Krippendorf  Karl Erik Rosegren  Nick L. Smith  Jerome Johnston  James Ettema 《Communication Booknotes Quarterly》2013,44(9-10):96-97

Klaus Krippendorf, CONTENT ANALYSIS: AN INTRODUCTION TO ITS METHODOLOGY (Beverly Hills, CA: Sage, 1980---$16.00/$7.95)

Karl Erik Rosegren, ADVANCES IN CONTENT ANALYSIS (Beverly Hills, CA: Sage, 1981---$25.00/$12.50)

Nick L. Smith, COMMUNICATION STRATEGIES IN EVALUATION: NEW PERSPECTIVES IN EVAUATION, VOLUME 3 (Beverly Hills, CA: Sage, 1982---$22.50)

Jerome Johnston and James Ettema, POSITIVE IMAGES: BREAKING STEREOTYPES WITH CHILDREN'S TELEVISION (Beverly Hills: Sage Publications, 1982---$22.95/$10.95)  相似文献