Research‐capacity building,professional learning and the social practices of educational research     

Gareth Rees  Stephen Baron  Ruth Boyask  Chris Taylor 《British Educational Research Journal》2007,33(5):761-779

There have been numerous attempts in the past few years within education research—and social science research more generally—to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of ‘research‐capacity building’ initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways in which different modes of professional learning are implicated in the social practices of education research. These considerations lead to the conclusion that the currently dominant approaches to research‐capacity building are based on an underestimation of the difficulties in influencing the professional learning of educational researchers significantly and, thereby, changing the practices of educational research. More realistic expectations of these forms of research‐capacity building, in turn, suggest the need to develop alternative approaches that acknowledge the exigencies of the current social organisation of educational research more fully.  相似文献   

Ethics and Values: Their Place in Computer Labs and Classrooms     

Regina Baron Brunner 《Computer Science Education》2013,23(2):131-137

Articles concerning computer law abound. Institutions of higher learning have produced lengthy documents addressing computer ethics on campus, and several organizations have printed materials to educate the public. Are these efforts working? Are the ethics and values in the business world and in the education world the same? Several scenarios are examined in investigating these questions.  相似文献   

Usages Éducatifs des Technologies de L'information et de la Communication: Quelles Compétences pour les Enseignants?     

Georges‐Louis Baron  Eric Braillard 《Educational Media International》2013,50(2):168-170

Abstract

The purpose of this article is to present, some results of recent research into the competence of teachers in the field of educational use of information and communication technology in France.  相似文献   

The concept of the learning society for adults with learning difficulties: human and social capital perspectives     

Sheila Riddell  Stephen Baron  Kirsten Stalker  Heather Wilkinson 《教育政策杂志》2013,28(6):473-483

In this paper, it is argued that adults with learning difficulties represent a significant marginalized group within society whose experiences may shed light on a range of political and social values affecting those in the mainstream, as well as on the periphery. We begin by considering some possible meanings of the learning society and some features of the social and economic context which have promoted interest in the concept. An economistic reading of the learning society may prove problematic for adults with learning difficulties, since it may be argued that this group is unlikely to be highly productive and therefore will not provide a good return on money invested in education and training. Although an emphasis on social capital may lead to the inclusion of people with learning difficulties, this outcome is by no means automatic since high levels of social cohesion may be based on the ruthless exclusion of those regarded as deviant. Finally, we suggest some ways in which promoting the concept of lifelong learning for adults with learning difficulties may enable us to develop deeper understandings of the experiences of education, training and employment.  相似文献   

The Secret of Eternal Youth: Identity,risk and learning difficulties     

Stephen Baron  Sheila Riddell  Alastair Wilson 《British Journal of Sociology of Education》1999,20(4):483-499

Post-war theories of 'youth' as a transitional phase of life are reviewed in terms of their common assumption about the formation of a stable adult identity. The post-modern challenge to the assumption of a stable self is outlined together with attempts by theorists of late modernity to hold structure and agency in creative tension. People with learning difficulties, it is argued, represent an abnormal transition in a Learning Society, thus enabling us to understand the nature of transition and identity in such a society more clearly. Ethnographic case studies of a man of 23, a man of 33 and a woman of 43, all being Down's Syndrome, are presented. The limits of their transition to full adulthood are specified in terms of four key markers of adulthood. The paper concludes by reflecting on the purchase of different theories of youth and identity, and on the politics of learning difficulties.  相似文献   

French and German-Language Publications     

Claude-Jean Bertrand  Benno Signitzer 《Communication Booknotes Quarterly》2013,44(5):101-104

  相似文献   

French Books on Media     

Claude-Jean Bertrand 《Communication Booknotes Quarterly》2013,44(3):54-61

INFORMATION HIGHWAYS &; BYWAYS FROM THE TELEGRAPH TO THE 21st CENTURY by Irwin Lebow (IEEE Press, 445 Hoes lane, PO Box 1331, Piscataway, NJ 08855–1331, 1995—$29.95, paper, ISBN 0–7803–1073‐X, 307 pp.)

AMERICAN COMMUNICATION RESEARCH: THE REMEMBERED HISTORY edited by Everette E. Dennis and Ellen Wartella (Mahwah, NJ: Lawrence Erlbaum, 1996—$39.95/19.95, ISBN 0–8058–1743–3 hard, 0–8058–1744–1, 210 pp.)

BRITISH TELEVISION: AN ILLUSTRATED GUIDE by Tise Vahimagi (New York: Oxford University Press, 1994—$25.00, paper, ISBN 0–19–818336–4, 364 pp.)

DYNAMICS OF MODERN COMMUNICATION: THE SHAPING AND IMPACT OF NEW COMMUNICATION TECHNOLOGIES by Patrice Flichy (Newbury Park, CA: Sage, 1995—$69.95/22.95, ISBN 0–8039–7850–2 hard, 0–8039–7851–0 soft, 182 pp.)

POSTCARDS IN THE LIBRARY: INVALUABLE VISUAL RESOURCES edited by Norman D. Stevens (The Haworth Press, 10 Alice St., Binghampton, NY 13904–1580, 1995—$39.95, ISBN 1–56024–776–2, 233 pp.)

THE MEDIA IN AMERICA: A HISTORY edited by Wm. David Sloan and James D. Startt (Vision Press, PO Box 1106, Northport, AL. 35476—price not given, paper, ISBN 1–885219–03–2, 600 pp.)  相似文献   

A "dry and wet hybrid" lithography technique for multilevel replication templates: Applications to microfluidic neuron culture and two-phase global mixing     

Paul D  Saias L  Pedinotti JC  Chabert M  Magnifico S  Pallandre A  De Lambert B  Houdayer C  Brugg B  Peyrin JM  Viovy JL 《Biomicrofluidics》2011,5(2):24102

A broad range of microfluidic applications, ranging from cell culture to protein crystallization, requires multilevel devices with different heights and feature sizes (from micrometers to millimeters). While state-of-the-art direct-writing techniques have been developed for creating complex three-dimensional shapes, replication molding from a multilevel template is still the preferred method for fast prototyping of microfluidic devices in the laboratory. Here, we report on a "dry and wet hybrid" technique to fabricate multilevel replication molds by combining SU-8 lithography with a dry film resist (Ordyl). We show that the two lithography protocols are chemically compatible with each other. Finally, we demonstrate the hybrid technique in two different microfluidic applications: (1) a neuron culture device with compartmentalization of different elements of a neuron and (2) a two-phase (gas-liquid) global micromixer for fast mixing of a small amount of a viscous liquid into a larger volume of a less viscous liquid.  相似文献   

Cultural artifact and children’s understanding of the shape of the Earth: The case of Moroccan children     

Bertrand Troadec  Benaissa Zarhbouch  Valérie Frède 《European Journal of Psychology of Education - EJPE》2009,24(4):485-498

The non-computational brand of cognitivism is based on the premise that performances, including those of children, are generated by mental models or representations, i.e., “internal” resources. The sociocultural approach, on the other hand, regards context, i.e., an “external” resource, as the chief means of elaborating knowledge. The results of empirical research on how Moroccan children develop their understanding of the shape and properties of the Earth highlight some of the limitations not only of the representationalist paradigm but also of the more “radical” socioculturalist approach. They show that, while the sociocultural context does indeed play a vital role in the development of understanding, the latter in turn helps to increase children’s autonomy of mind.  相似文献   

Reliability of observational data on teaching practices in secondary school mathematics     

Richard Bertrand  Mariel Leclerc 《Teaching and Teacher Education》1985,1(3):187-198

The reliability of data collected with a classroom observation instrument is considered. Thirty secondary school mathematics classes were observed on 10 different occasions. Results show that almost none of the variables describing instruction could be considered reliable. On the other hand, variables relating to questions, responses, and feedback in class did attain high reliability. The discussion evaluates the importance of this type of study for research on teaching.  相似文献