Understanding the Why Behind the How in Reading Instruction     

Lisa Burke  Judy Fiene  Mary Jo Young  Debra K. Meyer 《The Educational forum》2013,77(2):168-176

One of the most critical pedagogical areas for student success is reading development and the use of reading to learn in the content areas. Teachers’ knowledge and the materials, methods, and strategies employed are essential factors in students’ abilities to read. In their inquiry study, the authors examined the congruence between the content of preservice literacy methods courses at their college and the practices of recent alumni. Although practice varied for each teacher, alumni students emphasized some components of reading over others, often because those components were stressed in their college courses. These findings led the authors to rethink why and how reading methods are taught to preservice teachers.  相似文献   

Primary education in Ireland 1897–1990: curriculum and context     

Andy Burke 《Irish Educational Studies》2013,32(2):269-272

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Well-founded social fictions: a defence of the concepts of institutional and familial habitus     

Ciaran Thomas Burke  Nathan Emmerich 《British Journal of Sociology of Education》2013,34(2):165-182

This article engages with Atkinson’s recent criticisms of concepts of collective habitus, such as ‘institutional’ and ‘familial’ habitus, in order to defend their conceptual utility and theoretical coherence. In so doing we promote a flexible understanding of habitus as both an individual and a collective concept. By retaining this flexibility (which we argue is in keeping with the spirit of Bourdieuian philosophy) we allow for a consideration of the ways in which the individual habitus relates to the collective. We argue that, through recognition of the complexity of the interrelated habitus of individuals, collective notions go beyond individualist accounts that perceive only the relational aspects of the individual with the social field. Our approach allows us to consider social actors in relation to each other and as constitutive of fields rather than as mere individuals plotted in social space. These arguments will be woven through our responses to what Atkinson calls the three fatal flaws of institutional and familial habitus: namely, homogenisation, anthropomorphism, and substantialism.  相似文献   

Interorganizational collaboration and community building for the preservation of state government digital information: Lessons from NDIIPP state partnership initiative     

Hyuckbin Kwon  Theresa A. Pardo  G. Brian Burke 《Government Information Quarterly》2009

As a part of the National Digital Information Infrastructure and Preservation Program (NDIIPP), the Library of Congress (LC), partnering with the Center for Technology in Government (CTG), launched an effort in 2005 to integrate state governmental entities into the national network to preserve born-digital information that is both significant and at risk of loss. The main theme that emerged from the efforts of LC, CTG, and the state and federal digital preservation community was the importance of partnership efforts and collaborative strategies for the preservation of state government digital information. Based on the findings of the initiative, this paper discusses challenges and opportunities regarding interorganizational collaboration and community building for digital preservation of state government information. Following the community of practice framework, it is recommended that a “state government digital information preservation community” be developed to facilitate collaboration across agencies and knowledge professionals in state governments.  相似文献   

Neoliberal contradictions in two private niches of educational ‘choice’     

Marguerite Anne Fillion Wilson  Burke Scarbrough 《Critical Studies in Education》2018,59(1):74-92

This article brings together ethnographies of two privileged educational settings in the United States – a private school in California’s Central Valley following the progressivist Sudbury model, and an affluent New England boarding school’s summer enrichment program. Each of these institutions serves as an alternative to and/or extension of publicly accessible education institutions during a neoliberal era of marketization and growing educational inequality. By comparing findings from ethnographic studies of each institution, we find that both celebrate open access and socially responsible pedagogical values in ways that obscure mechanisms of exclusion and an entrenched individualist ideology. We discuss two particular contradictions that manifest in both settings: first, a discourse of openness and inclusivity that belies the ways in which access is mediated by constructions of who best ‘fits’ the special learning community; and second, an outspoken allegiance to socially engaged values of diversity and democracy that belies the ways in which these values are commodified and appropriated for students’ individual advantage(s). In comparing such sites, we argue for the importance of tracing the mechanisms of advantage in under-researched ‘niches’ of the dynamically shifting and unequally accessed neoliberal marketplace for educational opportunity.  相似文献   

A shifting landscape: using tablets to support learning in students with diverse abilities     

Anne Burke  Janette Hughes 《Technology, Pedagogy and Education》2018,27(2):183-198

As technology becomes a larger part of people’s everyday lives, it is logical to think that it should also become a part of the learning process. The use of tablets in classrooms is becoming an area of interest as researchers are trying to understand what the benefits are – if any – to using these devices. This article gives an overview of some of the recent literature related to the benefits and challenges associated with the use of tablets with students in middle schools. Prevalent themes include the benefits of using tablets with students who have learning disabilities, and the challenges that can arise in the classroom, specifically issues of safety and security, access to apps and disruptive behaviours when using these devices. The authors share qualitative case studies of two teachers who have used tablets extensively with their students and discuss how their experiences resonate with the literature. The authors conclude with a summary of the affordances and constraints of using tablets with students who have special needs and offer workable solutions for some of the challenges educators face when using these devices.  相似文献   

Disciplining writing: the case for multi‐disciplinary writing groups to support writing for publication by higher degree by research candidates in the humanities,arts and social sciences     

Denise Cuthbert  Ceridwen Spark  Eliza Burke 《高等教育研究与发展》2009,28(2):137-149

This article addresses multi‐disciplinary writing groups in supporting writing for publication for higher degree by research candidates in the Humanities, Arts and Social Sciences. Drawing on focus group discussions with postgraduate research students from the Faculty of Arts at Monash University in Australia who participated in the writing groups, it investigates the participants’ perceptions of the multi‐disciplinary nature of the groups and some of the benefits of sharing writing with fellow postgraduate research students from different fields of study. Discussing both the strengths and weaknesses of the multi‐disciplinarity of the groups as identified by participants, the authors suggest that such groups can provide a forum for postgraduates to develop their ‘professional’ academic identity and develop their writing beyond the context of their theses and can have some unexpected benefits to participants’ sense of themselves as disciplinary proponents. The multi‐disciplinary context is thus considered as providing a level playing field in which postgraduates may approach the writing process as a shared methodology, encompassing a suite of specialised but generic skills that cross‐disciplinary boundaries.  相似文献   

A call for more mixed methods in sport management research     

Andy Rudd  R. Burke Johnson 《Sport Management Review》2010,13(1):14-24

Despite the popularity and strong advocacy for combining quantitative and qualitative methods, few mixed methods approaches are found in the sport management research. As a result, this article examines the frequency with which mixed methods research has been used in recent sport management research, and demonstrates ways in which mixed methods can help improve the validity of research findings in sport management related topics. Because research in sport management often is concerned with causal questions, this article provides mixed methods designs for improving causal inference. Examples are provided from three areas of sport management research, including marketing, organizational behavior, and finance. The designs that are provided are based on the mixed methods design dimensions of time order and priority of quantitative and qualitative data.  相似文献   

Identifying patterns and relationships among the responses of seventh-grade students to the science process skill of designing experiments     

Paul J. Germann  Roberta Aram  Gerald Burke 《科学教学研究杂志》1996,33(1):79-99

The development of reasoning skills, higher-level thinking skills, and science process skills are some of the benefits students can realize by participating in inquiry in the science laboratory. We used student responses to the Alternative Assessment of Science Process Skills (AASPS) developed by the Missouri Department of Education and the Department of Educational Assessment to develop the Science Process Skills Inventory (SPSI). The SPSI was then used to analyze student efforts at writing experimental designs. Our goal was to gain insight into factors that may be related to students successfully designing experiments. The instrument guides teachers and researchers in assessing seven main components of experimental designs. Each component consists of elements unique to the specific laboratory exercise. Subsequent to its development, the instrument was used to score 364 student responses to the “design an experiment” portion of an alternative assessment instrument for science process skills. Results indicate that explicit, incremental development of the science process skills of formulating hypotheses and identifying variables, together with model examples, may be a means to facilitate student success in designing science experiments. Implications for the classroom and for research are discussed. © 1996 John Wiley & Sons, Inc.  相似文献   

Sex and Risk: Parental Messages and Associated Safety/Risk Behavior of Adult Children     

Sean M. Horan  Toni Morgan  Tricia J. Burke 《Communication quarterly》2018,66(4):403-422

The importance of both parent–child conversations about sex and general family communication climates has been emphasized in numerous studies. This study compared general family communication via family communication patterns (FCP) to specific parental communication about sex in understanding young adults’ sexual communication/risk (avoidance, threat, and risk behavior). Results suggest that FCP were stronger predictors of adult children’s perceptions of sexual communication as threatening and overall avoidance of sexual communication with their partners compared to the frequency of and overall quality of parent–child conversations about sex. Theoretical and practical implications of these findings are also discussed.  相似文献