Making art invisible: visual education and the cultural stagnation of neo-liberal rationality     

Chris Peers 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):415-429

The popularity of visual literacy may have resulted, in part, from some school authorities rushing the process of determining school curriculum. This article argues that the haste is reflective of pressure placed on educational discourse to conform to neo-liberal reforms of the sector, and is not the result of a careful and complex debate within the education community. In Australia, such reform has contributed to the erosion of visual art as a discrete subject in the general curriculum. The article accounts for the fact that the lack of careful debate may be due to art educators rehearsing tired arguments for retaining the place occupied by visual art, which smack of sentimentality. The author examines the conceptualisation of visual art at a cultural and theoretical level, and argues that by considering the function art has traditionally played in relation to conceptions of human subjectivity, we may disclose the marginalisation of visual art as a signal of much larger threats to political and economic structures in democratic society. The article considers whether the absorption of ‘art’ within a broader preference for visual communication, graphic design, or design and technology, is symptomatic of a long-term cultural stagnation.  相似文献   

Authors’ reply     

David J. Connor  Jan W. Valle  Chris Hale 《欧洲特需教育杂志》2017,32(2):295-298

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From the Editor: Undeclared          下载免费PDF全文

Chris Higgins 《Educational theory》2017,67(3):235-240

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Voices from the East and West: congruence on the primary purpose of tutor feedback in higher education     

Chris Cookson 《Assessment & Evaluation in Higher Education》2017,42(7):1168-1179

While feedback in education is important, formative feedback that leads to improvement in students’ learning outcomes and emotional disposition is vital. This argument has been made repeatedly in the Western literature, both by researchers and by students participating in their research in higher education. This paper presents both affective and non-affective improvement as the most frequently occurring theme identified in a mixed-methods study conducted at a National Key University in mainland China, which investigated 232 Chinese students’ experiences and expectations of feedback from their Chinese tutors. This paper, thus, concludes that mainland Chinese university students and Western researchers and students likely agree on the primary function of tutor feedback. The desire for tutor feedback to also or chiefly play a formative role appears not to be a geographically or culturally specific phenomenon.  相似文献   

Editors' Report          下载免费PDF全文

William Baker  Mark Connolly  Peter Hemming  Sally Power  Chris Taylor 《British Educational Research Journal》2017,43(1):1-6

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Evidence informed practice for autism,special educational needs and disability in schools: expanding the scope of the research learning community model of professional development     

Joseph Mintz  Sarah Seleznyov  Nick Peacey  Chris Brown  Sarah White 《Support for Learning》2021,36(2):159-182

Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence-informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.  相似文献   

Create-A-Scape: Mediascapes and curriculum integration     

Avril Loveless  Tim Denning  Tony Fisher  Chris Higgins 《Education and Information Technologies》2008,13(4):345-355

The paper is a theoretical reflection on a research study of ‘Create-A-Scape’, a software resource for making mediascapes to support learning in the primary and secondary school curriculum. Mediascapes are collections of location-sensitive texts, sounds and images that are geo-tagged or ‘attached to’ the local landscape, and learners use mobile technologies, such as PDAs, to roam in a space or landscape to detect and respond to these multimedia tags. The study, commissioned by Futurelab, was conducted in the summer of 2007 in England. Its aims were to investigate the Create-A-Scape resource and present insights into its use, perceptions of use, and the implications and potential of mediascape tools for learning, teaching and pedagogy. A survey of all who had downloaded the software outlined early perceptions and use of the resource. Five selected case studies were developed through visits, observations and interviews with teachers and pupils using the resources to create mediascape activities. A cross-case analysis articulated three distinctive theoretical perspectives, namely creativity, teacher knowledge and a sense of place. The paper presents the conduct and findings of the study, develops the discussion of the theoretical framework, and considers the potential of such resources for mobile technologies in curriculum integration, and supporting learning in meaningful physical places.  相似文献   

A case study of the mis-management of educational change: an interpretation from an affective standpoint     

Chris James  Nicola Jones 《Journal of Educational Change》2008,9(1):1-16

The paper describes a case study of the development and implementation of a policy to monitor teachers’ classroom practice in a secondary comprehensive school in Wales, UK. The change process is interpreted from an affective standpoint to explain how the experience of feelings and emotions shapes organisational practice. In particular, the interpretation illustrates how affective experience may influence the distinction between espoused and in use theories, which may in turn have an effect on individual and organisational resistance to change and the success of the implementation. Differences between espoused and in use theories may increase both organisational anxiety and resistance in a self-sustaining cycle. We argue that when the anxieties and emotions of organising in schools are allowed to surface in the change process and are reflected upon, the espoused and in use theories are more likely to correspond and organisational anxiety and resistance to change to decrease.  相似文献   

Real-time processing of social media with SENTINEL: A syndromic surveillance system incorporating deep learning for health classification     

Ovidiu Șerban  Nicholas Thapen  Brendan Maginnis  Chris Hankin  Virginia Foot 《Information processing & management》2019,56(3):1166-1184

Interest in real-time syndromic surveillance based on social media data has greatly increased in recent years. The ability to detect disease outbreaks earlier than traditional methods would be highly useful for public health officials. This paper describes a software system which is built upon recent developments in machine learning and data processing to achieve this goal. The system is built from reusable modules integrated into data processing pipelines that are easily deployable and configurable. It applies deep learning to the problem of classifying health-related tweets and is able to do so with high accuracy. It has the capability to detect illness outbreaks from Twitter data and then to build up and display information about these outbreaks, including relevant news articles, to provide situational awareness. It also provides nowcasting functionality of current disease levels from previous clinical data combined with Twitter data.The preliminary results are promising, with the system being able to detect outbreaks of influenza-like illness symptoms which could then be confirmed by existing official sources. The Nowcasting module shows that using social media data can improve prediction for multiple diseases over simply using traditional data sources.  相似文献   

Introducing Information and Communication Technologies into Schools: The blurring of boundaries     

Tony Lawson  Chris Comber 《British Journal of Sociology of Education》2000,21(3):419-433

This article considers the impact of Superhighways technology on schools in the UK, in terms of the debate concerning the development of the conditions of postmodernity. In particular, it charts how the collapse of boundaries associated with postmodernism may have affected traditional divisions within schooling, following the introduction of broadband connectivity and Internet capability to schools and colleges. The authors review the broad approaches taken to the introduction of new technologies, such as the Utopian and Dystopian, transformative and incrementalist. By drawing upon the findings of the Education Departments' Superhighways Initiative, the authors explore the effects of new information and communication technologies on a number of traditional boundaries, including those between curriculum subjects, between pupils and teachers, and, more generally, traditional conceptions of space and time. The article concludes that, although initial indications suggest that the impact of Superhighways capability may be a transformative one, the effect on boundaries is mixed. While some boundaries such as those of space and time seem to be dissolving, others such as the division between academic subjects are much more resistant.  相似文献