Between work and learning: on pedagogic practice and interstitial space     

Dianne Mulcahy 《Studies in Continuing Education》2013,35(3):203-217

In this paper I develop a response to a continuing problem in work–learning research, the connections between education, learning and work. These connections are commonly conceived in terms of the concept of transfer, integration or boundary crossing. Thinking these connections in this way, I claim, serves to consolidate a unitary, stable and fixed idea of the relationship between learning in educational institutions and work and inadvertently reduce its complexity. Drawing on empirical data collected over the course of qualitatively exploring the links between a problem-based program of teacher education (‘learning’) and the practice of participants in this program upon initial employment in schools (‘work’), and deploying actor network theory, I trace new sorts of associations between work and learning and propose a relational conception of their connection. Challenging the common counter-positioning of work and learning, empirical analysis reveals their mutual constitution and partial connection in practices, here, of a predominantly pedagogic and spatial/material kind. Practices that occupy interstitial spaces have a particular resonance with regard to challenging this counter-positioning and unsettling the hierarchies of value which often arise from it.  相似文献   

A synopsis of the mental health concerns of university students: results of a text-based online survey from one Australian university     

Dianne Wynaden  Helen Wichmann  Sean Murray 《高等教育研究与发展》2013,32(5):846-860

  相似文献   

The Success of Schools in Implementing Eight Restructuring Designs: A Synthesis of First‐Year Evaluation Outcomes     

Steven M. Ross  Ann Troutman  Dianne Horgan  Sheryl Maxwell  Richard Laitinen  Deborah Lowther 《School Effectiveness & School Improvement》2013,24(1):95-124

In the UK there has been strong governmental pressure on schools to adopt a technicist‐rational approach to management. This paper reports an investigation of the relationship between the efficiency of resource management and school effectiveness using data from 117 secondary school inspection reports undertaken by the Office for Standards in Education (OFSTED). School effectiveness is assessed in terms of qualitative and quantitative measures of the quality of learning and teaching reported by inspectors. Quantitative indicators of the extent to which schools are assessed as ‘efficient’ in managing resources were derived. Statistical analysis suggests a positive association between school effectiveness and rational management practice.  相似文献   

Age Role Expectations and Sex Role Expectations for Selected Sport Activities     

Andrew C. Ostrow  Dianne C. Jones  David D. Spiker 《Research quarterly for exercise and sport》2013,84(2):216-227

Abstract

The primary purpose of this study was to determine if role expectations for participation in 12 selected sport activities existed based on the age (20, 40, 60, or 80 years old) and/or gender of the referent person. A secondary purpose was to determine if the sex role orientation of the respondent influenced the assignment of these age related and/or gender related stereotypes to participation in sport. Female undergraduate nursing students (N = 93) were administered an Activity Appropriateness Scale developed by the investigators and Bem's Sex-Role Inventory (1974). The results indicated that age related expectancies accounted for almost 40% of the variance in subject's responses to the appropriateness of participating in these selected sports and was a more potent stereotype than responses based on sex role appropriateness. Furthermore, sex role orientation × age of the referent person interactions indicated that masculine subjects viewed sports participation as most appropriate, particularly as the age of the referent person increased from 60 to 80 years. The evidence suggests that research be directed toward examining and accounting for the phenomenon of ageism in sport.  相似文献   

Voices on the Web: Student teachers negotiating identity     

Dianne Bloomfield 《Asia-Pacific Journal of Teacher Education》2000,28(3):199-212

Student teachers studying by distance or external mode occupy a marginal and potentially isolated position with respect to the university. When undertaking a practicum experience, they individually enter a space within their placement school in which they may once more be presented with the challenge of operating from the margins. Using the Web and a 'bulletin board' facility, external Graduate Diploma in Education students were provided with the opportunity to 'chat' on-line during their recent practicum experience. The 'visible voices' of those students who participated in this Web link provide an interesting background to considerations of the ongoing negotiation within these marginal spaces by student teachers with respect to their emerging teaching identities. The extent to which the Web can provide students with a new notion of a learning community or a site for a critical or resistant dialogue and implications for broader issues concerning student 'voice' and subjectivities are considered within this article.  相似文献   

Support for the CINS as a diagnostic conceptual inventory: Response to Nehm and Schonfeld (2008)     

Dianne L. Anderson  Kathleen M. Fisher  Mike U. Smith 《科学教学研究杂志》2010,47(3):354-357

  相似文献   

19th International conference on public education, (Unesco/BIE) Geneva,July 1956     

W. J. Langford 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(1):117-119

  相似文献   

Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self     

Amy B. Dellinger  Jacquline J. Bobbett  Dianne F. Olivier  Chad D. Ellett 《Teaching and Teacher Education》2008

This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self.  相似文献   

Multiple mentoring: All of the gain; none of the pain     

Dianne D. Horgan 《Performance Improvement》1992,31(6):20-22

  相似文献   

Home-schooling in the Republic of Ireland     

Joanne Banks  Chris Forlin  Dianne Chambers 《British Journal of Special Education》2023,50(3):394-402

Internationally, there continues to be a rise in the popularity of home-schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid-19 Pandemic school closures, it appears to have impacted on the decision for some to home-school permanently. Using a scoping review of the literature, this paper considers the research evidence around home-schooling in the United Kingdom and Europe. It then focuses on home-schooling in the Republic of Ireland to assess the change and development of home-schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home-schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student.  相似文献