Performative Afterlife: an interview with Amelia Jones     

Amelia Jones  Swen Steinhäuser  Neil Macdonald 《Parallax》2018,24(1):11-18

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Educational action research in Singapore: to prove or improve?     

Wah Kiat Tan  Doune Macdonald  Tony Rossi 《Asia Pacific Journal of Education》2009,29(3):357-371

The rise of educational action research amongst schools in Singapore can be attributed to the government's belief that educational research and reform can improve school performance and help Singapore keep pace with the impact of globalization. However, against a backdrop of neo-liberal educational reform where efficiency, accountability and demonstrable outcomes are valued, the underlying intent of the action research projects would seem to be inconsistent with the emancipatory intent normally associated with action research. A systematic review was conducted of 71 action research projects submitted to a local educational conference in 2006. Of concern to us is how action research has been narrowly interpreted and recruited simply as an evaluative tool with the emancipatory potential largely ignored. The paper is theoretically framed by governmentality and performativity to explore the embedded power relations that may “fabricate” the action research projects. The findings and discussions suggest a need for the government, schools and teacher-researchers to reflexively question the current expectation of action research and to be clear about its broader purpose.  相似文献   

It's All Very Well,in Theory: Theoretical Perspectives and Their Applications in Contemporary Pedagogical Research     

Doune Macdonald  David Kirk  Michael Metzler  Lynda M. Nilges  Paul Schempp  Jan Wright 《Quest (Human Kinetics)》2013,65(2):133-156

Current debates about educational theory are concerned with the relationship between knowledge and power and thereby issues such as who possesses a “truth” and how have they arrived at it, what questions are important to ask, and how should they best be answered. As such, these debates revolve around questions of preferred, appropriate, and useful theoretical perspectives. This paper overviews the key theoretical perspectives that are currently used in physical education pedagogy research and considers how these inform the questions we ask and shapes the conduct of research. It also addresses what is contested with respect to these perspectives. The paper concludes with some “cautions” about allegiances to and use of theories in line with concerns for the applicability of educational research to pressing social issues.  相似文献   

Teacher voice and ownership of curriculum change   总被引：5，自引：5，他引：0  

David Kirk  Doune MacDonald 《课程研究杂志》2013,45(5):551-567

We comment critically on the notion that teachers can experience ownership of curriculum change. The evidence base for this commentary is our work on two curriculum development projects in health and physical education between 1993 and 1998. Applying a theoretical framework adapted from Bernstein's writing on the social construction of pedagogic discourse, we contend that the possibilities for teacher ownership of curriculum change are circumscribed by the anchoring of their authority to speak on curriculum matters in the local context of implementation. We argue that this anchoring of teacher voice provides a key to understanding the perennial problem of the transformation of innovative ideas from conception to implementation. We also provide some insights into the extent to which genuine participation by teachers in education reform might be possible, and we conclude with a discussion of the possibilities that exist for partnerships in reforming health and physical education.  相似文献   

The whens and hows of learning to rank for web search     

Craig Macdonald  Rodrygo L. T. Santos  Iadh Ounis 《Information Retrieval》2013,16(5):584-628

Web search engines are increasingly deploying many features, combined using learning to rank techniques. However, various practical questions remain concerning the manner in which learning to rank should be deployed. For instance, a sample of documents with sufficient recall is used, such that re-ranking of the sample by the learned model brings the relevant documents to the top. However, the properties of the document sample such as when to stop ranking—i.e. its minimum effective size—remain unstudied. Similarly, effective listwise learning to rank techniques minimise a loss function corresponding to a standard information retrieval evaluation measure. However, the appropriate choice of how to calculate the loss function—i.e. the choice of the learning evaluation measure and the rank depth at which this measure should be calculated—are as yet unclear. In this paper, we address all of these issues by formulating various hypotheses and research questions, before performing exhaustive experiments using multiple learning to rank techniques and different types of information needs on the ClueWeb09 and LETOR corpora. Among many conclusions, we find, for instance, that the smallest effective sample for a given query set is dependent on the type of information need of the queries, the document representation used during sampling and the test evaluation measure. As the sample size is varied, the selected features markedly change—for instance, we find that the link analysis features are favoured for smaller document samples. Moreover, despite reflecting a more realistic user model, the recently proposed ERR measure is not as effective as the traditional NDCG as a learning loss function. Overall, our comprehensive experiments provide the first empirical derivation of best practices for learning to rank deployments.  相似文献   

Dualing with gender: teachers’ work,careers and leadership in physical education     

Louisa Webb  Doune Macdonald 《Gender and education》2007,19(4):491-512

The discursive practices of physical education reflect not only the expectations and constraints of discourses in the wider society, educational organizations and bureaucracies, but also the pervasive influences of working with and within sport. Within physical education, and specifically in the lives, work and careers of physical education teachers, in what ways are gender dualisms breaking down and in what ways are powerful gendered discourses still influential? This paper will outline results from research on teachers’ work, careers and leadership in physical education, with a particular focus on gendered patterns. A mixed methods research design was used with 556 female and male participants in the quantitative phase and 17 participants in the qualitative phase. Some of the results challenged gender dualistic ways of thinking about physical education teachers’ work, careers and leadership while other results indicated ways in which powerful dominant discourses still shape gendered patterns.  相似文献   

Visual Cognition     

Stuart Macdonald 《The International Journal of Art & Design Education》1985,4(1):3-4

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Teamwork in Establishing a Professional Learning Community in a New Icelandic School     

Birna María Svanbjörnsdóttir  Allyson Macdonald  Gudmundur Heidar Frímannsson 《Scandinavian Journal of Educational Research》2016,60(1):90-109

The focus of the action research reported here is on how leaders and teachers used teamwork in developing a professional learning community in a new compulsory school in Iceland. Collaboration is a critical issue in schools as it can improve practice that supports student achievement. Results from the TALIS 2008 study show that Icelandic teachers are below international averages regarding joint teaching and supporting each other. Findings from this action research study showed signs of an emerging collaborative structure among some teams but also a lack of feedback among peers. Teachers expressed difficulty in putting into practice their growing sense of professionalism. The research findings suggest that peer coaching should be supported to encourage staff to engage in critical reflection and transforming practice.  相似文献   

The use of visual schedules and work systems to increase the on‐task behaviour of students on the autism spectrum in mainstream classrooms          下载免费PDF全文

Libby Macdonald  David Trembath  Jill Ashburner  Debra Costley  Deb Keen 《Journal of Research in Special Educational Needs》2018,18(4):254-266

Apparent differences in executive function can lead to challenges for students on the autism spectrum in mainstream settings. Difficulties with staying on‐task and transitioning between tasks and task elements can interfere with students’ participation in educational activities and lead to stress and anxiety. While the use of visual supports, such as visual schedules and work systems, has been shown to be effective in supporting students to stay on‐task in special education and autism‐specific settings, there is little research to support the use of these strategies by teachers in mainstream classrooms. This study evaluated the use of visual schedules and work systems in supporting four students on the autism spectrum to stay on‐task and work independently in a mainstream setting. These strategies were implemented by teachers as inclusive practices, and evaluated using observations within the natural classroom environment to examine their feasibility in mainstream settings. All participants demonstrated improvements in on‐task behaviours. Results for other, secondary, dependent variables were mixed, with some students showing reduced off‐task behaviours and increased productivity. The implications for clinical practice and future research directions are discussed.  相似文献   

"Have I learnt it?" Evaluating skills for resource-based study using electronic resources   总被引：2，自引：0，他引：2  

Janet Macdonald  Nick Heap  & Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(4):419-433

Electronic information resources are increasingly in use for courses at all levels of Higher Education. They may be employed as reference material when researching particular topics for assignments, as part of a conventionally structured course, or alternatively their use may be a central part of resource based course philosophy. Whilst the use of these resources may offer many advantages in terms of developing more independent learners, there are also information handling skills which students must acquire. This paper discusses the relevance of these skills and the factors influencing their acquisition for students on two networked resource based courses at the UK Open University  相似文献