The legacy of postmodernism in educational theory     

Mark Murphy 《Educational Philosophy and Theory》2018,50(14):1332-1333

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Jack in two boxes: A postmodern perspective on the transformation of persons into portraits   总被引：1，自引：0，他引：1  

Maggie MacLure  Ian Stronach 《Interchange》1993,24(4):353-380

The paper explores issues surrounding portrayal in educational research and interrogates the notion of a life as a textual product, via an analysis of two short biographical narratives which happen to portray the same person — a British primary school head teacher nearing the end of his career. The discrepancies between these two texts point to the problematic nature of the relationship between person and portrait, and make visible some of the textual devices that writers/researchers use in order to achieve coherence and authenticity in biographical narratives.  相似文献   

Diversity as a natural occurrence: an enrichment strategy of peer learning     

Madeline M. Crocitto  Lynn D. Walsh  Albert Murphy  Maureen A. Keefe 《Interactive Learning Environments》2018,26(1):61-74

Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered.  相似文献   

Technological resources and related social issues in distance education programmes in small,remote rural schools     

Ian Conboy  J.V. D'Cruz 《Distance Education》1988,9(1):95-105

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Parental reactions to children's negative emotions: longitudinal relations to quality of children's social functioning   总被引：7，自引：0，他引：7  

Eisenberg N  Fabes RA  Shepard SA  Guthrie IK  Murphy BC  Reiser M 《Child development》1999,70(2):513-534

Relations between self-reported parental reactions to children's negative emotions (PNRs) and children's socially appropriate/problem behavior and negative emotionality were examined longitudinally. Evidence was consistent with the conclusion that relations between children's externalizing (but not internalizing) emotion and parental punitive reactions to children's negative emotions are bidirectional. Reports of PNRs generally were correlated with low quality of social functioning. In structural models, mother-reported problem behavior at ages 10-12 was at least marginally predicted from mother-reported problem behavior, children's regulation, and parental punitive or distress reactions. Moreover, parental distress and punitive reactions at ages 6-8 predicted reports of children's regulation at ages 8-10, and regulation predicted parental punitive reactions at ages 10-12. Father reports of problem behavior at ages 10-12 were predicted by earlier problem behavior and parental distress or punitive reactions; some of the relations between regulation and parental reactions were similar to those in the models for mother-reported problem behavior. Parental perceptions of their reactions were substantially correlated over 6 years. Some nonsupportive reactions declined in the early to mid-school years, but all increased into late childhood/early adolescence.  相似文献   

Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy     

Megan von Spreckelsen  Emma Dove  Ilse Coolen  Annelot Mills  Ann Dowker  Kathy Sylva  Daniel Ansari  Rebecca Merkley  Victoria Murphy  Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340

Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes.  相似文献   

Roots and Rhizomes—Some Reflections on Contemporary Pedagogy     

Ian Munday 《Journal of Philosophy of Education》2012,46(1):42-59

During this article, I look at three images of thought which feature in Deleuze and Guattari's A Thousand Plateaus and consider their relevance to contemporary pedagogy. Deleuze and Guattari begin by discussing tree‐like thought, which involves an insular depiction of the world. I suggest that the performative apparatus, which structures contemporary pedagogy in the comprehensive school, is also tree‐like. Deleuze and Guattari's second image of thought is the fascicular root. Here the principle root is aborted leading to a multiplicity, which flows from it. With fascicular thought, the unity, which is aborted in the object, is returned to in the subject who gains control of multiplicities. In this section I provide a reading of a Classics lesson portrayed in The Secret History by Donna Tartt and go on to focus on Ronald Barnett's contribution to a debate with Paul Standish, which features in The Blackwell Guide to the Philosophy of Education. In the third section of the article, I consider Deleuze and Guattari's third image of thought—the rhizome. Rhizomes grow by a process of cloning or lateral spreading; they do not have the central trunk of the tree, with roots and branches extending outwards from this. At the end of this section, I look at two Classics lessons that represent tree‐like and rhizomatic pedagogies in turn. I attempt to enrich this discussion by providing a reading of a scene from The History Boys.  相似文献   

Social inclusivity,cultural diversity and online film consumption     

Ian Huffer 《Cultural Trends》2017,26(2):138-154

It has been argued that the circulation of film online is a “democratising process”, evident in the breadth and depth of international film now available online, and in the greater ease of access to this content for audiences across the world. This is seen by some to present greater commercial opportunities for film-making from countries marginalised by previous distribution networks, and to foster a more globally diverse and inclusive film-viewing culture, with particular benefits for diasporic populations. Others, however, have pointed to the way in which audiences’ engagement with film online may be constrained by the economics and technology of online distribution and cultural competencies rooted in social stratification. These factors may limit how and what audiences watch, extending beyond issues of physical access to those of cultural access. As such, they raise questions regarding the demographic composition of the audience for online methods of film distribution and different types of international film. We lack sufficient understanding of these issues, however, due to the limited emphasis upon socio-demographic variables in existing academic research into online film consumption, and the limited consideration of particular film content in relevant market research. This article uses original audience research to interrogate the extent to which online distribution is able to connect audiences to a diversity of international film in comparison to other methods of distribution. It also considers some of the socio-demographic characteristics of the audiences for different methods of distribution and types of international film. In doing so, the article grants us a clearer understanding of the degree to which online film distribution fosters diversity and inclusivity through the connections it facilitates between audiences and content.  相似文献   

‘Only Connect’: Learned Societies in Nineteenth-Century Britain     

Ian Cawood 《Cultural and Social History》2017,14(5):738-739

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Development and Use of a Conceptual Survey in Introductory Quantum Physics     

Sura Wuttiprom  Ian D. Johnston  Ratchapak Chitaree  Chernchok Soankwan 《International Journal of Science Education》2013,35(5):631-654

Conceptual surveys have become increasingly popular at many levels to probe various aspects of science education research such as measuring student understanding of basic concepts and assessing the effectiveness of pedagogical material. The aim of this study was to construct a valid and reliable multiple‐choice conceptual survey to investigate students’ understanding of introductory quantum physics concepts. We examined course syllabi to establish content coverage, consulted with experts to extract fundamental content areas, and trialled open‐ended questions to determine how the selected content areas align with students’ difficulties. The questions were generated and trialled with different groups of students. Each version of the survey was critiqued by a group of discipline and teaching experts to establish its validity. The survey was administered to 312 students at the University of Sydney. Using the data from this sample, we performed five statistical tests (item difficulty index, item discrimination index, item point biserial coefficient, KR‐21 reliability test, and Ferguson’s delta) to evaluate the test’s reliability and discriminatory power. The result indicates that our survey is a reliable test. This study also provided data from which preliminary findings were drawn on students’ understandings of introductory quantum physics concepts. The main point is that questions which require an understanding of the standard interpretations of quantum physics are more challenging for students than those grouped as non‐interpretative. The division of conceptual questions into interpretive and non‐interpretive needs further exploration.  相似文献