Bourdieu,Department Chairs and the Reform of Science Education     

Wayne Melville  Ian Hardy  Anthony Bartley 《International Journal of Science Education》2013,35(16):2275-2293

Using the insights of the French sociologist, Pierre Bourdieu, this article considers the role of the science department chair in the reform of school science education. Using Bourdieu’s ‘thinking tools’ of ‘field’, ‘habitus’ and ‘capital’, we case study the work of two teachers who both actively pursue the teaching and learning of science as inquiry. One teacher, Dan, has been a department chair since 2000, and has actively encouraged his department to embrace science as inquiry. The other teacher, Leslie, worked for one year in Dan’s department before being transferred to another school where science teaching continues to be more traditional. Our work suggests that there are three crucial considerations for chairs seeking to lead the reform of science teaching within their department. The first of these is the development of a reform-minded habitus, as this appears to be foundational to the capital that can be expended in the leadership of reform. The second is an understanding of how to wield power and position in the promotion of reform. The third is the capacity to operate simultaneously and strategically within, and across, two fields; the departmental field and the larger science education field. This involves downplaying administrative logics, and foregrounding more inquiry-focused logics as a vehicle to challenge traditional science-teaching dispositions—the latter being typically dominated by concerns about curriculum ‘coverage’.  相似文献   

Deschooling and the Web: Ivan Illich 30 Years On     

Ian Hart 《Educational Media International》2013,50(2-3):69-76

In 1971 the anarchist philosopher Ivan Illich published a slim volume that advocated the unthinkable: ridding the world of schools. His arguments were so persuasive that the book caused many people to question the assumptions on which we base our ideas of education. Illich advocated the replacement of institutionalised schooling by community-driven "opportunity webs" that would enable learners to be in control of their own learning and teachers to offer their services in an entrepreneurial fashion. As persuasive as his ideas were, they were not really practical given the technology of the 1970s, but perhaps Illich was ahead of his time as today the World Wide Web has created opportunities for both learners and teachers to do exactly what he described. This paper examines Illich's propositions in terms of their antecedents in the free education movements of the past century and their potential in the global anarchy of the World Wide Web. Déscolariser l’école: 30 ans après Illich, le WEb . . . En 1971, le philosophe et anarchiste Ivan Illich, publia son fameux livre "Pour une société sans école" dans lequel il se faisait l'avocat du diable: éradiquer les écoles du monde. Ses arguments étaient À ce point convaincants qu'il amena bien des gens À remettre en cause les conceptions fondamentales sur lesquelles se sont construits nos systèmes éducatifs. Illich prÔnait l'abandon des formes institutionnelles de l'éducation au profit de communautés et de réseaux d'intérêts qui rendraient les élèves autonomes dans leurs apprentissages tandis que les enseignants offriraient leurs services sur un mode entrepreneurial. Bien que convaincantes, ces idées ne connurent aucune mise en oeuvre dans le contexte technologique des années 1970. Sans doute Illich était-il en avance sur son temps ... Mais aujourd'hui le Web crée les conditions pour réaliser ses prédictions en ce qui concerne tant les élèves que les enseignants. Cette contribution analyse le rÔle des propositions d'Illich dans l'histoire des mouvements de l'éducation libre et leur actualité par rapport au mode de fonctionnement non hiérarchique du WWW. Entschulung des Bildungssystems, das Web : 30 Jahre nach Ivan Illich. Der überzeugte Anarchist Ivan Illich gab 1971 ein dünnes Buch heraus, welches das undenkbare befürwortete : Befreiung der Welt von der Schule. Seine Argumente waren so überzeugend, dass das Buch bei vielen Leuten Zweifel an den Annahmen sähte, auf denen unsere Vorstellung von Erziehung basieren. Illich verwarf das institutionalisierte Schulsystem und skizzierte eine Lerngemeinschaft mit einem Netz aus unterschiedlichen Interessen. Dieses Netz würde den Schülern Autonomie in ihrer persönlichen Bildung einräumen, während die Lehrer ihre Dienste in unternehmerischer Art und Weise anbieten. Bei aller Ueberzeugungskraft seiner Ideen, sie waren praktisch mit der Technologie der 70er Jahre jedoch nicht umsetzbar. Ohne Zweifel waren Illichs Ideen ihrer Zeit voraus, denn das World Wide Web bietet nun Schülern als auch Lehrern die Möglichkeit diese Ideen in die Realiät umzusetzen. Dieser Beitrag analisiert Illichs Vorschläge bezüglich der Vorgeschichte von Bewegungen in der freien Bildung, und deren Aktualität in der globalen Anarchie des World Wide Web.  相似文献   

The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers     

Afroditi Kalambouka  Peter Farrell  Alan Dyson  Ian Kaplan 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):365-382

Background Over the past 20 years or so policy and practice on the education of children with special educational needs (SEN) has been aimed at placing increasing numbers of children in a mainstream school environment. Although this policy has been supported in principle by many teachers, parents and local authority officers, there has been much less agreement about whether this principle can be realized in practice, and even if it can, about what the impacts might be on the achievements of pupils with SEN in mainstream schools and, in particular, on their peers.

Purpose This paper discusses the key findings from a systematic review of the literature carried out by the Inclusion Review Group, on behalf of the Evidence for Policy and Practice Information (EPPI)-Centre, the purpose of which was to review research evidence on whether the placement of pupils with special educational needs (SEN) within mainstream schools has an impact on academic and social outcomes for pupils without SEN.

Design and methods The methodology followed the procedures adopted by the EPPI-Centre. Having agreed on the inclusion and exclusion criteria for studies that could be included in the review, an initial pool of 7137 papers were identified through electronic databases. After having screened all their titles and/or abstracts and having marked out possible papers to be included in the review, 119 paper copies were obtained—all of which were read by one or more of the authors of this paper. This led to a further reduction to 26 studies that were subjected to the EPPI data extraction process and synthesis.

Conclusions Overall, the findings suggest that there are no adverse effects on pupils without SEN of including pupils with special needs in mainstream schools, with 81% of the outcomes reporting positive or neutral effects. Despite concerns about the quality of some of the studies that were reviewed and the fact that the great majority were carried out in the USA, these findings should bring some comfort to headteachers, parents and local authority officers around the world at a time when concerns have been raised about the problems that schools face in responding to the twin agenda of becoming more inclusive and, at the same time, raising the achievements of all their pupils.  相似文献   

Learning in context: Technology integration in a teacher preparation program informed by situated learning theory     

Randy L. Bell  Jennifer L. Maeng  Ian C. Binns 《科学教学研究杂志》2013,50(3):348-379

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013  相似文献   

Towards an integration of the theory of planned behaviour and cognitive behavioural strategies: an example from a school-based injury prevention programme     

Lisa Buckley  Mary Sheehan  Ian Shochet  Rebekah L. Chapman 《Educational studies》2013,39(3):285-297

Adolescent risk-taking behaviour has potentially serious injury consequences and school-based behaviour change programmes provide potential for reducing such harm. A well-designed programme is likely to be theory-based and ecologically valid; however, it is rare that the operationalisation process of theories is described. The aim of this paper is to outline how the theory of planned behaviour and cognitive behavioural therapy informed intervention design in a school setting. Teacher interviews provided insights into strategies that might be implemented within the curriculum and provided detail used to operationalise theory constructs. Benefits and challenges in applying both theories are described with examples from an injury prevention programme, Skills for Preventing Injury in Youth.  相似文献   

Traditional Filipino Arts in Enhancing Older People's Self-Esteem in a Penal Institution     

Allan B. de Guzman  Joel Ian M. Santos  Maria Lourdes B. Santos  Mark Timothy O. Santos  Vianney Vhon T. Sarmiento  Edward John E. Sarnillo 《Educational gerontology》2013,39(12):1065-1085

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Intelligence,Belief in the Paranormal,Knowledge of Probability and Aging     

Ian Stuart-Hamilton  Laxman Nayak  Lee Priest 《Educational gerontology》2013,39(3):173-184

Older adults are less likely to be using computers and less knowledgeable about Internet security than are younger users. The two groups do not differ on trust of Internet information. The younger group shows no age or gender differences. Within the older group, computer users are more trusting of Internet information, and along with those with more education, are more knowledgeable about security hazards. The oldest women are less knowledgeable about security hazards. Older adults' greater risk when using computers and the Internet may be primarily due to cohort differences in education and computer use.  相似文献   

Turnaround as Reform: Opportunity for Meaningful Change or Neoliberal Posturing?     

Ian M. Mette 《Interchange》2013,43(4):317-342

This study explores the neoliberal agenda of turnaround school reform efforts in America by examining the application and transformation of a Midwest State Turnaround Schools Project for the public school system. Perceptions of administrators and state-level policy actors are considered. Data were collected from 13 participants during the implementation of the statewide turnaround program and the analysis focused on the neoliberal ideology during the implementation of the State Turnaround Schools Project. Corporate infiltration and funding leverage reflect the sticky web of policymakers and private corporations and their influence. District communication, support, and shared accountability underscore important lessons in leadership for turnaround school programs. Successful schools transformed the turnaround policy implementation by involving communities and restructuring their school district. However, the neoliberal agenda revealed the impact of government labeling, restructuring, and reallocating resources for under-performing schools and unveiling the infiltration of private corporations behind turnaround policy and student achievement. This alarming finding points to how turnaround school policy implementation weakens control of democratically elected authorities and stagnates critical thinking that challenges the interests behind turnaround school policy.  相似文献   

The value of non‐participation in higher education     

Rajani Naidoo  Ian Jamieson 《教育政策杂志》2013,28(3):267-281

The paper seeks to link the structural and the institutional to learning outcomes in order to articulate a research agenda capable of evaluating the impact of consumerism on learning and teaching in higher education. Consumerist mechanisms are situated in the context of quasi‐market and new managerial regulatory frameworks and concepts developed by Pierre Bourdieu are drawn on to establish a theoretical model of the uneven impact of consumerism across different types of universities. Empirical studies, conducted in a variety of national settings, are outlined to confirm the plausibility of the model. The possible interactions between first, changes in academic identity, teaching and the curriculum; and secondly, on student identities and their impact on teaching and assessment and their consequent learning outcomes, are outlined. Some important questions about the consequences for the labour market are also raised. The paper hypothesizes that attempts to restructure pedagogical cultures and identities to comply with consumerist frameworks may unintentionally deter innovation, promote passive and instrumental attitudes to learning, threaten academic standards and further entrench academic privilege. The paper concludes by outlining key areas that require investigation in order to address some of the problems posed by consumerism in a mass higher education system.  相似文献   

Teacher professional development as an effect of policy and practice: a Bourdieuian analysis     

Ian Hardy  Bob Lingard 《教育政策杂志》2013,28(1):63-80

This article draws on Bourdieu’s field theory and related concepts of habitus and capitals, to explore policy implementation in relation to a particular case of teacher professional development in Queensland, Australia. This implementation process is described as an effect of the interplay between what is called the policy field and the field of teachers’ work. The policy field demonstrates intra‐field tensions between the federal Quality Teacher Programme (QTP) and a raft of state policies, particularly those associated with the Queensland meta‐policy, Queensland State Education 2010 (QSE2010). To investigate the effects of this complex policy ensemble, the article draws upon the experiences of principals and a group of teachers engaged in professional development across a cluster of six schools in south‐east Queensland, Australia. The specific focus is on the ‘Curriculum Board’, a cross‐school body created by the principals in the participating schools, and its mediated work in policy implementation and teacher learning. The article analyses the effects of the involvement of the principals in the creation of the board, the limiting impact of QTP requirements to involve consultants rather than support for teacher release, and the limited influence of the board on teacher learning and policy implementation in the individual schools. By doing so, the analysis shows the disjunctions between the logics of practice of the policy field and that of teachers’ work, and the ways in which the differing habitus of principals and teachers and teacher members of the board affected teacher learning and policy implementation. It is argued that effective implementation requires learning within and across fields, and more reflexive habitus of policy makers, principals and teachers.  相似文献