EDUCATION AND THE MIDDLE CLASSES: AGAINST REDUCTIONISM IN EDUCATIONAL THEORY AND RESEARCH   总被引：3，自引：0，他引：3  

John  Beck 《British Journal of Educational Studies》2007,55(1):37-55

ABSTRACT:  This paper critiques what it sees as a tendency on the part of certain social researchers to engage in moralistic critiques of middle-class parents, especially in relation to the choices and actions of such parents within educational quasi-markets. It proceeds to a linked critique of the influence within education of certain aspects of the work of Pierre Bourdieu, with particular reference to the concepts of symbolic violence and the depiction of cultural meanings as arbitrary. It is argued that both these developments involve unhelpful and unjustified forms of reductionism that could have the effect of alienating middle-class support for a range of broadly progressive political endeavours within and beyond education.  相似文献   

Rehearsal and recall strategies of deaf and hearing individuals     

K Beck  C Beck  O Gironella 《American annals of the deaf》1977,122(6):544-552

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Auslaufvorgänge aus wasserbehältern-eine anwendungsorientierte einführung in die analysis     

Uwe Beck 《Educational Studies in Mathematics》1977,8(4):439-460

Ohne ZusammenfassungHerrn Professor Dr. E. Wittmann danke ich für wichtige Anregungen.  相似文献   

Establishing an Early Warning System: Predicting Low Grades in College Students from Survey of Academic Orientations Scores     

Hall P. Beck  William D. Davidson 《Research in higher education》2001,42(6):709-723

Counselors, faculty, and student personnel specialists are often unaware that college students are experiencing serious academic or adjustment difficulties until it is too late to rectify the problem. Most universities would benefit from an early warning system that detects at-risk students before performance or social problems jeopardize their college careers. This investigation demonstrated that scores from the Survey of Academic Orientations (SAO) were predictive of first-semester freshmen grades. Subsequent analysis showed that the SAO significantly improved the prediction of grade point averages, after taking the effects of Scholastic Assessment Test scores and high school percentage rank into consideration. The SAO gives educators a new early warning device, a way to identify those undergraduates most at risk of receiving poor grades. The next steps in the research process are to: (1) assess the relationship of SAO scores to other important academic indexes, such as retention and student stress, and (2) determine if furnishing counselors and other college personnel with SAO scores is of therapeutic value.  相似文献   

Visual cueing strategies: Pictorial,textual and combinational effects     

Charles R. Beck 《Educational technology research and development : ETR & D》1984,32(4):207-216

This study examined visual cueing methods via reading aptitudes based on a sample of 256 fourth-grade subjects. The methods, based on displays of 12 pictures and accompanying passages, included: (a) noncues; (b) pictorial cues (i.e., arrows and labels]; (c) textual cues (i.e., underlined type and colored type); and (d) a combination of pictorial and textual cues. Subjects were of average reading ability (ARA) and low reading ability (LRA). One major finding indicated that ARA and LRA subjects achieved significantly higher scores on the combinational cues than on the noncues. The results also revealed that ARA subjects outscored LRA subjects on all four methods. In regard to the pictorial cues, the ARA and LRA groups scored higher on the label cues than on the arrow cues, and the ARA group surpassed the LRA group on the label and arrow cues.  相似文献   

On the Margins of the "Information Society": A Comparative Study of Mediation     

Eevi Beck  Shirin Madon  Sundeep Sahay 《The Information Society》2004,20(4):279-290

While much has been written about marginalization as a structural phenomenon, there is little understanding of how the dynamics of marginalization unfold at the micro level in urban contexts. We seek to understand these micro-level marginalization processes via a comparative study of Bangalore, India, and Ronneby, Sweden. Our analysis highlights the important role that “mediators” such as governmental agencies, nongovernmental organizations (NGOs), and international agencies play in ensuring the success of initiatives launched by national governments and international agencies for drawing disadvantaged groups into the information society.  相似文献   

Do Belonging and Social Exclusion at School Affect Structural Brain Development During Adolescence?     

Diana Raufelder  Nicola Neumann  Martin Domin  Robert C. Lorenz  Tobias Gleich  Sabrina Golde  Lydia Romund  Anne Beck  Frances Hoferichter 《Child development》2021,92(6):2213-2223

Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, M_age at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated.  相似文献   

Ethical Aspects of Change in Counselor Education     

Carlton E. Beck 《Counselor Education & Supervision》1967,6(Z3):216-221

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Taking research into schools: the West Lothian Action Enquiry model     

Lynne M. Binnie  Kristen Allen  Elaine Beck 《Educational Psychology in Practice》2008,24(4):347-354

This paper outlines the efforts of an Educational Psychology Service (EPS) to develop its practice in the area of research. It will argue that the Action Enquiry model of service delivery can empower teaching staff and may allow an effective means of change and improvement to take place in schools. This model steers research towards providing information about what works in context and has given teachers the impetus and ownership to evaluate their practice and the impact of their interventions. The benefits of this approach are outlined along with a few notes of caution that readers are urged to consider when negotiating research within a school.  相似文献   

The teacher's role and approaches in a knowledge society     

Steen Beck 《Cambridge Journal of Education》2008,38(4):465-481

This article is about changes in teaching and learning. It is argued that a pluralist approach, stressing differences in qualities and problems is favourable. The paper is based on a research project regarding changing conditions for teachers and professional identity in the Danish upper‐secondary school. Both theoretical and empirical points from the research project concerning teaching and learning in an area of reform are presented. The main purpose is to develop reflections on various approaches to method and learning styles in relationship to teacher and student roles.  相似文献