A Multilevel Perspective on the Design and Analysis of Intervention Studies     

Ian Plewis  Jane Hurry 《Educational Research and Evaluation》2013,19(1):13-26

The level (pupil, classroom or school) at which an educational intervention is assigned affects both the kinds of questions which can be answered in evaluation research, and the statistical methods used to answer them. This paper sets out ways of analysing different kinds of designs using multilevel models. It also considers practical issues such as the method used to allocate interventions, leakage, integrity of delivery, and cost, and how these interact with the more technical issues of model specification. These practical issues are illustrated by two recent British intervention studies. Résumé Le niveau - élève, classe ou école - auquel s'adresse une intervention éducative affecte tout à la fois le genre de questions qui peuvent trouver réponse dans la recherche évaluative et les méthodes statistiques pour y répondre. Cet article présente des voies pour analyser différents types de "design" qui utilisent des modèles à plusieurs niveaux. Il traite aussi de certains aspects pratiques tels que la méthode d'allocation des interventions, les pertes, l'intégrité des données et les coÛts, ainsi que la manière dont ces différents aspects interagissent avec les questions plus techniques de spécification des modèles. Ces aspects pratiques sont illustrés à l'aide de deux études d'intervention britanniques récentes. (Traduction: Walo Hutmacher, Sociologue, Genève)  相似文献   

Testing,Testing: Teacher assessment in England     

Pat Mahony  Ian Hextall 《Teaching Education》2013,24(1):35-47

In England there has been a marked increase in the assessment of teachers, culminating in the introduction of a performance management policy for schools that calibrates the occupation of teaching from the cradle to the grave. In this article, we raise a number of issues about the consequences of this policy for teachers and teaching in relation to the value system underpinning it, its likely impact on issues of equity and social justice, its implications for accountability and governance, and its potential for reshaping the culture of teaching in ways that will impact negatively on the nature of future community and social relations.  相似文献   

Critical Factors in On‐Campus Clinical Experiences: Perceptions of Preservice Teachers     

Ian Hardy 《Teaching Education》2013,24(2):163-174

In this paper, I present the findings of a self‐study into my teaching practices as a sociology‐of‐education lecturer working in the pre‐service teacher education programme of a regional university in New South Wales, Australia. The principal data source is a logbook of the teaching practices which characterised several tutorial classes taught in 2007. To understand these practices, the paper draws upon Aristotle's concepts of techne and praxis, and Bourdieu's understanding of practices as socially constructed and contested. The paper situates tensions between more technicist and praxis‐oriented teaching approaches to pre‐service teacher education, within the teacher education and university contexts in which these classes were undertaken. In doing so, the paper reveals tensions between assessment‐driven and more authentic teaching practices, and more student‐ and teacher‐centred teaching practices. The paper also shows how accountability pressures within tertiary settings have led to a more instrumental approach to tertiary teaching. I conclude that there is a need for greater attention to the conditions of work which influence teacher educators' practices, rather than fetishising individualistic instantiations of such practices.  相似文献   

The “Other White”: Mexican Americans and the Impotency of Whiteness in the Segregation and Desegregation of Texan Public Schools     

Phoebe C. Godfrey 《Equity & Excellence in Education》2013,46(2):247-261

This article analyzes the legal classification of Mexican Americans as “other white” as argued in a number of critical court cases that beginning in the 1930s up to the 1970s attempted to desegregate public schools in Texas. Since the Texas constitution declared school segregation as being only for “colored children,” Mexican Americans in their fight against de facto segregation sought to claim their legal classification as white. My objective is to further analyze these cases as presented in the literature in order to examine what the relationship between Mexican American whiteness as a legal category versus their “otherness” as a social category says about the vital role of public schools in reproducing, as well as creating, social, political, and economic marginalization.  相似文献   

Knowledge Types Used by Researchers and Wool Producers in Australia under a Workplace Learning Typology: Implications for Innovation in the Australian Sheep Industry     

Lyndal-Joy Thompson  Ian Reeve 《The Journal of Agricultural Education and Extension》2013,19(5):445-458

Abstract

This paper reports on research into the learning aspects of adopting integrated parasite management practices for sheep (IPM-s) applying a workplace learning framework. An analysis of four primary data sources was conducted; a postal survey of Australian wool producers, a Delphi process with IPM-s researchers, focus groups and interviews with wool producers.

Researchers had a high expectation of conceptual and high level procedural knowledge for IPM-s, while wool producers had a tendency to rely on low- and high-level procedural knowledge for parasite management. Researchers also showed concern for disposition as it related to parasite management. Practices identified as potentially problematic for extension, included worm egg count testing (according to best practice), supplementary feed (specifically for worm management), selecting estimated breeding value-tested rams, weighing and monitoring body condition scores, and keeping written paddock histories.

This research provides significant empirical insights into the knowledge differences between researchers and producers that can affect how research is developed and communicated for the IPM-s project to facilitate behaviour change. The identification of some IPM practices as problematic for producers will also allow targeted extension for these practices.  相似文献   

Learning about the educational uses of the internet by producing an educational web site in an interdisciplinary and virtual team     

Malcolm A. Bell  Ian W. Coultas 《Technology, Pedagogy and Education》2013,22(3):393-406

ABSTRACT

In this paper we describe the use of an interactive software package designed to raise issues and questions about the role of information technology within the primary classroom and to highlight the partnership aspects inherent within a teacher tutor/mentor approach to the supervision of school placements. Data were collected from a variety of people concerned in the exercise: teacher tutors, university liaison tutors and student teachers. These data concerned not only the efficacy of the materials themselves, but also the effect or impact of the exercise upon the school placement experience. A number of issues emerged from our exploration into this exercise revealing attitudes towards information technology in education. These concerned ownership of learning and questions of expertise, access to partnership and co‐professionality, staff and student attitudes towards information technology and towards partnership and implications for the future. Our data suggest that learning becomes powerful when the learner takes ownership. Information technology can enable the shift towards creator and is a powerful means of achieving that.  相似文献   

Save the Time of the Avatar: Canadian Academic Libraries Using Chat Reference in Multi-User Virtual Environments     

Amy Buckland  Krista Godfrey 《The Reference Librarian》2013,54(1):12-30

Hundreds of librarians from around the world are exploring and volunteering their time in Second Life, evaluating the possibilities of offering a reference service in this environment. This article places virtual world reference service within the reference continuum and explores how a reference service could be offered by an academic institution in a virtual world, what additional skills are required for such a service, and whether there is a need for a virtual reference service.  相似文献   

Performance support for performance analysis     

Scott Schaffer  Ian Douglas 《TechTrends》2004,48(2):34-39

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Language and Educational Practice     

Ian Frowe 《Cambridge Journal of Education》2001,31(1):89-101

This paper picks up and discusses issues regarding the relationship between language and practice commented upon by Michael Fielding in an earlier edition of this journal. The position taken is sympathetic to Fielding's concerns but attempts to situate the debate in a wider theoretical perspective. The basic thrust of the argument centres around two considerations: the extent to which language may be said to be partly constitutive of educational practices and a radical misconception as to the nature of education inherent in what Fielding labels 'the language of performativity'.  相似文献   

Making Teachers in Britain: Professional knowledge for initial teacher education in England and Scotland   总被引：1，自引：0，他引：1  

Ian  Menter  Estelle  Brisard & Ian  Smith 《Educational Philosophy and Theory》2006,38(3):269-286

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