The Research/Teaching Relation: A View from the Edge   总被引：3，自引：0，他引：3  

Jane?RobertsonEmail author  Carol?Bond 《Higher Education》2005,50(3):509-535

The relation between teaching and research is a defining feature of a modern university and of academic identity. Many universities claim a close relation between the two as well as a strong critical orientation. Yet the gap between claims and practice in higher education appears to be widening as government and institutional policies increasingly treat research and teaching as separate entities. Studies of the relation reflect these events. Such studies are not only contradictory but point to an increasing gap between research and teaching. What is missing in this complex and contradictory literature surrounding the research/ teaching relation is an understanding of the relation in its local and historical context - a conceptual archaeology. Using a case study, we trace the development of teaching and research at the University of Canterbury (Christchurch, New Zealand) over time. We explore founding discourses, colonial imperatives, Humboldts legacy, the influence of philosopher Karl Popper and more recent events such as national audit and a new tertiary education strategy. We also look briefly at ways in which, as part of the academic heartland, the relation can be strengthened within institutions  相似文献   

SOCIAL CAPITAL, SOCIAL INCLUSION AND CHANGING SCHOOL CONTEXTS: A SCOTTISH PERSPECTIVE   总被引：1，自引：0，他引：1  

James  McGonigal  Robert  Doherty  Julie  Allan  Sarah  Mills  Ralph  Catts  Morag  Redford  Andy  McDonald  Jane  Mott  Christine  Buckley 《British Journal of Educational Studies》2007,55(1):77-94

ABSTRACT:  This paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers – Putnam, Bourdieu and Coleman – and explores how these might help to understand the changing contexts and pursue opportunities for growth.  相似文献   

Measuring Educators' Attitudes and Beliefs About Evaluation: Construct Validity and Reliability of the Teacher Evaluation Experience Scale     

Linda A. Reddy  Christopher M. Dudek  Ryan J. Kettler  Alexander Kurz  Stephanie Peters 《Educational Assessment》2016,21(2):120-134

This study presents the reliability and validity of the Teacher Evaluation Experience Scale–Teacher Form (TEES-T), a multidimensional measure of educators' attitudes and beliefs about teacher evaluation. Confirmatory factor analyses of data from 583 teachers were conducted on the TEES-T hypothesized five-factor model, as well as on alternative models. The five- and four-factor model yielded acceptable fit to the data. Information-theory-based indices of relative fit (i.e., AIC₀, BCC₀, and BIC₀) indicated that the TEES-T four-factor model yielded superior fit to either the five-factor or one-factor models. The TEES-T evidenced good internal consistency, freedom from item bias, and convergent validity with the Collective Efficacy Scale. Implications are discussed.  相似文献   

Family Child Care in the United States: A Comparative Analysis of 1981 and 1998 State Regulations     

Cindy G. McGaha  Charles W. Snow  Jane K. Teleki 《Early Childhood Education Journal》2001,28(4):251-255

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Past papers,future thinking     

Debbie Epstein  Mary Jane Kehily  Emma Renold 《Gender and education》2007,19(6)

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Children's roles and use of evidence in science: an analysis of decision‐making in small groups     

Jane Maloney 《British Educational Research Journal》2007,33(3):371-401

This article reports the findings of a research project concerned with children engaging in scientific argumentation. Discussion activities were designed to enable groups of children to use evidence when making decisions. The findings show a variation in the success with which children construct scientific arguments; some groups debate most of the evidence and consider a range of options, whilst others explore a limited range of options and discuss only the evidence that supports their choice. Analysis of the data indicates that the roles children adopt have an important influence on how evidence is used. Drawing of the work of Belbin, a management theorist who explored the roles adopted by members of successful teams, key roles emerged and a taxonomy of children's roles was devised. This article explains the characteristics of these roles and their effect on the way the groups use evidence when making decisions in science.  相似文献   

An exploration of the interaction between global education policy orthodoxies and national education practices in Cambodia,illuminated through the voices of local teacher educators     

Jane Courtney 《Compare》2017,47(6):891-907

Abstract

This research is based on a multi-disciplinary and multi-levelled analysis of evidence to present the case that education reform needs to be contextualised far more widely than is currently practised. It focuses on the voices of Cambodian local teacher trainers through interviews over a five-year period. Interview data is triangulated against academic sources, national policy documents and classroom observations. The research reveals how notions of globalisation and knowledge economy have led to education being driven by measurable outcomes resulting in simplified educational policies that have a negative impact on teacher development. By allowing the Khmer teacher trainers to articulate their opinions on a wide range of themes, the interviews provide evidence to support historical and cultural theories proposed by academics working in the social sciences in Cambodia. This approach identifies that a deeper contextual analysis should enable teacher development programmes to be more closely aligned to national contexts.  相似文献   

Does partnership and sustainability really happen?: A case study of an in-service health education programme implemented in one province in Cambodia     

Jane Courtney   《International Journal of Educational Development》2007,27(6):625-636

This paper examines an in-service model of education based on a case study of a Cambodian provincial health project. The model was designed to take account of local experience in the education and health sector and to build effective partnerships between donors and Non-Government Organisations (NGO) working in one province. The aim of the project was to build on existing practices and the understanding, knowledge and attitudes of local communities. The data collected from classroom observations and interviews as the project was implemented was analysed and compared with responses from questionnaires 18 months after additional financial and external human resources had been withdrawn. This evaluation hopes to identify some of the elements necessary for sustainability.  相似文献   

Parents and Educational Politics     

Jane Kenway 《British Journal of Sociology of Education》1993,14(4):439-444

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Focusing on Interactions Between Content and Cognition: A New Perspective on Gender Differences in Mathematical Sub-Competencies     

Ann Cathrice George  Alexander Robitzsch 《教育实用测度》2018,31(1):79-97

This article presents a new perspective on measuring gender differences in the large-scale assessment study Trends in International Science Study (TIMSS). The suggested empirical model is directly based on the theoretical competence model of the domain mathematics and thus includes the interaction between content and cognitive sub-competencies. The more detailed results may contribute to a better understanding of the sources for gender differences in mathematics and may consequently lead to more targeted remedial actions. The study supports the new model in showing that for 40 of the 50 countries participating in TIMSS 2011 the (usually not reported) interaction effect between the content and the cognitive sub-competencies is significant.  相似文献