Conceptualising gender and violence in research: Insights from studies in schools and communities in Kenya,Ghana and Mozambique     

Jenny Parkes  Jo Heslop  Samwel Oando  Susan Sabaa  Francisco Januario  Asmara Figue 《International Journal of Educational Development》2013

Gender and violence are complex and contested concepts, understood in varying ways in research, policy and interventions in education. Often there has been an emphasis on acts of violence, with much less attention to the social conditions and gender relations behind these acts. This paper discusses the development of a conceptual framework that emphasises not just acts and individuals, but also transformation of gendered power relations and inequities, alongside a focus on addressing the identity conflicts and struggles of everyday life. The framework underpins research, advocacy and community interventions in a multi-partnered project on violence against girls led by ActionAid.  相似文献   

Primary School Teachers' Understanding of Environmental Issues: An interview study     

Mike Summers  Colin Kruger  Ann Childs  Jenny Mant 《Environmental Education Research》2000,6(4):293-312

In the light of an increased emphasis on environmental education in revisions of the National Curriculum to be introduced in September 2000, this study used in-depth interviews to explore the understanding of a non-random sample of 12 practising primary school teachers in four areas: biodiversity, the carbon cycle, ozone and global warming. A methodological innovation in this research was the prior identification of basic scientific explanations of each area for a primary teachers, and the use of these as benchmarks for judging understanding. The study was able to identify those underpinning science concepts which were well understood, and those which were not so well understood. Some missing concepts and misconceptions are also reported. Although the findings cannot be generalised to all primary teachers, the fairly strong science backgrounds of eight teachers in the sample suggest that some of the difficulties reported may be found more widely. It is suggested that both the basic explanations and the difficulties of understanding displayed by the teachers can usefully inform programmes of professional development for environmental education. An outline of a guide for teacher education adopting this approach is provided.  相似文献   

Superteachrs: From Policy Towards Practice     

Alan Sutton  Angela Wortley  Jenny Harrison  & Christine Wise 《British Journal of Educational Studies》2000,48(4):413-428

This article is concerned with the origins and evolution of the Advanced Skills Teacher (AST) initiative from its announcement in 1995 to the end of 1999. It examines the Government rationale and the contributions of the Department for Education and Employment (DfEE), the Teacher Training Agency (TTA) and the School Teachers' Review Body (STRB).  相似文献   

Some lessons from a student-centred approach to teaching and learning     

Jenny Hall  Mark Saunders 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(3):207-209

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Survey of Degree Curricula in Educational Communications and Technology Worldwide   总被引：1，自引：0，他引：1  

Jenny K. Johnson Ph.D.  B.A. 《TechTrends》2006,50(6):12-15

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Robert E. deKieffer 1916 – 1999     

Lida M. Cochran  Jenny K. Johnson 《Educational technology research and development : ETR & D》1999,47(4):108-108

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High-performance sport,learning and culture: new horizons for sport pedagogues?     

Dawn Penney  Jenny McMahon 《Physical Education & Sport Pedagogy》2016,21(1):81-88

Background: Research in sport coaching and sport pedagogy including studies published in this special issue bring to the fore the relationship between learning and culture in contexts of high-performance sport. This paper acknowledged that how learning, culture and their relationship are conceptualised is a crucial issue for researchers and professionals in high-performance sport.

Purpose and approach: This paper arises from a theoretical analysis of the research studies presented in this special issue. The analysis undertaken focused on the understanding and representation of the concepts of learning and culture and critically examined the methodological application of particular conceptualisations. The intention was to extend insight into both theoretical and methodological issues associated with understanding and researching athlete and coach learning, and high-performance sport settings.

Findings and discussion: This paper identifies tendencies for separatist and reductionist thinking about learning and culture in high-performance sport settings. A relational perspective is identified as critical to extending research and professional practice that is directed towards learning and/or culture. Researchers are urged to avoid identifying either athlete or coach learning (only) with specific events or experiences, and similarly avoid positioning culture as something that sits apart from athletes’ and coaches’ participation and learning in elite sport settings. The dual notions of ‘learning practices as cultural practice’ and ‘cultural practice as pedagogical practice’ are proposed as a basis for holistic thinking about learning and culture in high-performance sport settings. The extent to which such thinking is reflected in the various contributions to the special issue is considered. Attention is then directed to the methodological challenges that researchers face if they are to reflect a conceptualisation of learning as both embedded and embodied in cultural practices. Challenging and extending the underlying vision of learning that researchers, coaches and athletes have is revealed as a critical consideration in regard to research design, data collection and ways in which participants are variously positioned, represented and ‘involved’ in research. Embodied perspectives are identified as particularly worthy of greater attention in contemporary research that seeks to extend understanding of athlete and/or coaches’ learning and lived experiences within and amidst elite sporting cultures. Recent scholarship focusing on the body and lived experience is identified as providing theoretical and methodological insights that can extend future research and practice.

Conclusions: Foregrounding a relational perspective is fundamental to extending the understanding of learning and culture in high-performance sport. Future research also needs to clearly embrace the methodological challenges presented by new conceptualisations.  相似文献   

Confronting the opioid crisis with consumer health information: a look at East Tennessee     

Kelsey Leonard Grabeel  Jenny C. Moore 《Journal of the Medical Library Association》2021,109(1):120

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The entrepreneurial researcher: Re-formations of identity in the research marketplace     

Jenny Ozga 《International Studies in Sociology of Education》2013,23(2):143-153

This article seeks to consider the nature and impact of managerialism on Higher Education with particular reference to research. Managerialism will be addressed here primarily as a transmission system of economic rationalism into the body politic of the university, by that it is meant that competitiveness is assumed to improve performance and only the financial calculation of benefit is recognised. This agenda is developed through consideration of the changing management of research work and draws on the wider literature on work and organisations to look at the impact of changing material conditions and social relations on the identity formation of researchers. In general, the article seeks to promote reflexivity both in the style of presentation and in the focus on research and managerialism in Higher Education. The salience of Barry Troyna's strictures about reflexivity (Troyna, 1994) is acknowledged but it is suggested that if we seek to understand how the values and cultures of the public sector are being transformed, in particular through the formation of new subjectivities, then our own experience as workers within higher education offers a valuable and useful resource. It is also possible that subjecting this process to self-critical scrutiny may alert us to its invidiousness and so assist in the retrieval and re-formation of alternative formations of research work. For some of us, including the author, this may extend into consideration of the effects of managerialism on our own identities as managers and on our own management practice.  相似文献   

Valued and performed or not? Teachers’ ratings of transition activities for young children with learning disability     

Anne Lillvist  Jenny Wilder 《欧洲特需教育杂志》2017,32(3):422-436

Stakeholder collaboration has been identified as a facilitator for positive transition outcomes for all children, and especially for children in need of special support. However, the type and extent of stakeholder collaboration have shown to be related to teachers’ view of their transition practises. Thus, this study set out to examine the transition activities reported by 253 teachers in Compulsory School for Students with Learning Disabilities in Sweden. The purpose was to study the type of transition activities performed and how important teachers regarded these activities to be. The results show that overall teachers are engaged in transition activities that can be described as mainly traditional, as they do not differ from transition activities carried out in other educational settings. The results also show that untraditional transition activities, such as home visits and joint parent meetings with preschools, are viewed as important, but rarely executed. The results are discussed from an ecological systems perspective, emphasising the interconnectedness of individuals and their environment. Focus is given to individualised transition processes and developmentally appropriate transition activities for young children with learning disability.  相似文献