Self-Deception in the Classroom: Educational manifestations of Sartre’s concept of bad faith     

Sean Blenkinsop  Tim Waddington 《Educational Philosophy and Theory》2013,45(14):1511-1521

This article explores an important section of Jean-Paul Sartre’s famous early work, Being and Nothingness. In that section Sartre proposes that part of the human condition is to actively engage in a particular kind of self-deception he calls bad faith. Bad faith is recognized by the obvious inconsistency between the purported self-knowledge of an individual and ways of acting and being in the world that are demonstrably in defiance of that stated position. This article begins by exploring examples of this self-deception in education along with a short query into the role pain avoidance might play in the development of this particular skill. The article then goes on to offer a series of manifestations of bad faith that Sartre identified along with possible examples of how each example, perhaps ‘excuse’, of bad faith might appear in education.  相似文献   

Showing up to Class in Pajamas (or Less!): The Fantasies and Realities of On-Line Professional Development Courses for Teachers     

Tim Green 《Clearing house (Menasha, Wis.)》2013,86(3):148-151

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Adjoined Piecewise Linear Approximations (APLAs) for Equating: Accuracy Evaluations of a Postsmoothing Equating Method     

Tim Moses 《Journal of Educational Measurement》2013,50(4):427-446

The purpose of this study was to evaluate the use of adjoined and piecewise linear approximations (APLAs) of raw equipercentile equating functions as a postsmoothing equating method. APLAs are less familiar than other postsmoothing equating methods (i.e., cubic splines), but their use has been described in historical equating practices of large‐scale testing programs. This study used simulations to evaluate APLA equating results and compare these results with those from cubic spline postsmoothing and from several presmoothing equating methods. The overall results suggested that APLAs based on four line segments have accuracy advantages similar to or better than cubic splines and can sometimes produce more accurate smoothed equating functions than those produced using presmoothing methods.  相似文献   

The Success and Struggles of Filipino Geriatric Nurses in Nursing Homes     

Allan B. de Guzman  Rona Denise V. Coronel  Kannerin O. Chua  Mariz G. Constantino  Ericsann James C. Cordova 《Educational gerontology》2013,39(4):358-377

Geriatric nursing is a physically and emotionally demanding job in healthcare. It is a neglected field despite the growing population of the elderly, and the experiences of geriatric nurses are one of the unrecognized aspects of this field. This qualitative study purports to explore the successes and struggles of the lived experiences of a select group of Filipino geriatric nurses working in nursing homes. A total of five registered nurses selected from Philippine geriatric homes were the subjects of this qualitative study. Data were gathered from a two-part instrument: namely, a researcher-made robotfoto and a semistructured interview. Through the use of a repertory grid involving both cool and warm analyses, field texts were phenomenologically reduced in order to establish distinct conceptual clusters.

Summarily, two roles were found to be the defining elements of Filipino geriatric care nurses' sense of success and fulfillment. These include the instrumental and developmental, which describe the nurses' appreciation of their unique place in the lives of their elderly patients and, at the same time, their experiences of personal and professional growth and expansion as nurses. In regard to their struggles, the contextual conditions in the workplace typify the roadblocks of their efficient and effective delivery of quality healthcare services.  相似文献   

Diabetes Intrusiveness and Wellness Among Elders: A Test of the Illness Intrusiveness Model     

Vaughn A. DeCoster  Tim Killian  Richard T. Roessler 《Educational gerontology》2013,39(6):371-385

ABSTRACT

Technology use is a common constituent of modern life. However, little is known about older adults’ use of technology. This article presents a subset of data collected via the technology deployed in the iStoppFalls randomized control trial. The primary focus lies on questions about digital device/Internet use, ownership, length, and frequency as well as social networking. Data was collected from participants aged 65 years or older. Seventy-eight participants completed a specifically developed technology survey as part of the baseline assessment. Results showed that the majority of subjects owned a computer with men being its main user. Participants used technological devices on a daily basis for more than 1 year. The main reason for using technology was e-mail communication, search engines, text processing, and online shopping. Only a few participants used social network applications, with Google+ and Facebook being the most popular ones. Future work should consider an in-depth qualitative approach to further increase understanding of technology use in older adults.  相似文献   

Comparison of the Viewing Habits and Preferences of Young Offenders and Representative Schoolchildren     

Ann Hagell  Tim Newburn 《Pastoral Care in Education》2013,31(1):37-42

In the light of the introduction of teaching standards in professional values and practice in September 2002, this study compares two sets of data from B.Ed. and PGCE primary courses, in order to examine the existing opportunities for values education within teacher education in one institution. The findings highlight a qualitative difference in the process of personal and professional development experienced by the two groups of students. Implications of the findings for university training partnerships, university tutors and professional studies programmes are then considered. The conclusion reached is that the introduction of teaching standards in professional values and practice may be the next landmark in the process vs. competence debate about teacher education, and may provide the opportunity to put human development back into the heart of teacher education.  相似文献   

Recognition of prior learning (RPL) policy in Australian higher education: the dynamics of position-taking     

Tim Pitman  Lesley Vidovich 《教育政策杂志》2013,28(6):761-774

The Bourdieuian concept of ‘position-taking’ is applied in this analysis of recognition of prior learning (RPL) policy and practice in Australian higher education. Data from institutional documents and participant interviews indicate that, within RPL policy, the universities selectively employ prevailing discourses of ‘quality’ and ‘equity’ to reinforce or potentially improve their reputation and symbolic power in the field of higher education. There is no common consensus about either equity or quality across the sector, as each university interprets the two concepts for its own benefit. The evidence suggests that, despite rhetoric in government policy implying that both are equally important, quality is a far stronger discourse and policy imperative than equity in RPL policy and practice. Also, RPL policies and practices provide an insight into how the key policy priorities of equity and quality are addressed by universities, when applied to a specific educational process or practice.  相似文献   

A content analysis of local television newscasts: Answering the critics     

K. Tim Wulfemeyer 《广播与电子媒介杂志》2013,57(1):481-486

Local television newscasts have been criticized for being too frivolous, but an analysis of San Diego stations indicates more newscast time is devoted to significant issues of the day than to anything else.  相似文献   

A Testing Issue: Key skills assessment in Australia     

Rosemary Clerehan  Kate Chanock  Tim Moore  Anne Prince 《Teaching in Higher Education》2013,18(2):279-284

Maintenance of academic standards, assessment and monitoring are key tasks for tertiary education, as the system attempts to meet government targets for universal participation. Tertiary education therefore demands more attention to the measurement of outcomes. However, the use of a graduate skills assessment test, we contend--particularly in the form this currently takes in Australia--implies a limited sense of the value added by a university education. We question the validity of national testing both on grounds of its suitability to assess the skills cultivated by university study and on grounds of equity and cultural inclusiveness.  相似文献   

Technology enhanced learning as transformative innovation: a note on the enduring myth of TEL     

Tim Goodchild  Ewen Speed 《Teaching in Higher Education》2013,18(8):948-963

ABSTRACT

The purpose of this paper is to offer a critical insight into the ubiquity of technology enhanced learning. The use of technology in higher education is underpinned by a promise that technology will enhance teaching and learning despite an apparent lack of systematic evidence. This raises questions of how this enhancement agenda persists, and of how technology has established a position of dominance within higher education. This orthodoxy is evident across a range of relevant actors, from commercial interests, universities, government, academics, and technologists. This paper utilises a critical logics approach, which problematises the competing interests of these different actors, exploring ways in which the social, political and fantasmatic practices between these actors contribute to the ubiquity and dominance of technology enhanced learning. This paper argues that the technology enhanced project resists in-depth critique, with the repeated failure of technology to transform education attributed towards academics, students and institutions.  相似文献