A tale of two narratives: student voice—what lies before us?     

Valerie Hall 《牛津教育评论》2017,43(2):180-193

As the last century closed, and a bright new millennium dawned, the concept of ‘student voice’ within education emerged as something to be ‘identified’ and ‘captured’. In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory sector, but soon followed by the post-compulsory sector as the 2000s moved on. In an increasingly quasi-consumerist environment, a mechanism had emerged with potential to ‘measure’ student satisfaction. Institutions quickly took up the ‘call to arms’, assigning responsibilities to ensure there was evidence of ‘student voice’ engagement; but there was no conversation with the ‘students’ about how this was experienced by them. This concept had become a ‘portmanteau’ term; a ‘catch all’ competing between two narratives—student voice as democratic and transformational; and student voice as ‘policy’ and strategic initiative. Formal research that could contribute to this discussion has been sparse and this paper takes a critical stance to the literature and policy, exploring the current status of student voice and proposing a research focus that has the potential to involve students in a discussion about how their voice is heard, and for what purpose.  相似文献   

Book reviews     

Myriam Bacquelaine  Horst Möhle  C. C. Liu  Pertti Luntinen  Ellen Sessar-Karpp  Tsunenobu Ban  Dieter Lenzen  Arieh Lewy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(3):369-383

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The influence of kinetic structure in films on biology students' achievement and attitude     

Ellen Stephanie Simmons 《科学教学研究杂志》1980,17(1):67-73

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Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework     

Laupper  Ellen  Balzer  Lars  Berger  Jean-Louis 《Educational Assessment, Evaluation and Accountability》2020,32(4):481-498

Educational Assessment, Evaluation and Accountability - Survey-based formats of assessing teaching quality in higher education are widely used and will likely continue to be used by higher...  相似文献   

The congruence of stated research preferences and published research of science educators     

David H. May  Ellen Fuller  Joe Long  David Butts 《科学教学研究杂志》1980,17(2):153-159

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Public Art: The Problems and Potential of Multiple Meanings     

Valerie Holman 《The International Journal of Art & Design Education》1997,16(2):127-135

Public art is not just sculpture and mural painting: it can take the form of stained–glass windows, textile wall–hangings, mosaic pavements and works of art that are not even designed to be long–lasting or permanent. It is found in city squares, and secluded countryside; in National Health Service hospitals and the national headquarters of major companies. Public art can now be studied at any level from primary to postgraduate, and because art and its context are so closely related in these settings beyond the gallery, it affords a particularly rich object of analysis for all age groups. What has so far received relatively little attention is the way in which public art is read. An examination of works of art from France and America reveals that visual literacy cannot be seen in isolation, for how we read depends as much on what we bring to our reading as it does on the text or image we seek to understand.  相似文献   

Shifting Challenges in Teacher-Education Research and Accreditation: Lessons Learned from Limitations on Studying Program Impact     

Ellen Contopidis  Kathleen DaBoll-Lavoie  Kerry Dunn  Deana Darling  Kim Wieczorek 《The New Educator》2017,13(3):310-327

ABSTRACT

A critical issue in educator preparation is how to ascertain if program graduates are sufficiently prepared to be effective through the acquisition of meaningful evidence of graduates’ impact on their students. Challenges to proving specific impact of educator-preparation programs on student learning include identifying and following program completers as they move into diverse teaching environments. Barriers include lack of access to measures such as students’ achievement scores and work samples. This article puts the research on educator-preparation-program accountability into perspective and provides a discussion about whether or not we have the capacity at this moment in time to access meaningful data about and proof of teacher impact.  相似文献   

Verbal discussions about social problem-solving between friends and non-friends     

Michelle Dumont  Ellen Moss 《European Journal of Psychology of Education - EJPE》1996,11(3):343-360

In the field of developmental social psychology there is a consensus concerning the social nature of intelligence. In spite of the important empirical investigations in this field over the last fifteen years, the influence of the quality of a relationship on joint problem-solving and learning is still poorly understood. This explorary study investigated the influence of socio-affective context on the interactive modalities surrounding social problem-solving discussions conducted with 32 dyads of 8-year-old Swiss francophone children. Sociometric interviews with children and teachers were carried out to identify the following naturally-ocurring socio-affective contexts: reciprocal friendship (RF), asymmetrical friendship (AF) and reciprocal absence of friendship (“reciprocal non-friendship” RNF; excluding enemies). Comparisons of verbal exchanges and dyadic performance across the three groups suggests that reciprocal friendship facilitates collaboration and the organization of collective work. Two rival hypotheses opposing socio-affective proximity (reciprocal friendship) and socio-affective distance (asymmetrical friendship and reciprocal absence of friendship) are discussed with respect to the influence of social interactions on social problem-solving.  相似文献   

Maternal Employment and Perceptions of Young Children: Bronfenbrenner et al. Revisited     

Ellen Greenberger  Robin O''Neil 《Child development》1992,63(2):431-448

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Training for content teachers of English Language Learners: using experiential learning to improve instruction*     

Leslie L. Bohon  Susan McKelvey  Joan A. Rhodes  Valerie J. Robnolt 《Teacher Development》2017,21(5):609-634

Abstract

Experiential learning theory places experience at the center of learning. Kolb’s four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle – feeling, reflection, thinking, and action. This research assesses the alignment of Kolb’s experiential learning cycle with the week-long Summer Institute of Assisting, Collaborating, and Training ESL Secondary Content Teachers (ACT-ESL), the first stage of a professional development model designed to train content teachers of English Language Learners (ELLs). Qualitative and quantitative data analysis from pre- and post-surveys determined positive changes in participants’ understanding of key ELL concepts, knowledge, and understanding of instructional strategies and practices. Analysis indicated that the Summer Institute had a large effect (d > 2.00 for each scale), regardless of previous training in ELL instructional strategies. Findings show that the Summer Institute incorporated the cycle of learning and tenets of Kolb’s experiential learning theory and evidenced teacher learning.  相似文献