Re-conceptualising authority relations in education: a micro-situational approach     

Anne Pirrie  Irene Rafanell 《Critical Studies in Education》2020,61(1):101-114

ABSTRACT

This article explores the conception of authority relations in the classroom that are implicit in some examples of related policy documentation in Scotland and England. We argue that the importance of the constitutive role of the micro-dynamics of face-to-face interaction in classroom settings is neglected in documentation of this type. We explore this claim with reference to examples of policy in two jurisdictions of the United Kingdom, namely The Donaldson Review and The Standards for Registration in Scotland, and policy-related guidance from England on improving discipline in schools and pupils’ behaviour. We also consider how authority relations are conceptualised in a recent article that has made a significant contribution to the literature in the field. Finally, we present a theoretical account that counterbalances prevailing approaches to authority relations in the classroom. We suggest that authority is continuously negotiated, challenged, accepted, defined and ultimately constituted in and through the dynamics of interaction amongst pupils (and between pupils and teachers).  相似文献   

Exploring profiles of ideal high school mathematical teaching behaviours: perceptions of in-service and pre-service teachers in Taiwan     

Feng-Jui Hsieh  Qian Chen 《Educational studies》2018,44(4):468-487

This study explored and compared the perspectives of Taiwanese in-service and pre-service high school mathematics teachers regarding ideal teaching behaviours; the perspectives of a nationwide sample of students were taken as the baseline. Fourteen factors contributing to ideal teaching behaviours were identified through exploratory factor analyses. Nine factors, including idea explanation and speedy lecture, were rooted in traditional Chinese culture; five factors, including concrete representation and student activities, were influenced by Western cultures. Three teacher profiles were identified through k-means clustering analysis. The perspectives of in-service teachers were dominated by a painless meaning-emphasised profile; these teachers emphasised meaningful learning for students and avoided the fast pace and demanding requirements that can cause distress in students, whereas pre-service teachers were dominated by an all-round profile, revealing their openness to all factors. Compared with pre-service teachers, in-service teachers’ perspectives were more similar to those of students.  相似文献   

Warm elaborated feedback. Exploring its benefits on post-feedback behaviour     

Raquel De Sixte  Amelia Mañá  Vicenta Ávila  Emilio Sánchez 《教育心理学》2020,40(9):1094-1112

Abstract

This study provides evidence on the impact of including warm messages in elaborated feedback. These messages are aimed at the motivational process that can be mobilised by feedback and that which can condition its reception and the way students face the task (post-feedback behaviour). In a task where secondary school students had to learn a new strategy for improving their reading skills in a computer-based environment, we compared the use of elaborated feedback with the use of elaborated feedback enhanced with motivational messages (warm elaborated feedback) and a control condition (without feedback). The results showed that students receiving warm elaborated feedback revisited the text more often than those receiving only the elaborated feedback, and that both groups revisited the text more than the control group. This finding suggests that controlling the motivational aspects in feedback messages may increase the effectiveness of elaborated feedback.  相似文献   

主体性教育与教师行为的改变     

陈雪梅 《淮北职业技术学院学报》2004,3(4):75-76

英语教学中教师观念和行为的变化是发展学生主体性的关键,本文就教师如何改变教师行为阐述了自己的看法．  相似文献   

对西北地区小学和初中体育教师的课程认识和行为的跟踪调查     

邓云玲  马瑞华 《南京体育学院学报(社会科学版)》2005,19(1):76-79

采用问卷法和访问法,对西北地区的甘肃、青海、新疆、陕西等城市、县镇和农村的小学和初中体育教师的课程认识和行为进行了跟踪调查。调查结果表明,西北地区大多数体育教师是赞成这次课程改革的。经过培训,他们对课程性质、课程价值、课程基本理念、课程目标等方面的认识,有了质的变化。此外,有些体育教师在学习、探索、实践新课程。但是,有些体育教师对如何实施新课程信心不足,甚至出现将新课程搁置一边的情况,贯彻和实施新课程时存在偏差,应引起足够重视,并对此提出了对策建议。  相似文献   

上海市普陀区中老年人体育现状的调查与分析     

梁晓霞  李世昌 《辽宁体育科技》2010,32(5):28-30

为适应群众体育的发展,提高社区体育的水平,本文对上海市普陀区55周岁以上的中老年人的体育现状进行调查,从体育锻炼的意识、行为和环境三大方面进行分析研究,以期为上海市普陀区的体育工作者提供新的管理思路。  相似文献   

Social and interactional practices for disseminating current awareness information in an organisational setting     

Simon Attfield  Ann Blandford  Stephann Makri 《Information processing & management》2010

Current awareness services are designed to keep users informed about recent developments based around user need profiles. In organisational settings, they may operate through both electronic and social interactions aimed at delivering information that is relevant, pertinent and current. Understanding these interactions can reveal the tensions in current awareness dissemination and help inform ways of making services more effective and efficient. We report an in-depth, observational study of electronic current awareness use within a large London law firm. The study found that selection, re-aggregation and forwarding of information by multiple actors gives rise to a complex sociotechnical distribution network. Knowledge management staff act as a layer of “intelligent filters” sensitive to complex, local information needs; their distribution decisions address multiple situational relevance factors in a situation fraught with information overload and restrictive time-pressures. Their decisions aim to optimise conflicting constraints of recall, precision and information quantity. Critical to this is the use of dynamic profile updates which propagate back through the network through formal and informal social interactions. This supports changes to situational relevance judgements and so allows the network to ‘self-tune’. These findings lead to design requirements, including that systems should support rapid assessment of information items against an individual’s interests; that it should be possible to organise information for different subsequent uses; and that there should be back-propagation from information consumers to providers, to tune the understanding of their information needs.  相似文献   

Voters’ online information behaviour and response to campaign content during the Scottish referendum on independence     

《International Journal of Information Management》2017,37(6):539-546

Research into the public’s motivations for, and barriers to, the use of referendum campaign sites was carried out in the final weeks before the 2014 vote on Scottish independence. As a qualitative study, drawing on 54 interactive, electronically-assisted interviews, where participants were observed and questioned as they searched for and used information on the websites and social media sites of the campaign groups, the results enable more precise causal inferences to be drawn about voters’ exposure to campaign sites. Results indicate participants value ‘facts’, what they perceive as authoritative voices, the capacity to compare campaign messages directly, infographics and concise, direct information. They are sceptical, particularly about celebrity contributions, preferring expert messages, and uncertain about their personal capacity to evaluate information they will use to make decisions. The authors set out a new model of levels of user engagement with political discourse during campaigns. Results have relevance for governments, as well as researchers in the fields of politics, communications and information management.  相似文献   

技术伦理视阈下高科技企业非伦理技术行为的表现及优化     

李华君  滕姗姗 《科技管理研究》2017,(15)

高科技企业非伦理技术行为不仅局限于企业与冲突方之间的关系相背离,还影响着社会、自然等生态圈平衡。而技术伦理原则寻求的是平衡和谐,实现整个环境的融洽稳定。本文从技术伦理原则的十二个指标研究高科技企业的非伦理技术行为,具体分析核伦理、太空伦理、生态伦理、基因伦理等方面,最后从宏观与微观两个层面提出了发展型伦理意识。宏观层面从整体上关注企业与自然、企业与技术、企业与未来之间的关系;微观层面具体地考察企业与人之间的技术伦理关系。  相似文献   

集体人：社会动员的行为主体     

赵麟斌  洪建设 《闽江学院学报》2009,30(3):18-23

社会动员必须以动员行为主体的研究为逻辑起点,以利益为终极关怀,以理性集聚为基础的集体人设定,是对社会动员行为主体的一种尝试.作为社会动员行为主体的集体人,具有内存在性、指向性、一致性、行动可能性、反意向等特征,同时由于受权威正式与否的影响,集体人可以细分为自觉集体人和觉他集体人,这两类集体人基于自身的特征,在社会动员中发挥着各自的功效.  相似文献