Whose ‘voice’ is it anyway? The paradoxes of the participatory narrative     

Marianna Papadopoulou  Ewa Sidorenko 《British Educational Research Journal》2022,48(2):354-370

This study discusses some of the paradoxes found in the rhetoric of participatory research. Research-with-children views them as competent and agentic and as social actors, as citizens with opinions that must be listened to and given due weight. This image of the child as a social actor fails to acknowledge the structural, contextual and relational conditions that can afford or restrict opportunities for children’s agentic action. It conceals the multi-faceted, multi-dimensional properties of power that shape children’s (and adults’) contributions and ‘voices’. Our research took place in a primary school and aimed at training Year 6 children to carry out their own research on their chosen topic of interest. The participatory research ‘space’ was informed by the participants’ different intentionalities and agendas. The children were invited to take initiatives and make decisions, to be agentic. However, their agency, or what counts as ‘proper’ agency, was framed and defined in our adult terms. Tensions arose when the children’s agendas conflicted with and threatened ours. As we argue here, this participatory space should rather be seen as a political arena, where different and often competing agendas are at play, where the roles and relationships between children and adults are far from fixed, and where the capacity for agentic action is always socially mediated and shaped by social structure.  相似文献   

The Integration of Prelaboratory Assignments within Neuroanatomy Augment Academic Performance,Increase Engagement,and Enhance Intrinsic Motivation in Students     

Venugopala Rao Bhagavathula  Viswakanth Bhagavathula  Rohan S. Moinis  Joydeep Dutta Chaudhuri 《Anatomical sciences education》2022,15(3):576-586

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多义构式“也就是”解析及其话语功能          下载免费PDF全文

张永刚 《扬州职业大学学报》2023,(1):35-39,45

在行、知、言三域的框架下,“也就是”是由概括说明义(行域)、主观小量义(知域)、唯一排他义(言域)构成的一个完整的构式系统。其中,行域说明义为基础义,经过基础义原型构式的高频使用,配合语境吸收以及构式压制的相互作用,引申出知域贬抑义,再衍生出言域凸显义。“也就是”的话语功能可分为行域注解、总结功能、知域贬抑功能以及言域排他功能。  相似文献   

Unpacking (un)conscious social class bias in faculty hiring processes in Chile: PhD prestige granting university and network     

Roxana Chiappa 《Higher Education Quarterly》2023,77(4):756-773

Social class of origin is apparently an imperceptible attribute among doctorate holders seeking academic jobs. Yet, recent studies in different countries reveal that social class of origin may still be influencing the chances of PhD holders from low social class being hired at prestigious universities. Drawing from the theory of social and cultural reproduction, normative ‘fair’ academic hirings frameworks, and qualitative evidence collected in Chile, this research identifies the mechanisms that trigger (un)conscious social class bias in the stages of recruitment and selection of candidates in seven academic departments in economics and industrial engineering (46 interviews). Findings did not prove explicit classism manifestations, but practices of inclusion/exclusion of candidates based on the prestige of PhD-granting universities, and networks. These reproduce the relationship between social class and unequal chances of being connected to prestigious universities. Recommendations to address (un)conscious social class bias in academic hiring are discussed.  相似文献   

Fish-out-of-office: How managerialised university conditions make administrative knowledge inaccessible to academics     

Anita Louise Wheeldon  Stephen Jonathan Whitty  Bronte van der Hoorn 《Higher Education Quarterly》2023,77(2):342-355

Academics report feeling unable to cope in the managerialised university. To confirm these feelings are symptoms of managerialism's tightening grip, we use Bourdieusian concepts of field and capital to compare academics and professional staff experiential statements in an Australian university. We compare their field conditions and examine how their differences enable or hinder the accumulation of capital that defines their field. Findings show that managerialism requires professional staff to share work tasks and be on-campus, which enables them to accumulate the capital they require. Managerialism also permits and resources academics to working out-of-office to accumulate their required capital. Consequentially though, university operational knowledge becomes informal and only accessible to professional staff who accumulate the required social capital to access it. Professional staff are thus fish-in-water; easily accumulating social capital through day-to-day activities. But academics become fish-out-of-water (office); they flounder to access operational knowledge, which leads to feelings of not coping.  相似文献   

Re-examining and developing the notion of academic citizenship: A critical literature review     

Joclarisse Albia  Ming Cheng 《Higher Education Quarterly》2023,77(4):709-721

The notion of academic citizenship has been largely associated with the service role which is a part of academic work seen as additional to teaching and research. The changing landscapes of higher education and the increasing diversity of academic work have prompted debates on what academic citizenship means. This paper challenges the conventional association of academic citizenship with the service role and presents a critical review of the key themes and issues explored in extant literature on the subject. Drawing upon the general view of citizenship as practice, it proposes that the different dimensions of academic work be seen integratively, with academic citizenship reframed beyond the service role. We argue that academic citizenship needs to be conceptualised as a practice of enactment, that is, by the values, processes and means by which it is enacted and asserted as academics draw on freedoms, autonomy and individual motivations.  相似文献   

The diversity of university disciplinary profiles in research and teaching     

Angelika Tsivinskaya 《Higher Education Quarterly》2023,77(4):853-873

Is the ideal of a one-size-fits-all university model—where universities are capable of successfully performing all competencies simultaneously—ever achievable? Has the balance between teaching and research activities grown even more fragile or is such a balance unfeasible? In this paper, we review studies of institutional diversity in higher education and bibliometric analyses. We prose a two-dimensional typology based on diversity in teaching and research by scientific fields. We investigate the diversity in teaching and research, respectively, at the disciplinary level and address whether these primary activities mirror each other. As a measure of mismatch between the two activities, we assess the distribution of students and publications by scientific fields through a clustering analysis. Our study of higher education institutions (HEIs) in Russia reveals that private universities are less diverse both in research and teaching and have high teaching intensity compared to state universities. Expectedly, universities in the rankings have more diverse profiles and they have a higher research intensity.  相似文献   

Evaluating the feasibility of remotely administered curriculum-based measurement for students with autism: A pilot study     

Sarah S. Mire  Milena A. Keller-Margulis  Amy K. Izuno-Garcia  Emily R. Jellinek  Elías S. Loría Garro 《Psychology in the schools》2023,60(2):345-363

Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high.  相似文献   

Supporting practitioners in school-based evaluations of autism spectrum disorders     

Sarah W. Harry  Kayla E. Bates-Brantley  Breya L. Whitefield  Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.  相似文献   

Conscientiousness,prior experience,achievement emotions and academic procrastination in online learning environments     

Sheng-Lun Cheng  Jen-Chia Chang  Karina Quilantan-Garza  Mary L. Gutierrez 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):898-923

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