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Meg Maguire 《Teaching in Higher Education》2013,18(2):149-165
Drawing on the perspectives of 11 education lecturers, this paper examines what it is like to work in the Education Department of one small denominational College of Higher Education (CHE) in England. From what these lecturers say, it seems that the college teaching staff are located as either academics or as non-academics (educationalists); a binary which has been constructed over time. This positions teacher education lecturers who work in the CHE in structural contexts where it would be extremely difficult for many of them to perform any of the accepted traditional roles of academia. Although the focus in this paper is with lecturers who teach on a 4-year undergraduate primary teacher training programme, it could be argued that similar dilemmas of status differentials impact on all those who teach teachers. Thus, the paper argues that, to a large degree, educationalists are excluded (and perhaps work to exclude themselves) from participation in the academy and inhabit another world which perhaps more accurately mirrors the school room rather than the lecture hall. Teaching in higher education, in England as elsewhere, is therefore not of a piece; it is highly differentiated and internally divided. 相似文献
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Doing teacher research: a qualitative analysis of purposes,processes and experiences 总被引：1，自引：1，他引：0
Sharon Gewirtz Jan Shapiro Meg Maguire Pat Mahony Alan Cribb 《Educational Action Research》2013,21(4):567-583
In this paper we draw upon 14 semi‐structured interviews with the participants in a teacher‐researcher project on the theme of ‘ensuring African Caribbean attainment’ with the aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain. After briefly reviewing the history and policy background of teacher research in England, we introduce the project and the specific purposes and motivations of its various stakeholders. In the second half of the paper we analyse the challenges and the rewards of participating in the project, including the challenges of facilitating teacher research, and we review the key implications of the research for policy and practice. We conclude that, in trying to make teacher research happen in a way that is meaningful and productive for those involved (whether as facilitators or teacher researchers), three things have to be negotiated at once: new roles for academic facilitators, new dimensions of teacher roles, and a viable conception of research that is authentically teacher research. All of these things involve rethinking assumptions about what it means to be a teacher and an academic and what is meant by research. Drawing on the lessons of this project, we suggest that the central challenge of building successful teacher research is the creation of genuine partnerships, characterised by respectful and critical dialogue, between university staff and teacher researchers. 相似文献
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Russell Rutter Alexander Friedlander Meg Morgan Priscilla Fowler Linda Levine Jennie Dautermann 《Technical Communication Quarterly》2013,22(4):58-84
Writing in the Academic Disciplines, 1870–1990: A Curricular History. David R. Russell. Carbondale and Edwardsville: Southern Illinois UP, 1991. 383 pp. The Politics of Writing Instruction: Postsecondary. Ed. Richard Bullock and John Trimbur. Gen. Ed. Charles Schuster. Portsmouth: Boynton/Cook, 1991. 311 pp. Rereading the Sophists: Classical Rhetoric Refigured. Susan Jarratt. Carbondale: Southern Illinois UP, 1991. 154 pp. Gender in the Classroom: Power and Pedagogy. Ed. Susan L. Gabriel and Isaiah Smithson. Urbana: U of Illinois P, 1990. 196 pp. Technology Transfer: A Communication Perspective. Ed. Frederick Williams and David V. Gibson. New York: Sage, 1990. 302 pp. Writing Strategies: Reaching Diverse Audiences. Laurel Richardson. Beverly Hills: Sage, 1990. 65 pp. Computers and Writing. Ed. Deborah H. Holdstein and Cynthia L. Selfe. New York: MLA, 1990. 150 pp. Perspectives on Software Documentation: Inquiries and Innovation. Ed. Thomas T. Barker. Amityville: Baywood, 1991. 279 pp. Writing Space: The Computer, Hypertext, and the History of Writing. Jay David Bolter. Hillsdale: Lawrence Erlbaum, 1991. 258 pp. Design of Business Communications: The Process and the Product. Elizabeth Tebeaux. New York: Macmillan, 1990. 516 pp. 相似文献
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Meg Kunde 《Communication Teacher》2017,31(1):16-20
Courses: Media and Politics, Political Communication, Political Rhetoric, Media Effects.
Objective: By taking part in a classroom activity, students will explore how cognitive frames and media frames play a role in learning from political debates. 相似文献
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Jane Perryman Meg Maguire Annette Braun Stephen Ball 《British Journal of Educational Studies》2018,66(2):145-163
This paper asks the question: to what extent do inspection regimes, particularly the Office for Standards in Education (Ofsted), influence the work of a school, and how might that influence be conceptualised? It draws on an ESRC-funded study of ‘policy enactments in secondary schools’, which was based on case-study work in four ‘ordinary’ schools. Here the data set is re-examined to understand the extent to which Ofsted had an ongoing influence on the work of the leadership, management and teachers in these schools. We undertook a process of secondary analysis of the data from the project and found that the influence of the inspection agenda was strong in the schools, policy decisions were often being made to conform to Ofsted’s expectations and the influence on leadership and management was clearly apparent. In resisting this agenda we also found that schools to some extent performed ‘the good school’ for inspections. Finally, we relate this empirical evidence to conceptions of governmentality and post-panopticism to shed new light on their theoretical relevance to contemporary inspection regimes. 相似文献
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Studies of embodied cognition offer powerful accounts of the semiotic resources people use as they think together within different domains. Yet this research does not typically foreground the history of relationships within focal interactions—a history we have found to be consequential to the ways embodied actions unfold. Through ethnographic and interactional analysis of the assistance students received in a tinkering afterschool program and the forms of assistance they enacted over time, we show how children supported one another using embodied movements that were embedded in relational histories and imbued with pedagogical and ethical values. We substantiate these findings by introducing the range of embodied movements identified within the setting, followed by a detailed analysis of three cases spanning distinct time-scales (5 minutes, 1 week, 3 years). The cases help establish the construct of embodied pathways, which we define as courses of possible action involving participants’ bodies and voices that model particular relations. We argue that the experience of receiving embodied assistance creates resources for mediation in the future, as seen in subsequent acts of guidance and solidarity across children. More broadly, we argue for greater attention to how people learn to be in relation within research on embodied learning. 相似文献
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Beilstein Shereen Oca Henricks Genevieve M. Jay Victoria Perry Michelle Bates Meg Schleppenbach Moran Cheryl G. Cimpian Joseph Robinson 《Journal of Mathematics Teacher Education》2021,24(3):283-308
Journal of Mathematics Teacher Education - This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday... 相似文献