Critical Mass and Pedagogic Continuity: studies in academic habitus     

Sara Delamont  Odette Parry  Paul Atkinson 《British Journal of Sociology of Education》1997,18(4):533-549

The paper is based on ethnographic work with doctoral students, their supervisors and postdoctoral researchers in three contrasting disciplines: biochemistry, artificial intelligence and physical geography. It explores how stability and continuity in scientific disciplines are sustained through socialisation processes of doctoral research. It identifies the inter‐generational transmission of knowledge, skills and assumptions within the institutional setting of laboratory or the research group. Working on ‘standardised packages’ in such social contexts, doctoral students are enculturated into scientific work. Despite setbacks and uncertainties in getting their research to ‘work’ doctoral students express faith that their problems are ‘doable’. Drawing on these empirical findings we suggest that these forms of pedagogic continuity are of more significance in the enculturation of doctoral students and the reproduction of scientific knowledge than the presence or absence of a ‘critical mass’ of active researchers (as has been suggested by the recent Harris review of postgraduate education in the UK). We therefore suggest that recent UK policy formation that has emphasized the notion of critical mass deserves critical scrutiny, and that there is need for perspectives more sensitive to disciplinary cultures and departmental organization.  相似文献   

Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review     

Scott B. Greenspan  Sarah A. Fefer  Sara A. Whitcomb  Jessica M. Kemp 《Psychology in the schools》2019,56(6):907-927

Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature.  相似文献   

From Book to Screen: Adopting Cinematic Adaptations of Literature in the EFL Classroom to Hone Students’ Critical Thinking Skills     

Sara Djamàa 《学校用计算机》2018,35(2):88-110

In light of the paramount value placed on critical thinking (CT) in higher education and the scarcity of research into the use of cinematic adaptations to this end, this study investigated the incorporation of film into the source literature to hone students’ cognitive skills in the areas of analysis, inference, evaluation, induction, and deduction. Participants were 50 third-year students of English as a foreign language (EFL) enrolled in a university in eastern Algeria for academic year 2015–2016. During the fall semester, the treatment group (n = 24) and the control group (n = 26) took a regular literature course. In the spring semester, the treatment group took a film-literature course and the control group, a reading-only course that drew on Facione's IDEAS critical thinking model. The California Critical Thinking Skills Test (CCTST) was used as a pretest and posttest. Empirical findings indicated that both groups performed on par in all cognitive areas of CT with the exception of inference, wherein the film group outperformed the reading-only group in this dimension.  相似文献   

Fuzzy Borders and the Fifth Moment: methodological issues facing the sociology of education     

Sara Delamont 《British Journal of Sociology of Education》1997,18(4):601-606

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Post-16 e-learning content production: a synthesis of the literature     

Dr  Sara de Freitas 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(2):349-364

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The centrality of Aboriginal cultural workshops and experiential learning in a pre-service teacher education course: a regional Victorian University case study     

Sara L. Weuffen  Fred Cahir  Aunty Marjorie Pickford 《高等教育研究与发展》2017,36(4):838-851

This paper discusses a cross-cultural pedagogical approach, couched in a theory–practice nexus, used at a Victorian regional university to guide non-Indigenous pre-service teachers’ (PSTs) engagement with Aboriginal and Torres Strait Islander perspectives and cultures. We have drawn on qualitative and statistical data, and current issues in Australian and international literature, to explore the relevance and success suggested by data from this cross-cultural pedagogical approach, in particular the notion of teacher ethnicity in racialised spaces. In doing so, we have addressed recent sentiments about a lack of quantitative and qualitative research that explores inclusion of Aboriginal and Torres Strait Islander content and discussions of ways in which tertiary educators construct and influence teachings about Aboriginal and Torres Strait Islander cultures. It is anticipated that this paper will generate further dialogue and research-based evidence on ways in which other tertiary education providers may draw on cross-cultural theories to guide inclusion of Aboriginal and Torres Strait Islander content and perspectives in PST education courses.  相似文献   

Exploring the relationship between institutional and professional autonomy: a comparative study between Portugal and Finland     

Teresa Carvalho  Sara Diogo 《Journal of Higher Education Policy & Management》2018,40(1):18-33

By comparing two distinct settings–Portugal and Finland–and based on previous studies revealing similar trends in both countries, this article analyses the relationship between institutional and academic autonomy in the higher education sector. Based on crosschecking of the literature review and 47 interviews with key actors in both the Portuguese and Finnish higher education systems, the authors analyse the extent to which the political attempts to increase institutional autonomy are perceived by academics in these countries as leading to an increase in their professional autonomy. Data reveals that there is a lack of complete correspondence between the way different institutional dimensions have been changing at the organisational level and the way academics perceive the effects at the professional level. While there is a correspondence in the perceptions over organisational and interventional autonomy, no correspondence is found concerning policy autonomy in both countries. Furthermore, there are no homogeneous perceptions within academics group in each country concerning professional autonomy.  相似文献   

The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue     

Maria Vrikki  Ruth Kershner  Elisa Calcagni  Sara Hennessy  Lisa Lee  Flora Hernández 《International Journal of Research & Method in Education》2019,42(2):185-203

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Moving beyond academic achievement goal measures: A study of social achievement goals   总被引：1，自引：0，他引：1  

S. Jeanne Horst  Sara J. Finney  Kenneth E. Barron 《Contemporary educational psychology》2007,32(4):667-698

The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach, and performance-avoidance) model of social goal orientation to three theoretically based competing models, (2) examine item functioning, and (3) assess generalizability of the factor structure. The fit of the proposed three-factor model was promising; however, areas of misfit and problematic items were identified. Stronger support for the three-factor structure of goal orientation was found using scores from an abbreviated 13-item SAGOS. In Study 2, item wording was altered slightly to evaluate a revised Social Achievement Goal Scale (SAGS), yet resulted in similar findings. Study 3 examined external validity evidence for the SAGS, garnering some support for the meaning of the scores. Although continued refinement of the SAGOS and SAGS is recommended, the findings help contribute to our general understanding and conceptualization of social goal theory and the role that social goals may play in academic contexts.  相似文献   

The Validity of Value-added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences     

Sara J. Finney  Donna L. Sundre  Matthew S. Swain  Laura M. Williams 《Educational Assessment》2016,21(1):60-87

Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence conditions: (a) an aggregate of test scores is used solely for institutional effectiveness purposes, (b) personal test score is reported to the student, or (c) personal test score is reported to faculty. Value-added estimates, operationalized as change in performance between two testing occasions for the same individuals where educational programming was experienced between testing occasions, were examined across conditions, in addition to the effects of test-taking motivation. Test consequences did not impact value-added estimates. Change in test-taking motivation, however, had a substantial effect on value-added estimates. In short, value-added estimates were attenuated due to decreased motivation from pretest to posttest.  相似文献