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Donald R. Baum Jimmy E. Hernandez Ariah Orchard 《Early Years: An International Journal of Research and Development》2019,39(3):260-275
This study considers the extent to which access to basic education and student learning outcomes have become more equalized or more disparate in Tanzania following the implementation of the international Education for All (EFA) initiative, and whether early childhood education access and performance follow similar patterns. To answer these questions, we apply a mixed-methods research design, which includes a longitudinal analysis of changes in educational opportunity and a critical discourse analysis (CDA) of key education policy documents in Tanzania. Findings from our quantitative analysis suggest that social inequality is persistent across time and consistent across access and learning outcomes at the early childhood and basic education levels. The implication is that, to date, the EFA agenda has only served to reproduce social inequalities in Tanzania, with the exception of increased opportunity for girls. These results align with CDA findings assessing the global and national policy discourse, which find educational inequalities to be prioritized in language but not adequately in final targets and strategies. Given the resiliency of such education inequalities, it would appear that policy capable of removing social barriers to educational opportunity requires more attention to specific at-risk student populations. 相似文献
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Judith Wylie Noel Sheehy Carol McGuinness Gerry Orchard 《Environmental Education Research》1998,4(2):117-137
A methodology for probing systems thinking was developed and used to investigate the way children think about the natural environment. Thirty five primary school children (aged 8 and 11 years) participated in semi‐structured interviews about air pollution. The analytical framework consisted of cycles (of inputs, processes and outputs), interventions, outcomes and links. Differences between the groups were found for the numbers of complete cycles, inputs, outputs and longest chain of linked cycles about which the children could talk. Although more of the older children showed evidence of a high level of systemic thinking — cycles with interventions and their likely outcomes — than the younger children, a large proportion of the 8‐year‐olds demonstrated that they were capable of this kind of thinking. The results suggest that children can engage in systemic thinking earlier than predicted by traditional developmental research. 相似文献
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Ximena Orchard 《Journalism Practice》2018,12(4):422-439
This article explores how journalists negotiate notions of autonomy in their daily exchanges with politicians. Based on qualitative data analysis of semi-structured interviews conducted in Chile, this article argues that, when analysed from the perspective of journalists, notions of autonomy appear to be negotiated in three distinct dimensions. First, a professional narrative built upon news values firmly grounded in commercial considerations; second, an organizational narrative that rests upon editorial lines that occasionally become explicit editorial biases, and third, a sense of belonging to an encapsulated community inhabited by journalists, politicians and communication officers. Data analysis suggests that core claims of autonomy in political reporting stem from values of newsworthiness greatly influenced by a commercial logic of audience maximization. This professional autonomy, though, has to be upheld at the organizational and the relational level, and appears tensioned by the appearance of new media and political actors who push journalists towards a public-oriented role. The implications of these findings for journalistic practice are discussed. 相似文献
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N. P. Sheehy J. W. Wylie C. McGuinness G. Orchard 《Environmental Education Research》2000,6(2):109-126
Two computer simulations were developed and used to investigate systems thinking and environmental problem solving in children. Ninety-two primary school children (aged 8 years and 11 years) interacted with computer simulation of either a deforestation problem or a water depletion problem. The children's task was to manipulate the simulation thereby enabling it to run for as long as possible before resources—water or trees—were exhausted. This could be achieved via a number of strategies and their use by the two groups of children was compared. Through efficient use of resources and recycling strategies, the older children outperformed the younger children. Magical thinking was more prevalent among the 8-year-olds. The results also suggest that seemingly isomorphic environmental problems may not be interpreted as such. 相似文献
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In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In contrast to such mono-dimensional conceptions, a research-based textured notion of professional judgement encompasses a complementary and mutually enriching relationship between different aspects of professional knowledge and practice. We identify three interconnected and complementary aspects of teachers’ professional knowledge: situated understanding; technical knowledge; and critical reflection. Accordingly, teaching as professional endeavour demands of teachers practical know-how, conceptual understandings of education, teaching and learning, and the ability to interpret and form critical judgements on existing knowledge and its relevance to their particular situation. We conclude that in principle research can both enrich and be enriched by teachers’ professional knowledge and practice but that to build this relationship in a holistic way into teacher education programmes and partnership models presents considerable practical challenges. 相似文献
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