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Research in Science Education - This study investigated the relationships of teacher-directed approaches with science achievement in Australian schools. The data for this study were drawn from the... 相似文献
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Walter Hahn Helmut Skowronek H. J. Butcher Hans-Martin Müller-Wolf J. C. Cairns Michael Angermaier Maureen Woodhall Ha Wun Sung Oskar Anweiler John A. Smyth Gilbert de Landsheere Gaby Venstermans Erika Voigt Anza Amen Lema David Wolsk Robert O. Berdahl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(1):83-107
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Children: Ethnic and Political Violence-a Commentary 总被引：2，自引：0，他引：2
The articles in this special section add significantly to our knowledge about the impact of ethnic and political violence on children. At the same time, these studies also illustrate some of the problems in this area and, in particular, draw attention to the many methodological difficulties researchers face in this domain. In this commentary, the authors consider both the contributions and limitations of the investigations included in this section, and make suggestions as to how the field may advance in the next decade. 相似文献
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Children: Ethnic and Political Violence 总被引：3，自引：0，他引：3
Violence stemming from ethnic and political tensions is a problem of increasing proportions throughout the world, and many indicators show that large numbers of children are directly or indirectly exposed to war, political repression, torture, and terrorism. There is growing evidence to suggest that children are at risk under these conditions, and that the consequences of growing up amid danger, chaos, and deprivation can be severe. The articles contained in this special section were assembled to foster greater awareness of this important topic among the readers of Child Development and, hopefully, stimulate new research on ethnic and political violence in many of the disciplines that are represented within the Society for Research in Child Development. 相似文献
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Although Communities of Practice have become a core concept in understanding how knowledge is managed within organizations, there have been few studies of the praxis of formation of Communities of Practice. In this article, we report on a Grounded Theory study of the members of a previously identified Community of Practice within the UK Higher Education Academy Psychology Network. In addition to providing data on the functioning of the community, the study also revealed a hitherto unrecognized form of community that exhibits all of the characteristics of CoPs yet has only a transient existence that seems to nucleate around an existing core community. Drawing on the metaphor of quantum behaviour, we termed these communities Quantum Communities of Practice. We describe a theory to explain this phenomenon that is grounded in the data from the study. We conclude by discussing the value and validity of our findings and methodology and indicating the next steps we will take in our research. 相似文献
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Sue Ann Cairns 《Children‘s Literature in Education》2009,40(1):59-74
The Canadian young adult novel The Maestro by Tim Wynne-Jones foregrounds the relationship between imagination and subjective agency. While Burl uses his imagination
at the beginning to protect himself from his abusive father, his fantasies become dress rehearsals for small performances
that allow him to try on new identities and exercise autonomy through conscious choice of possible actions. The protagonist’s
imagination, nurtured by reading fairy tales, allows him to move out of his lonely private realm into intersubjective relationships
with others, particularly with parental figures who support his developing sense of agency.
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| Sue Ann CairnsEmail: |
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David Cairns 《International Journal of Research & Method in Education》2019,42(2):137-147
This article explores different methodological approaches to the study of social inclusion in the European Commission’s Erasmus undergraduate exchange programme, elaborating upon the approach taken in a study of Erasmus conducted in Portugal. The opening section of the discussion acknowledges the prior tradition of quantitative research on student mobility in Europe as a means of providing indicators of programmatic success to policymakers and stakeholders, and the existence of micro level studies that examine specific aspects of the Erasmus experience such as the emergence of shared European identities and building work competencies. What these approaches share is an emphasis on student perspectives: learning about the impact of exchange visits from past participants. As an alternative approach, I have focused on the institutional level of the programme, using qualitative interviews with individuals involved in managing Erasmus mobility at a diverse range of universities, an approach that I argue unlocks valuable knowledge about issues such as social inclusion within the programme. 相似文献
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Susan Cairns 《Curator: The Museum Journal》2013,56(1):107-119
The networking of knowledge in the Internet age is calling into question the relationship between experts and non‐experts in the development, preservation, and communication of knowledge. There is a growing movement towards knowledge co‐creation and “mutualization.” These changes in the roles of expertise will have implications for museums as traditional gatekeepers of knowledge. This paper will explore social tagging as one tactic for broaching the divide between experts and non‐experts in the online museum. Although tagging cannot mutualize museum knowledge itself, it can increase access to online collections, provide insight into users and their frameworks of perception, and begin to turn the online collection catalogue into a living historical document in its own right. 相似文献
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Pam Sammons Sally Thomas Peter Mortimore Adrian Walker Rosemary Cairns John Bausor 《School Effectiveness & School Improvement》2013,24(3):286-309
As part of a large‐scale study of the ability of 94 secondary schools to promote academic achievement, case studies of six outlier schools were conducted and headteachers (principals) and their deputies were questioned about the processes of effectiveness. The analysis of their responses ‐ grouped by the performance of their school (measured by value added analyses of three years of public examination results) as effective, ineffective or mixed ‐ reveals considerable support for previously cited characteristics of effective schooling. Despite the limitations imposed by a reliance on the use of retrospective accounts, the study takes forward the field of school effectiveness in its search for generalisable findings and coherent theory. 相似文献