The posthuman child – educational transformation through philosophy with picture books     

Rebecca Webb 《师资教育杂志》2017,43(5):637-639

  相似文献   

Academic journals and the politics of publication in adult,continuing and lifelong education     

Marcella Milana  Steven Hodge  John Holford  Richard Waller  Sue Webb 《International Journal of Lifelong Education》2016,35(6):587-589

  相似文献   

A Deluge of Directives: conflict between collegiality and managerialism in the post-ERA primary school     

Rosemary Webb  Graham Vulliamy 《British Educational Research Journal》1996,22(4):441-458

The paper examines the impact of the plethora of innovations associated with the 1988 Education Reform Act (ERA) on the management of whole-school change in the primary school. Based upon qualitative data from a national sample of 50 schools in England and Wales, it documents the growing tensions between collegial and top-down managerial approaches. These are evidenced in the changing nature of working collaboratively in primary schools, in the creation of new management structures, in the me of school development plans and in the growth of quality assurance mechanisms, particularly in relation to preparation for Office for Standards in Education (OFSTED) inspections. There are conflicting interpretations of terms such as ‘collegiality’, ‘collaboration’, ‘teamwork’ and ‘whole-school approaches’ and there have been subtle shifts in their meaning and in their realisation in practice in the pre-and post-ERA context.  相似文献   

‘Being yourself’: everyday ways of doing and being gender in a ‘rights-respecting’ primary school     

Rebecca Webb 《Gender and education》2019,31(2):258-273

This paper engages with some everyday ways of doing and being gender which proceed from a dominant liberal rights policy and practice discourse within one English ‘rights-respecting’ primary school in England. Drawing on three ethnographic vignettes of data from different spaces within the school, it utilises a Butlerian analytic to interrogate the kinds of subjects that children are entitled and obliged to be as they take up different subject positions proposed to them in the school. The paper engages with this empirical data, to foster and ignite critical sensibilities, especially as these relate to ‘taken-for-granted’ discourses of children’s rights which presume the participation of all children regardless of their differently gendered subjectivities. This analysis puts in question the universal, normative and essentialising effects of the category of the rights-respecting child as always unproblematic and forever productive.  相似文献   

Lifelong education and transnational migration     

Sue Webb  John Holford  Peter Jarvis  Marcella Milana  Richard Waller 《International Journal of Lifelong Education》2013,32(4):435-439

ABSTRACT

The purpose of this paper is to investigate whether and through what mechanisms vulnerable adults are empowered through a second-chance education programme. At the same time, the paper aims at unveiling the obstacles hindering learners’ empowerment process and making suggestions for the improvement of the educational programme fostering further empowerment of the learners. To achieve the objectives set by the research, a hybrid methodological design was applied combining hermeneutic phenomenology and critical discourse analysis. Data collection was performed using three tools: semi-structured interviews, reflective journals and document analysis. The results led to the emergence of a multilevel empowerment scheme of vulnerable adults in the programme. The empowerment mechanisms that emerged were as follows: (a) empowerment through participation as a self-value, (b) empowerment through the reconstruction of past experiences, (c) empowerment through the strengthening of their social capital and (d) empowerment through literacy skills. At the same time, the study shed light on a number of factors that inhibit the process of learners’ empowerment, which unveil structural and operational weaknesses of the programme as well as of the policies pursued by the State.  相似文献   

Mega Bits     

Norman L. Webb 《TechTrends》2003,47(1):67-67

  相似文献   

Characterizing Mathematics Classroom Practice: Impact of Observation and Coding Choices     

Marsha Ing  Noreen M. Webb 《Educational Measurement》2012,31(1):14-26

Large‐scale observational measures of classroom practice increasingly focus on opportunities for student participation as an indicator of instructional quality. Each observational measure necessitates making design and coding choices on how to best measure student participation. This study investigated variations of coding approaches that may be feasible in large‐scale studies, and the ramifications of these variations for drawing inferences about instructional quality. Using data from classroom videos, we found that decisions about whether to keep track of individual students in the coding, observe multiple contexts in the classroom (e.g., whole‐class and small‐group discussions), and capture nuances of student participation changed the resulting characterizations of classroom practice. Most importantly, simplifying the coding approach did not fully capture and even misrepresented the level and nature of student participation in many classrooms.  相似文献   

Durability of cast iron in sea water     

E.B. Webb 《Journal of The Franklin Institute》1862,74(5):327-330

  相似文献   

The reaction of a liquid jet     

J. Brukitt Webb 《Journal of The Franklin Institute》1887,124(2):144-156

  相似文献   

Project managing e-learning – By Maggie McVay Lynch & John Roecker     

Nick Webb   《British journal of educational technology : journal of the Council for Educational Technology》2008,39(3):565-565

  相似文献