排序方式： 共有6条查询结果，搜索用时 0 毫秒
1
1.
This article is about being and becoming a qualitative researcher in Turkey, a context with a distinctive quantitative tradition shaped by the post-positivist paradigm where qualitative research has not yet reached the mature stage it enjoys elsewhere. Exploring the challenges of swimming against the tide unattended and keeping going, it argues learning to do research is more about crafting an identity than it is about learning a set of tools and techniques. Rather, it is a process largely influenced by the context in which the researcher’s identity is shaped, one that is characterized by power dynamics and identity negotiations. These issues are largely neglected in the literature. 相似文献
2.
There have been ongoing criticisms of the field of educational leadership and management with respect to over-reliance on research from ‘Western’ contexts. However, evidence on the extent to which voices alternative to the dominant ‘Western’ discourse are represented in the international English-medium discourse of educational leadership and management is thin. Using a three-phase sequential mixed-methods approach, this paper explores knowledge production in the field by analysing the prevalence and impact of empirical articles published in four English-medium international journals. Additionally, the membership of editorial boards and editors is analysed to geographically locate key decision makers. Findings demonstrate that an exceptionally small set of core inner-circle Anglophone and non-inner-circle Anglophone settings enjoys disproportionate influence in the field. There is need for a knowledge base enriched with leadership and management practices from different sociocultural contexts and system structures with a multiplicity of voices to portray a more nuanced and balanced picture of leadership and management practices. 相似文献
3.
In a climate of accountability and performativity, do teachers experience CPD provision as an externally imposed demand for conformity, compliance, to be accountable, or as a personal and professional rejuvenation that enhances their sense of professional responsibility? Through a qualitative study of secondary schools in England, this paper critically scrutinises the experiences of teachers in five case study schools to create a composite picture of the realities of their lives as they are buffeted and shaped by performativity while also examining the extent to which their CPD experiences may be perceived as enhancing their sense of professional responsibility. Critical analysis of the evidence suggests that the language of accountability is pervasive, and its logic gains currency by being imposed throughout schools where there is limited space to craft an alternative, thus performativity and conformity are more likely than dissent while enhancement of a sense of professional responsibility is rendered more difficult, marginalised if not entirely silenced. The concluding discussion raises critical questions regarding the health of the profession from a policy and practice perspective if the language of professional responsibility continues to be weakened or diluted by being filtered through the closely woven weave of externally prescribed accountability criteria. It concludes that the language and logic of professional responsibility is vitally necessary in provoking alternative discourses on the future of the profession and the quality of teaching, learning and leading in schools within and beyond the confines of the study. 相似文献
4.
The Turkish Republic of North Cyprus (TRNC) aspires to take its place in Europe and the global ‘knowledge economy’. In order to do so, it needs not only to be politically recognised as legitimate and to develop the kinds of economic and governance structures that signify a functional state, but also to produce a cultural imaginary of itself as a nation. In this paper, we mobilise Appadurai's theorisation of deterritorialisation, flows and context generation in order to examine the ways in which the implementation of educational reforms in TRNC might contribute to this ambition. We show that the ethnoscape and financescape combine to make education reform difficult, with specific challenges arising from the mixed commitment of the workforce, the capacity of the education bureaucracy to align support with policy mandates, and the ‘fit’ between the policy and local needs. We conclude by suggesting that TRNC faces the dilemma of working with cultural heterogeneity: Appadurai identifies this as a key ideoscape challenge for all nation/states. 相似文献
5.
Gultekin Cakmakci Ozge Tosun Sebnem Turgut Sefika Orenler Kubra Sengul Gokce Top 《International Journal of Science and Mathematics Education》2011,9(3):627-655
This study aims at investigating the effects of a teaching intervention, the design of which is informed by evidence from
educational theories and research data, on students’ images of scientists. A quasi-experimental design with a non-equivalent
pre-test–post-test control group (CG) was used to compare the outcomes of the intervention. The subjects of the study were
63 grade 6 (aged 12 and 13) students who were in two different classes and taught by two different teachers. The study was
undertaken in ten class hours over a 4-week period, during which the topics related to matter and heat concepts were covered
as a part of the regular Turkish Science and Technology Curriculum. Before the intervention, there was no significant difference between the two classes in terms of their achievements in the
Science and Technology course (t(63) = −0.943, p > 0.05). Accordingly, one of the classes was randomly selected as the experimental group (EG). A modified version of the
Draw-a-Scientist Test, in conjunction with individual interviews, was used to assess students’ images of scientists at the
beginning and end of the study. The results showed that students who had followed evidence-informed instruction had significant
gains from the pre-test to the post-test regarding their images of scientists compared to students with traditional instruction.
Many students in the EG started to view scientists as realistic people rather than as extraordinary people or mythical creatures.
Nevertheless, several students in the CG held images of scientists and their work which fit a stereotype of scientists as
male, bald, bespectacled, wearing a laboratory coat, working alone in a laboratory environment and having a limited social
life. Some possible implications for teaching and further research are discussed. 相似文献
6.
1