Educational technology: a presupposition of equality?

The work of philosopher Jacques Rancière is used conceptually and methodologically to frame an exploration of the driving interests in educational technology policy and the sanctioning of particular discursive constructions of pedagogy that result. In line with Rancière’s thinking, the starting point for this analysis is that of equality – that people are legally, morally, intellectually, and in their everyday practices discursively equal. The use of Rancière’s concepts, demos, police, and politics, to analyse three educational technology policies internationally shows that teachers are positioned within these policies as discursively unequal, and as intellectually inferior, not only in terms of technology expertise, but crucially as pedagogues. This positioning has important implications for teachers and teacher education. Teachers are capable of recognising and critiquing inequality, and this article makes a case for an act of politics that aims to reconfigure allocated identities and power imbalances in the educational technology order.     

How to be a good person?

ThemostimportthingIhavebeenteachingisHowtobeagood-person?“怎样才能成为一个优秀的人“是我的教育观。Thingsintheworldcanbedividedintothreekinds:Thefirstkindofthingsarethethingswehavetodo;thesecondkindofthingsarethethingsweshouldn'tdo;thethirdkindofthingsareunnecessarythings,suchasplayinginternetgamesorchattingonline.Themorethiskindofthingswedo,thefewerchancesofsuccessyouwillhave;andthefewerthiskindofthingswedo,themoresuccessfulwe'llbe.世上的事分三种:该做的;不该做的:可做可不做的,比如说上网玩游戏…     

Oxford English——a good English text material

There is always a saying“Never too old to learn”.For Englishlanguage learning,it is almost the same rules for it.There are three mainfactors for language learning:teacher,teaching objective and textbook.Textbook plays most important part among the three factors.Only with the help of text book can a good teacher bring out anexcellent student,for the reason that it is very hard for teacher todevelop his own teaching material.It is also a waste of time and money.Furthermore,it will bring extr…     

Educational Television—Report on a visit to America

On Saturday 2nd July 1966, I left Glasgow by air and reached Boston that evening. Emmanuel College was my place of residence while I followed a course in Educational Research methods which was given by Professor Donald Spearitt and others at the Graduate School of Education of the University of Harvard. I worked mainly in Longfellow Hall and the newly erected Larsen Hall on the Appian Way, Cambridge. Privileged access to libraries, including the famous Widener Library, was granted to me. That semester in Harvard was particularly valuable in providing standards with which to evaulate and appreciate the work I was later to see in many studios and classrooms throughout the USA. I also had the advantage of discussing problems with first-rate educationists who suggested the most useful places to visit and introduced me to key people in the world of Instructional Television.     

Does the Brain Have a Place in Educational Psychology?

Byrnes and Fox (1998) present the case for the relevance of cognitive neuroscience in educational psychology, including both logical and empirical arguments. In this commentary, I begin by briefly reviewing the history of the case for including the brain in educational psychology: Early educational psychology—as reflected in Thorndike's (1926) educational psychology textbook—emphasized the neuronal basis of learning; contemporary educational psychology—as reflected in educational publications—tends to ignore the brain; and future educational psychology will need to overcome the pitfalls encountered in previous misuses of brain research. Next, I examine two logical arguments for Byrnes and Fox's case, namely, that including cognitive neuroscience research makes educational psychology more complete and more plausible. Then, I examine the empirical argument of Byrnes and Fox by focusing on the value of cognitive neuroscience research in attention and memory as well as in reading and arithmetic. Finally, I suggest criteria for evaluating the contributions of cognitive neuroscience research in educational psychology, including the need for research on educationally relevant tasks and issues.     

Ability grouping—what good is it?

Conclusions It is very clear that reducing the range of ability in these classes was not associated with increased achievement in reading. The lesson for the school administrator is equally clear — homogeneous grouping is not a panacea for educational ills. The school administrator who looks to homogenous grouping as a means of improving pupil achievement will find the process of little value unless definite programs, specifically designed for the several ability levels into which they group their classes, are developed. Grouping by itself, without curricular modification as a concomitant, will not give rise to the desired outcome of improved pupil performance.Dr. Joseph Justman is acting director of the Bureau of Research for the Board of Education of the City of New York.     

Be a good kid

怎样才能成为一个好孩子呢？其实很简单!在这里教你21招!请你借助词典，看看有多少你已经做到了。如果做到了就画对号，如果还有没做到的地方，那就赶紧努力去做吧!     

Be a good kid

怎样才能成为一个好孩子呢? 其实很简 单! 在这里教你 21 招! 请你借助词典, 看看有 多少你已经做到了。如果做到了就画对号, 如 果还有没做到的地方, 那就赶紧努力去做吧! ☆ Get up early 早起可是个获得更多时间的好办法呀! If you get up 10 minutes earlier every day, you’ll get 3,650 more minutes in one year. ☆ Brush your teeth twice every day 每天给你的牙齿洗两次澡! If you take good care of your teeth, they’ll help you enjoy yummy food. The heathier your teeth are, the happier you look. ☆ Know what to …     

The school meals service: a necessity or a luxury good?

This article looks at the school meals service and argues that it is an important topic which lies at the interface of educational and social policy. It reviews the history of the service as one of changing ideas and emphases, particularly, but not exclusively, influenced at various times by changing knowledge about the relationship between nutrition and health. It discusses when, and under what circumstances, school meals are seen as a legitimate part of social and educational policy. It discusses the impact of current policies in relation to nutrition and health, with particular reference to changing modes of provision. Finally, using a small piece of empirical research done in Yorkshire, it discusses the impact on the domestic economy of family households of policy since the 1980 Act.     

Higher education: a public good or a commodity for trade?

Conventionally, higher education is regarded as a public good, benefiting not only the individuals but also the whole society by producing a wide variety of externalities or social benefits. Of late, however, the chronic shortage of public funds for higher education, the widespread introduction of neo-liberal economic policies and globalization in every country and in every sector, and the heralding of the international law on trade in services by the World Trade Organization and the General Agreement on Trade and Services—all tend to challenge the long-cherished, well-established view of many that higher education is a public good, and to propose and legitimize the sale and purchase of higher education, as if it is a normal commodity meant for trade. The very shift in perception on the nature of higher education from a public good to a private good—a commodity that can be traded—will have serious implications. The paper describes the nature of the shift from viewing higher education as a public good to a private, tradable commodity and its dangerous implications.

Educational development as a field: are we there yet?

This paper contributes to the critical engagement about educational development and its status as a field. The critique focuses in particular on our knowledge and the nature of our knowledge-building. The paper argues that unless we strengthen our knowledge base we will not emerge as a professional field able to engage rigorously and systematically with the problems of higher education. Drawing on social realist work that builds on the ideas of Basil Bernstein, a framework is offered for conceptualizing knowledge differentiation and the implications of different types of knowledge for knowledge-building. The paper concludes with suggestions on how educational development might strengthen its knowledge-building capacity.     

What makes a good writer? Differences in good and poor writers' self-regulation of writing

Instructional Science - What makes someone a good writer? To begin to answer this question, we compared the discourse knowledge and self-regulation of good and poor writers, as well as the quality...     

Neurophilia: Guiding Educational Research and the Educational Field?

For a decade or so there has been a new ‘hype’ in educational research: it is called educational neuroscience or even neuroeducation (and neuroethics)—there are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renowned research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub‐discipline’, a number of characterisations are offered of what is envisaged by authors working in this field. In the discussion that follows various problems are listed: the assumption that ‘visual proof’ of brain activity is supposedly given; the correlational nature of this kind of research; the nature of the concepts that are used; the lack of addressing and possibly influencing the neurological mechanism; and finally the need for other insights in educational contexts. Following Bakhurst and others, a number of crucially relevant philosophical issues are highlighted. It is argued that though there are cases where neuroscience insights may be helpful, these are scarce. In general, it is concluded, not a lot may be expected from this discipline for education and educational research. A reminder is offered that the promise of neurophilia may be just another neuromyth, which needs to be addressed by philosophy and education.     

A Chat Room—Educational Psychologists but No Curriculum Methodologists?

Although educational psychologists once were tied in with teachers in solving instructional problems, the progression of the science of psychology has led them away from the practical aspects of teaching. Instead, educational psychologists find themselves talking about theories—in their own language—to each other, and not to their colleagues in the curriculum areas. To this end they are not a continuing source of productive information for solving practical problems in classroom practice. Suggestions are made for improving communication between educational psychologists and on-line educators.     

What is good?

“What is the real good?”I ask in musing mood.“Order,”said the law court;“Knowledge,”said the school;     

Good peers or good teachers? Evidence from a French University

Using a quasi-random allocation of students to classes in a French university, we are able to estimate peer effects and teacher effects, with a specific attention to non-linear peer effects. We find that teacher effects are strong, as found at other levels of the education system, but that peer effects have very limited impact. This implies that restricting student access to some universities is of no benefit to remaining students in terms of academic performance. In contrast, attention to teacher performance should be strong at the higher education level.     

Quotations from Professor Tao How to be a good person?

The most import thing I have been teaching is How to be a good-person?“怎样才能成为一个优秀的人“是我的教育观。Things in the world can be divided into three kinds: The first kind of things are the things we have to do; the second kind of things are the things we shouldn't do; the third kind of things are unnecessary things, such as playing internet games or chatting online. The more this kind of things we do, the fewer chances of success you will have; and the fewer this kind of things we do…     

What makes a good reader? Worldwide insights from PIRLS 2016

Reading and Writing - Using hierarchical linear models, this study probes into student, family, teacher, and schools’ variables that can explain the variation in Progress in International...