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1.
Historically, school leaders have occupied a somewhat ambiguous position within networks of power. On the one hand, they appear to be celebrated as what Ball (2003) has termed the ‘new hero of educational reform'; on the other, they are often ‘held to account’ through those same performative processes and technologies. These have become compelling in schools and principals are ‘doubly bound’ through this. Adopting a Foucauldian notion of discursive production, this paper addresses the ways that the discursive ‘field’ of ‘principal’ (within larger regimes of truth such as schools, leadership, quality and efficiency) is produced. It explores how individual principals understand their roles and ethics within those practices of audit emerging in school governance, and how their self-regulation is constituted through NAPLAN – the National Assessment Program, Literacy and Numeracy. A key effect of NAPLAN has been the rise of auditing practices that change how education is valued. Open-ended interviews with 13 primary and secondary school principals from Western Australia, South Australia and New South Wales asked how they perceived NAPLAN's impact on their work, their relationships within their school community and their ethical practice. 相似文献
2.
Although the psychological benefits of intergenerational learning environments have been well documented, no study has yet investigated wisdom as an outcome of intergenerational classroom engagement. In this study, Elders between the age 60–89 were recruited to participate in a high-school English classroom. We hypothesized that participating in an intergenerational high-school classroom would benefit both Elders and Students by fostering the conditions for both groups to develop greater psychological wisdom. Our findings indicate that both Elders and Students actively engaged the five dimensions of wisdom identified by Webster (2003, 2007) during their time in the intergenerational class. Further, we find that while Students and Elders both demonstrated aspects of wisdom, they understood the concept of wisdom in strikingly different ways. 相似文献
3.
Sherick A. Hughes 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):125-143
Educational research suggests that the response biases of educators can negatively influence student performance and aptitude (Blanchett 2006; Bloom 2001; Darity et al. 2001; Gordon 2005; and Skiba et al. 2000). This article introduces “good enough methods” for autoethnography as an alternative approach to this problem. Luttrell (2000, 13) conceptualizes “good enough methods” researchers as those seeking to understand and appreciate difference and accept errors often made because of their blind spots and intense involvement. Evidence of this approach via autoethnography is provided here from cases of graduate student-practitioners and their Intergroup/Intercultural Education professor. Moreover, the article highlights (a) a connection of autoethnography to research in Education, (b) five key decisions of a “good enough methods” approach to autoethnography, and (c) how this approach can be applied to expose and address educator biases relating to “the matrix” (Hill-Collins 1990) of race, class, and gender. 相似文献
4.
This study, set in a New Zealand Business School, takes an integrative view of the university as an ‘inequality regime’ Acker, J. (2006b). Inequality regimes: Gender, class and race in organizations. Gender and Society, 20(4), 441–464 including all types of women staff: academic women in permanent positions, academics on casual contracts and administrative staff. This approach contrasts with most studies of gender in higher education, which focus on academics, and often on the most senior academic roles. The business school, too, is under-researched in the literature of gender and higher education and we argue that these institutions constitute a particularly ‘chilly climate’ for women. The project discussed here was designed as participatory action research, but we found both participation and action difficult to accomplish. We reflect on how these difficulties resonate with the wider problem of confronting gender inequality in a ‘chilly climate’, and ask why further change is hard. We collected primary data from focus group interviews and a survey, and critically reflected on the process of data collection. Secondary data, including university reports and policies and national legislation, were also collected as part of the context of the School inequality regime. We analysed our data using Acker's categories: the ‘visibility of inequality’, the ‘legitimacy of inequality’ and ‘mechanisms of control and compliance’. We found barriers to change both within and beyond the Business School itself. These included the low organisational priority given to gender equality, which in turn reflected a weak external regulatory environment. At the same time we found a lack of solidarity between women within the School, which we attributed partly to class-based differences. Organisational activism is difficult in this context, where gender inequality is both invisible and legitimated, reflecting a post-feminist mood of ‘gender fatigue’. 相似文献
5.
Ann Chinnery 《Equity & Excellence in Education》2013,46(4):395-404
Although school climate has been thought to be especially important for racial minority and poor students (Booker, 2006; Haynes, Emmons, &; Ben-Avie, 1997), little research has explored the significance of racial climate for these students. Furthermore, research in the area has tended to treat race, socioeconomic class, and gender separately, ignoring the ways in which they interact. Using quantitative survey data from 842 African American and white middle school students, this study examined the associations of race, class, and gender with school racial climate perceptions. Results indicated students’ perceptions of racial climate differed by race, class, and gender. African American, poor, and female students perceived the racial climate in more negative terms than their white, non-poor, and male counterparts, respectively. Results also indicated joint associations between race and class and climate perceptions. Non-poor, African American students perceived a more negative racial climate than did non-poor Whites. There was limited support for a race and gender interaction. African American females tended to perceive less racial fairness in school than African American males. We discuss the conceptual and methodological tradeoffs of examining students’ school racial climate perceptions from a perspective that considers race, class, and gender jointly. 相似文献
6.
Vanessa Cameron-Lewis 《Gender and education》2016,28(4):491-509
Sexuality education and preventative sexual abuse education are often taught as separate subjects in secondary schools. This paper extends the argument against this separation by highlighting flaws in the logic that manifests this separation. Diffracting critical sexuality education theory with the monist logic of new materialism, I rethink sexuality as an array of intra-acting1 bodies that are always in a process of becoming anew. Realising the belonging together of dualist terms [Bergson, Henri. 1896 [1911]. Matter and Memory. Translated and edited by Nancy Margaret Paul and W. Scott Palmer. London: George Allen &; Unwin Ltd.] and how the reductive structure of dualist logic affirms an original ‘One’, I argue that the feminist push for pleasure-based, sex-positive education affirms sex-negative attitudes. Embracing Barad's [Barad, Karen. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press.] notion of ethics as inescapable entanglement woven through all matter(ing), I suggest that rather than any particular ‘aspect’ of sexuality being emphasised in sexuality education it would be more useful to centre classroom discussions on ethics, as inescapable entanglement. 相似文献
7.
Ageing anxiety is the expression of peoples' fear of ageing (Lynch, 2000). Despite greater longevity in the population, there is a lack of research into this aspect of life (Lasher &; Faulkender, 1993). This research explored fears of ageing across four dimensions: Fear of Old People, Physical Appearance, Psychological Concerns, and Fear of Losses. Three hundred and forty eight participants aged 18–88 participated in an online survey. Findings were: (a) men and women have different fears of ageing; (b) greater quality contact is related to less ageing anxiety; (c) poor health is related to greater ageing anxiety, (d) ageism, defined by Nelson (2005) as prejudice toward ageing is positively correlated with ageing anxiety. The implications of these findings are that better quality contact and more positive attitudes toward ageing are associated with less ageing anxiety. As such, possible key target areas in developing appropriate interventions are provided, with hope to prepare adults of all ages for the inevitable—life is a terminal illness, so enjoy while you can. 相似文献
8.
Vincent R. McGrath 《The Educational forum》2013,77(3):282-285
This article examines the evidence that supports and rebuts the claims of school resegregation. By examining both types of evidence and considering them complementary (James 1986; Kelly and Miller 1989), the author gives the reader a deeper understanding of the current trends in school segregation. First, the literature on the topic of school segregation is discussed. Then follows a discussion of the methods used in the study and the findings. The conclusion includes implications of the findings. 相似文献
9.
George H. Sage 《Quest (Human Kinetics)》2013,65(3):313-315
The number of positive youth development (PYD) programs focusing on providing opportunities for optimal development has grown tremendously in recent years (Catalano, Berglund, Ryan, Lonczak, &; Hawkins, 2004). Larson and Walker (2010) assert that it is important to understand challenges program leaders face when implementing programs and strategies they use to overcome such challenges. However, little research or discussion in the literature has focused on the everyday challenges of implementing youth programs. Therefore, the purpose of this article is to present four case studies of programs implemented in four different countries designed to enhance the psychosocial development of underserved youth using the Teaching Personal and Social Responsibility Model and/or life skills framework. Each case study is presented with a forthright discussion of the challenges faced and the strategies implemented to overcome these challenges. In addition, we offer potential strategies for furthering collaboration with nongovernmental organizations, enhancing program implementation, and transferring program ownership. 相似文献
10.
Getting Inside the Black Box: Examining How the Operation of Charter Schools Affects Performance 总被引:1,自引:0,他引:1
In recent years, a series of articles have examined the performance of charter schools with mixed results. Some of this research has shown that charter school performance varies by charter type or the age of the school (Bifulco &; Ladd, 2006; Buddin &; Zimmer, 2005; Hanushek, Kain, &; Rivkin, 2002; Sass, 2006). However, this research has not examined the school attributes that lead to high- or low-achieving charter schools. In this article, we examine how student achievement varies with school operational features using student-level achievement and survey data for charter and a matched-set of traditional public schools from California. We did not find operational characteristics that were consistently related with student achievement, but we did identify some features that are more important at different grade levels or in charter schools versus in traditional public schools. We also examined the relationship between greater autonomy within schools, which is a major tenet of the charter movement, and student achievement and found very little evidence that greater autonomy leads to improved student achievement. 相似文献
11.
Service-learning provides community service as well as authentic, curriculum-driven learning experiences (Furco &; Root, 2010) and has been an effective component of teacher education courses (García, Arias, Murri, &; Surna, 2010; Mitton-Kukner, Nelson, &; Descrochers, 2010; Spencer, Cox-Petersen, &; Crawford, 2005). With these authentic experiences, teachers construct conceptions of literacy learning as broader than classroom teaching and learning. This study investigates how 54 preservice elementary teachers (hereafter called teachers) learned about literacy development and cultural responsivity by engaging in a service-learning experience. 相似文献
12.
Evaluators are frequently asked to assess the effectiveness of school programs implemented to improve academic achievement. School connectedness has been shown to be directly related to academic achievement (McNeely, Nonnemaker, &; Blum, 2002) and is therefore of interest to evaluators. The construct of school connectedness has been shown to consist of 3 elements: connectedness to adults in schools, connectedness to peers, and connectedness to the school (Karcher &; Lee, 2002). This paper reports the psychometric properties and factor analyses findings from a School Connectedness Scale (SCS) given to adolescents in 2 very different high schools in the Northeast, one a large urban school and one a medium-sized suburban school. The results indicate that the SCS is highly reliable with a stable factor structure across diverse populations. The broad applications of use for the instrument are discussed. 相似文献
13.
Alphonse Chapanis 《Journal of Experimental Education》2013,81(3):246-248
Rewards are frequently used in classrooms and recommended as a key component of well-researched methods of cooperative learning (e.g., Slavin, 1995). While many studies of cooperative learning find beneficial effects of rewards, many studies of individuals find negative effects (e.g., Deci, Koestner, &; Ryan, 1999; Lepper, 1988). This may be because the effects of reward-removal are not typically assessed in studies of cooperative learning whereas they typically are in studies of individuals. Alternatively, rewards and their removal might function differently for groups than individuals. The present study tested the hypothesis that groups would show less detrimental effects of reward-removal than individuals. Results showed a significant interaction where dyads increased their performance after reward-removal, while individuals showed a decrease on difficult transfer questions. 相似文献
14.
《The Journal of educational research》2012,105(4):264-271
ABSTRACT The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl &; K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading is scaffolded by expert readers. The other approach is Wide-Reading Instruction (M. R. Kuhn, 2005), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students. 相似文献
15.
Jeremy Browne 《学校用计算机》2013,30(1):4-20
As technology integration continues to gain importance, preservice teachers must develop higher levels of confidence and proficiency in using technology in their classrooms (Kay, 2006). The acceptance of the National Educational Technology Standards for Teachers (NETS-T) by National Council for Accreditation of Teacher Education (NCATE) has compelled teacher education programs to reexamine their curricula. However, most of these efforts lack the theory-based measures (Netemeyer, Bearden, &; Sharma, 2003) of NETS-T dispositions and proficiency. In an effort to address this need, the Technology Integration Confidence Scale (TICS) was developed at Brigham Young University's McKay School of Education. This article describes the development of the TICS, which consists of 28 self-efficacy items based on tasks described in the NETS-T. It was pilot tested on preservice teachers during the spring 2006 term (N = 52), and the results were analyzed for item functioning and reliability. Evidence was also gathered to support the result's validity. 相似文献
16.
Louise Morley 《Gender and education》2005,17(4):411-429
Based on interviews with 18 UK women academics and managers on quality and power in higher education, this article interrogates the impact of quality assurance discourses and practices on women in higher education. Micro‐level analysis of the effects of audit and the evaluative state seem to suggest that hegemonic masculinities and gendered power relations are being reinforced by the emphasis on competition, targets, audit trails and performance (Morley, 2003a). Furthermore, pedagogic space for exploring social justice issues is closing with the emphasis on learning outcomes and student consumerism (Morley, 2003b). Yet women are also gaining new visibility as a consequence of the creation of a new cadre of quality managers. Quality assurance, as a regime of power, appears to offer both repressive and creative potential for women. This article will explore whether quality signs and practices are gendered and whether these represent opportunity or exploitation for women in the academy. 相似文献
17.
Christina Convertino 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):569-582
Based on an ethnographic study of a pre-engineering freshman course at a large university on the US-Mexico border, I explore how 4 Latinx undergraduate students, 2 of whom crossed the border on a daily basis to pursue higher education (HE), built a Lego robot that they named La Migra (a colloquial term for US Border Patrol). In particular, I demonstrate that the students drew from local authorized border crossing activities to design the robot to accelerate cross border mobility. In using the new mobilities paradigm (Sheller &; Urry, 2006; Urry, 2007) and borderwork (Rumford, 2008), I also show that the design of the La Migra robot, rather than a public good, was actually symbolic of the uneven distribution of mobility. In total, findings contribute a particularistic account of the understudied significance of physical border crossing to mobility in the context of transnational HE. 相似文献
18.
《British Journal of Educational Studies》2012,60(2):129-138
ABSTRACT Since 9/11 the European Court of Human Rights (the European Court) has raised anew the question of the relationship between religion and public education. In its reasoning, the European Court has had to consider competing normative accounts of the secular, either to accept or deny claims to religious liberty within Europe's public education system. This article argues that the trajectory on which the term ‘secularism’ had been used by the European Court pointed increasingly towards secular fundamentalism. This study is located at the cutting edge of religion, education and the law and builds on previous work in the field (Arthur, 1998, 2008). It examines, through extensive research of legal cases, the most important developments of the usage of secular and secular education in modern discourse and explores the background to these concepts. Unless otherwise stated, religion in this article shall refer to the Christian tradition because Christianity has been the historical context for the development of the concept of ‘secular’ in Europe. The paper outlines three models of secular education before moving on to scrutinise how the European Court has understood and evaluated various legal cases before it on the interaction between secular States, public education and notions of religious symbolism and influence. The paper will discuss the significance of the European Court's reasoning and decisions for public education within a secular State context and offer some conclusions on the implications of these decisions. It examines the legal principles that underpin the European Court's supervision of the State's role in the provision of education. It focuses on the chimeric goal of neutrality and highlights the risks attached to the use of an ideological conception of secularism that could lead potentially to the complete removal of the religious as a vital cultural and intellectual dimension of public education. 相似文献
19.
Emily Falconer 《British Journal of Sociology of Education》2017,38(6):782-797
This article addresses the negotiation of ‘queer religious’ student identities in UK higher education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious homophobia as a sentiment/space/subject ‘outside’ education, this article follows the experiences and expectations of queer Christian students. In asking whether notions of ‘queering higher education’ (Rumens 2014) ‘fit’ with queer-identifying religious youth, the article explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity. 相似文献
20.
Julia R. Johnson 《Equity & Excellence in Education》2013,46(2):145-153
Abstract The multiracial people's movement in the United States has expanded significantly in the last 10 years (Douglass, 2003). Historically, community-based education programs have supported social movements in the United States (Collins &; Yeskel, 2000; Sarachild, 1974/1978), yet little has been written about how educational programs might serve the social and political movements of mixed-race people. This case study describes two community-based multiracial education programs by and for mixed-race people and suggests ways that each supports multiracial community organizing. The conclusion offers recommendations for shaping future multiracial education programs for multiracial people. 相似文献