A Critique of the Existing Research into Small Primary Schools

Major studies carried out in the United Kingdom on small primary schools are drawn upon and evaluated. It is argued that research in this area is flawed for the following reasons: there is no agreed definition of a 'small primary school'; investigations have been biased in their favour as a result of problems in research design and the ways in which data have been analysed; and, finally, there has been a neglect of certain key issues, notably those affecting pupil grouping.     

Multilingual language use and television exposure and preferences: The case of Belize 1

This paper discusses the relationship between the language use patterns of multilinguals and their media preferences and exposure. Specifically, it examines the language behavior of multilinguals in Belize where television is available in both English and Spanish. A survey of Belizean high school students conducted in both languages, asked about their sociolinguistic patterns and media preferences and exposure. The results indicate that the frequency of a particular language's use correlates with preferences for and exposure to television in that language. This relationship is more pronounced when specific cultural programming is considered.     

陕西省中小学运动选材现状与对策研究

采用问卷调查、访谈、数理统计等研究方法,对陕西省中小学运动选材现状进行了分析.结果表明:陕西省中小学运动选材工作存在资金投入短缺、各主管部门对运动选材的重要性认识深度不够、体育教师的学历水平有待提高,专业选材人员短缺等软硬件问题,并提出了相应对策.     

试论农村中学校本教研的“多元化”

校本教研是一种学习、工作和研究三位一体的学校活动和教师行为,从工作方式、研究内容和工作条件等多元化视角来研究是一种趋势,就农村中学教师而言,如何因地制宜地开展校本教研,探索特色化专业发展道路问题等需要讨论,以期在条件相对落后的农村中学尽快提高教师的教学水平和教学效果。     

Introduction to The International Bystander Project

Recent research into bullying in schools has focused upon the social context in which bullying commonly takes place and the roles taken by student bystanders observing the bullying. This article describes a methodology that has been developed, employing a video presentation and a related questionnaire, and applied in a number of countries, including Australia, Bangladesh, England, Israel, Italy and South Africa. This approach was utilized to examine reported bystander behaviour of schoolchildren witnessing bullying at school and to identify factors that may account for positive and negative responses of bystanders in both upper primary and lower secondary levels of schooling.     

Developing a System of Inclusive Education for Pupils with Behavioural Difficulties

Recent research into bullying in schools has focused upon the social context in which bullying commonly takes place and the roles taken by student bystanders observing the bullying. This article describes a methodology that has been developed, employing a video presentation and a related questionnaire, and applied in a number of countries, including Australia, Bangladesh, England, Israel, Italy and South Africa. This approach was utilized to examine reported bystander behaviour of schoolchildren witnessing bullying at school and to identify factors that may account for positive and negative responses of bystanders in both upper primary and lower secondary levels of schooling.     

Inside Pasteur’s quadrant: knowledge production in a profession

In this paper, we examine the current state of educational research through the framework of “use‐inspired” knowledge. Previous discussions regarding the nature of educational research have disproportionately focused on the soft/applied nature of knowledge in the discipline or a need for methodological priority. After acknowledging these arguments, we consider the role of education as a professional discipline in American colleges and universities, and explore the inherent relationship between researchers and practitioners. Use‐inspired knowledge prioritises practice, encourages translational research, fosters interdisciplinarity and dissolves rigid educational structures.     

“Other” White Storytellers: Emancipating Albinism Identity through Personal Narratives

Through the rhetoric of whiteness, the term “albino” distinguishes an albinic body from the “normal” white skin color of a White person. However, “albino” bodies may reposition themselves closer towards perceived normalcy via emancipatory rhetoric. This study analyzes the emancipatory rhetoric within TEDx talks presented by albinic, Black fashion models, Diandra Forrest and Shaun Ross.It is argued that the two utilize personal narratives to un-otherize(emancipate) from the stereotypical “albino” identity and highlight the complexity of race and difference-making in our culture.     

Teachers’ engagement with published research: addressing the knowledge problem

Despite the increased interest in research impact, there is very little empirical evidence that educational research can inform practice directly, and furthermore, a body of literature which suggests that this is, in principle, impossible. This paper reports on a study in which secondary school teachers were given research findings about teaching gifted and talented students, and were supported, over a 12-month period, to incorporate findings into action research projects of their own devising. A theoretical framework from the research literature was used to investigate the process by which knowledge generated from research, was transformed into teachers’ pedagogical knowledge, thereby influencing the curriculum, pedagogy and provision for these students. Evidence suggests that teachers transformed propositional knowledge into practical knowledge by developing their conceptual understandings; they transformed abstract, impersonal knowledge into context-specific, personal knowledge by using cases from their previous experiences, and they transformed narrowly focused knowledge into broadly focused knowledge by imaginatively diffusing it into areas beyond those in the original research. Implications for research and practice are discussed.     

行动研究：教师专业发展的实践探索

作为近年来在我国兴起的行动研究,已有成为教师继续教育及专业发展主要形式。但在实际开展过程中由于针对性弱,讲多练少,组织失当等问题的存在,致使效果不明显,教师参与兴趣不大。而行动研究的校本培训在实践中可以有效克服此类流弊,推动教师专业化的进程。     

根植“校本” 重在“结合”——对新课改背景下基层学校开展校本研究的理性思考

新课程改革背景下,校本研究成为基层教育科研工作者的主要研究范式,成为促进教师专业成长的基本途径。基层的校本研究应该根植校本,立足课堂,在小课题真问题上做文章,扎实开展行动研究。     

Bounded decision-making,teachers’ reflection and organisational learning: How research can inform teachers and teaching

Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision-making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners.     

Students’ experiences with/in integrated Environmental Studies Programs in Ontario

In Canada there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. The results of three case studies of Ontario ESPs indicate that program participation has ‘real world’ applications and creates a safe space for genuine dialogue and critical reflection, and that students experienced changes in environmental attitudes and behaviors as a result of program participation. These findings offer further documentation of the benefits of integrated ESPs, including increased student engagement, learning experiences that are practical and relevant to students’ lives, experiential learning that is memorable and opportunities for development of social and interpersonal skills.