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1.
Pam Watson 《Higher Education》2009,58(3):419-438
The supra-national level has become increasingly important in educational policy formulation. This paper describes and compares
two settings in which growth in these supra-national policies is evident—in Europe and in Africa. Key themes arising in policy
documents in each context are examined. A distinction is drawn in analysis between themes classified as ‘global means’, such
as qualification frameworks and quality assurance mechanisms, which are becoming international norms and which show close
similarity across contexts, and regional goals or ‘themes’ in supra-national policy. The paper argues that although there
are apparent similarities between the policy goals espoused in ‘regional themes’, context plays an important part in understanding
the meanings of these policy goals. In closer analysis, there are differences both in the underlying problems which the policy
goals are intended to address, and in the prioritisation given to these goals. This finding is examined in the light of debates
regarding policy convergence, specifically drawing on Vaira’s (2004) framework for institutional analysis. 相似文献
2.
Stephen M. Ritchie 《Cultural Studies of Science Education》2008,3(2):517-519
In this essay I comment on Stetsenko’s (2008) essay that draws together the work of Vygotsky, Piaget and Dewey, as she attempts to counter the ‘new’ reductionist synthesis
in public educational policy. While this theoretical work is helpful, it could be enhanced further by illuminating everyday
practices of learners. I pose some questions that might provoke ongoing discussions by researchers as they transform collaboratively
cultural–historical activity theory. 相似文献
3.
Gerlese S. Åkerlind 《Scandinavian Journal of Educational Research》2018,62(6):949-958
Volume 60(3) of the Scandanavian Journal of Educational Research is a special issue on current trends in the phenomenography and variation theory research tradition. In the introduction to the special issue, Rovio-Johansson and Ingerman look towards the potential theoretical and methodological future of phenomenography and pose two questions: “Is phenomenography complete and finalised with no further development necessary?” and “Is phenomenography relatively insignificant in the future development of the tradition as it has been transcended by variation theory?” The aim of this paper is to address these two questions, and in the process elaborate the relationship between phenomenography and variation theory in educational research. 相似文献
4.
Inge M. Bryderup Anne Larson Marlene Quisgaard Trentel 《Education and Information Technologies》2009,14(4):365-379
For years, increased use of ICT in education and training has been part of the Danish education policy, and the number of
computers in schools and the actual use of ICT have grown. At the same time, school leaders’ and teachers’ pedagogical paradigm
in primary and lower secondary schools seems to be changing from a lifelong learning paradigm (focussed on student-centred,
active, and autonomous leaning) to a more traditional paradigm (focussed on curriculum-centred teaching and instructions).
The aim of this paper is to describe this development in relation to the way ICT is used as well as to changes in educational
policy. Beck and Beck-Gerrnsheim (2002) theory about ‘institutionalized individualization’ as characteristic of the reflexive society serves as a theoretical framework
for better understanding the observed changes. 相似文献
5.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
6.
Jonathan D. Jansen 《Prospects》2001,31(4):553-564
The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable. 相似文献
7.
Heidi B. Carlone Julie Haun-Frank Sue C. Kimmel 《Cultural Studies of Science Education》2010,5(4):941-965
Science educators and researchers have bemoaned the lack of reform-based science in elementary schools and focused on teachers’
difficulties (i.e., lack of knowledge, interest, experience) in enacting quality science pedagogy. We present compelling evidence
that challenges assumptions about science education reform and draw on a practice theory perspective to examine the stories,
commitments and identities of thirteen teachers, whose beliefs and practices aligned with those promoted by science education
reform documents. Through ethnographic interviews, we learned about these teachers’ critical science experiences, perceived
science teacher identities, and their goals and commitments. Their stories highlight institutional and sociohistorical difficulties
of enacting reform-based science, the many biases, contradictions, and unintended consequences prevalent in educational policy
and practice today, and emphasize how easily the status quo can get reproduced. These teachers had to work as ‘tempered radicals’,
‘working the system’ to teach in ways that were consistent with reform-based science. 相似文献
8.
Paul Joseph Wendel 《Science & Education》2008,17(1):131-141
In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper,
I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining
exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm
shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking
to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable,
there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’
as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is
an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question. 相似文献
9.
This paper shows how the patterns of variation created in the teaching were critical in helping a class of Primary 3 students
in Hong Kong to learn about the colour of light, so that the students attained conceptual rather than procedural knowledge.
A ‘Learning Study’ approach was adopted, which is a Lesson Study grounded in a particular learning theory to improve teaching
and learning. This study, based on the learning theory of Variation advanced by Marton and Booth, was premised on three types
of variation: variation in students’ ways of experiencing what is to be taught/learnt (V1), variation in teachers’ ways of
dealing with the ‘object of learning’ (V2), and the use of ‘pattern of variation’ as a guiding principle of pedagogical design
to enhance students’ learning (V3). In planning the lesson, a conscious effort was made to create relevant patterns of variation,
i.e. varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students
to discern those aspects. Comparison between the results of the pre- and post-test shows that there was significant gain in
the students’ learning outcomes with respect to the intended object of learning. The findings contribute knowledge to how
the Theory of Variation can be used in practice. It also illustrates how teachers can make use of this theoretical framework
to analyze their own teaching and thereby, develop an analytical awareness of teaching and learning. 相似文献
10.
Bob Lingard 《The Australian Educational Researcher》2001,28(3):1-46
This paper is a reflection on the current policy moment in educational research in Australia in the context of globalisation. Set against a consideration of the emergent structure of feeling, the paper draws on three case studies of research to draw out some lessons for educational researchers and the research community. The argument is put that the dangerous ‘we’ of AARE needs to support increased funding for education and for educational research and, for the latter, to support a range of funding sources, types of research, methodologies and dissemination approaches. Increasingly there are pressures upon such eclecticism because of governmental attempts to ‘instrumentalise’ relationships between educational research and practitioner needs as perceived by governments. While such research is necessary, there is also a need within a democratic polity for research framed by agendas set by researchers that critiques government-directed developments. The paper argues there is a complex relationship amongst researchers and educational policy and pedagogical practitioners and as such the concept of ‘impact’ as applied to educational research requires substantial theorising. Contemporary research policy has tended to inhibit the dissemination of academic research to educational practitioners, while educational policy has tended, inappropriately in the argument of the paper, to construct teachers as the mere recipients of policy and research done elsewhere. 相似文献
11.
Brian L. Jones 《Research in Science Education》1990,20(1):161-170
The term ‘concept’ is used in different ways within educational literature and has at least two different, although related,
referents in relation to science knowledge, namely, public knowledge and private understandings. A taxonomic structure for
‘science concepts’ (public knowledge) has been developed to provide a rationale for the choice of phenomena to be used in
the investigation of students’ ‘concepts’ and also to act as a frame of reference for generating insights about the data to
be collected. Furthermore, it may be a useful heuristic to predict other science concepts likely to be highly problematic
in school teaching situations and thus worthy of detailed research. The taxonomy, called a ‘Scale of Empirical Distance’ (SED),
enables science concepts to be mapped according to their degree of closeness to concrete realities. The scale shows a recognition
of the empirical basis of science concepts and the role of human senses in the perception of the material world even though
“absolute objectivity of observation is not a possible ideal of science” as Harre (1972) has noted. The scale uses two binary
variables, namely, ‘visual’ and ‘tactile’, to generate four categories of science concepts ranging on a continuum from concrete
to abstract. Some concepts related to ‘matter’ will be classified and discussed.
Specializations: science teacher education, primary science curriculum and methods, students’ personal meanings of phenomena. 相似文献
12.
A partnership project was developed in which parents volunteered to support teachers in training years 1-3 children in computer
skills at a primary school in a small, low socio-economic community. This article identifies the ways teachers and the ‘tutors’
(as the volunteers were called) understood the value of the project. ‘Being a teacher’ and ‘being a volunteer’ were structured
by different forms of social engagement, which in turn influenced the ways individuals were able to work with each other in
collaborative processes. We argue that the discursive practices encoded in homeschool-community partnership rhetoric represent
ruling-class ways of organising and networking that may be incompatible with those of people from low socio-economic backgrounds.
When such volunteers work in schools their attendance may be sporadic and short-term whereas teachers would like ‘reliable’
ongoing commitment. This mismatch wrought of teachers’ and volunteers’ differing everyday realities needs to be understood
before useful models for partnerships in disadvantaged communities may be realised. 相似文献
13.
Policy as numbers: ac/counting for educational research 总被引:1,自引:0,他引:1
Bob Lingard 《The Australian Educational Researcher》2011,38(4):355-382
This paper provides an account and a critique of the rise of the contemporary policy as numbers phenomenon and considers its
effects on policy and for educational research. Policy as numbers is located within the literatures on numbers in politics
and the statistics/state relationship and, while recognising the longevity of the latter relationship, it is argued that the
governance turn and neo-liberalism have strengthened the role of numbers in contemporary education policy. This phenomenon
is situated in the contemporary ‘structure of feeling’, which sees politics reduced to managing the everyday and the evisceration
of a progressive imaginary. The paper then documents the impact within education, focusing both on the emergent global education
policy field and on the national agenda in Australian schooling and the related rise of ‘gap talk’, both globally and nationally.
The paper concludes by drawing out some implications for educational research, suggesting that we as educational researchers
are also being positioned by policy as numbers. 相似文献
14.
Steven A. Stolz 《Educational Philosophy and Theory》2020,52(10):1077-1096
AbstractThe use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generating knowledge about first-person events, or the lived experiences of students in certain educational contexts. With the rise of phenomenology and phenomenography as a method, some conceptual mistakes and associated confusion have also arisen; however, accounts examining both are limited. As a result, this paper will be concerned with the discussion of two issues: (1) for the sake of conceptual clarity, I provide a brief outline of phenomenology and phenomenography; and, (2) I then turn my attention to a critical discussion of phenomenography. In the latter case, I argue that when phenomenography departs from phenomenology it actually weakens its legitimacy as an approach to research. In order to overcome this problem, I argue that it makes sense to consolidate phenomenography within the broader research agenda of phenomenology which extends on the work of Husserl. Of course, the caveat to this idea is contingent upon a significant shift within phenomenography so it closely aligns itself with phenomenological principles and methods. As a way forward, I offer research direction to those who may be interested in the study of human experience by opening-up interdisciplinary dialogue about phenomenology, and at the same time I explore core methods used in phenomenology that extend on the continental tradition of phenomenology. 相似文献
15.
Cecile Ouvrier-Buffet 《Educational Studies in Mathematics》2006,63(3):259-282
The definition of ‘definition’ cannot be taken for granted. The problem has been treated from various angles in different
journals. Among other questions raised on the subject we find: the notions of concept definition and concept image, conceptions of mathematical definitions, redefinitions, and from a more axiomatic point of view, how to construct definitions.
This paper will deal with ‘definition construction processes’ and aims more specifically at proposing a new approach to the
study of the formation of mathematical concepts. I shall demonstrate that the study of the defining and concept formation
processes demands the setting up of a general theoretical framework. I shall propose such a tool characterizing classical
points of view of mathematical definitions as well as analyzing the dialectic involving definition construction and concept
formation. In that perspective, a didactical exemplification will also be presented. 相似文献
16.
Elizabeth Warren 《Educational Studies in Mathematics》2006,62(2):169-189
This paper examines the change in young children’s understanding of ‘equal’, ‘more’, ‘less’, and ‘between’, words commonly
used in equivalent and non-equivalent situations, over a 3-year period. Seventy-six children participated in the longitudinal
study. Each year they were asked to share their understanding of these four words. Past research has indicated that many children
have limited understanding of ‘equal’ as quantitative sameness. The results of this research suggested that many children
also have limited understanding of ‘more’ and ‘less’ and that these understandings did not significantly change over the 3-year
period. 相似文献
17.
Matti E. Lindberg 《Higher Education》2007,53(5):623-644
Compared with the problems one encounters when trying to use ‘graduate employability’ as a measure of the quality of higher
education, recognising how the definitions of ‘employability’ are dependent on the type of the data used in analysing the
phenomenon in question is a totally different matter. This article demonstrates how the understanding of graduate employability
varies when the viewpoint of the analysis changes from cross-sectional to longitudinal. Indicators obtained from the educational
and working careers of graduates with master’s degree in nine European countries are used to illustrate differences between
the two views on employability. The article shows that longitudinal indicators are useful in displaying the limitations of
the higher education system when trying to improve the employability of graduates. 相似文献
18.
Robert Klee 《Science & Education》2008,17(10):1157-1174
Christina Hoff Sommers and Sally Satel, a philosopher and a psychiatrist, now both policy analysts at the American Enterprise
Institute, write in their recent book One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance that empirically unsupported psychological theories ultimately descended from the cultural upheavals of the 1960s have slowly
wormed their way into the educational and social scientific mainstream. These theories, the authors argue, promote a view
of the human person as someone who is ‘too fragile for this world’, and in need of ceaseless counseling and coddling from
the cradle to the grave. The case the authors make for their thesis is, I argue, uneven – strong in specific cases, but weak
and overwrought in many others. In the end, I argue, they misidentify the main cause of the increasing shallowness that, to
a growing number of critics, is slowly infesting contemporary social science and education.
A review essay on Christina Hoff Sommers and Sally Satel’s, One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance, 2005, St. Martin’s Press, New York. 相似文献
19.
Vicki Mather 《Research in Science Education》1994,24(1):226-235
One of the requirements of the New Zealand Curriculum Framework (Ministry of Education, 1993a) is that all curricula developed
in New Zealand must be gender inclusive. Developers of the recently released science curriculum, and the draft technology
curriculum, have responded to this requirement in different ways. In this paper I discuss a theorisation of the term ‘gender
inclusive’ within national curriculum development generally, and explore and analyse these different responses within the
specific context of the science and technology curriculum developments. Particular emphasis is placed on the historical difference
between science education and technology education in New Zealand schools, and on the impact theoretical discourses have on
the way in which terms such as ‘gender inclusive curricula’ are conceptualised, and viewed as appropriate, or not, for specific
purposes.
Specializations: feminist theory, science education, technology education, technology curriculum development. 相似文献
20.
This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive
science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings
combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such
settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator
as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’
strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between
children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural
perspective using the notion of communities of practice. Implications for the roles of education managers and their staff
in further research are developed. 相似文献