浅谈有机化学教学中技校学生自学能力的培养

科学的发展和社会的进步要求每个人都具有一定的独立学习和不断获取新知识的能力,因此,学生自学能力的培养就至关重要。在有机化学教学中,通过课前预习、课堂教学、课后复习、化学实验各个环节,培养学生的自学能力。     

The action researcher as tempered radical and strategic entrepreneur in higher education: a personal reflection

This article describes the discovery of action research by a ‘conscious incompetent’ in higher education. The influences on the development of an action researcher’s individual philosophy are discussed. These shape a specific investigation into the implementation of international staff exchange in a post-1992 UK university from the position of an ‘outsider within’, a tempered radical. Ontological and epistemological concepts of quasi-objectivity, subjectivity, participation and commitment are discussed in relation to entrepreneurship in the higher education context, concluding that action research is a methodology suitable for tempered radicals and strategic entrepreneurs and that the action researcher can play these roles to research the execution of international faculty mobility in higher education.     

Researching female professors: the difficulties of representation,positionality and power in feminist research

This article draws on findings from my doctoral research to exemplify some of the difficulties I encountered when interviewing 20 female professors¹1. In the UK context, the title of ‘professor’ is reserved for full professors only – that is, those with either an established or personal chair. and subsequently writing about their life histories. In this article, I discuss how I addressed the issues of representing and positioning my participants, and I reflect on the power dynamics present in the research process. The article contends that by drawing on Bourdieu and Wacquant's [An Invitation to Reflexive Sociology. Chicago, IL: University of Chicago Press] understanding of reflexivity and feminist interpretations of their work including McNay [“Gender, Habitus and the Field: Pierre Bourdieu and the Limits of Reflexivity.” Theory Culture Society 16: 95] and Adkins [“Reflexivity Freedom or Habit of Gender?” Theory Culture Society 20: 21], valuable research can be produced, despite the difficulties. A related aim of this paper is to reflect back after four years in an academic post on my position as a novice researcher, and some of the associated issues facing doctoral students, particularly the problems with researching upwards [Walford, G. 2011 Walford, G. 2011. “Researching the Powerful.” British Educational Research Association on-line resource. Accessed March 17, 2014. www.bera.ac.uk/system/files/Researching%20the%20Powerful.pdf [Google Scholar]. “Researching the Powerful. British Educational Research Association On-line Resource.” Accessed March 17, 2014. www.bera.ac.uk/system/files/Researching%20the%20Powerful.pdfWalford 2011].     

The moral dimension of class and gender identity-making: poverty and aggression in a secondary school in the city of Buenos Aires

This paper presents some results of a qualitative study carried out in a secondary school in the city of Buenos Aires (Argentina). It examines how two students from poor families responded to, and viewed, aggression by peers at their school. This paper argues that the examination of students’ narratives about aggression (based on classism and sexism) illustrates the analytical usefulness of the moral dimension of social life to unpack crucial aspects of the micro politics of class and gender and processes of identity-making. Following Sayer, this article maps students’ responses to immoral sentiments and misrecognition: the search for respect and respectability, and moral boundary drawing. It demonstrates that these reactions are entangled in students’ class and gender identity-making. It also shows how ‘victims’ are able to regain respect. However, the individualized nature of these processes and the spirals of aggression they instigate demonstrate the fragile and temporary nature of this achievement.     

Traveling with and through your backpack: a personal reflection on the infrastructure of science education

In this paper I respond to Ajay Sharma’s Portrait of a Science Teacher as a Bricoleur: A case study from India, by speaking to two aspects of the bricoleur: the subject and the discursive in relation to pedagogic perspective. I highlight that our subjectivities are negotiated based on the desires of the similar and competing discourses we are exposed to, and the political powers they hold in society. As (science) teachers we modify our practices based upon our own internal arbitrations with discourses. I agree with Sharma that as teachers we are discursively produced, however, I suggest that what is missing in the discussion of his paper is the historically socially constructed nature of science or science education itself. I advocate that science education is not neutral, objective or unproblematic. Building on Gill and Levidow’s (Anti-racist science teaching, 1987) critique, it is precisely because we are socially constructed by the dominant hegemonic science education discourse that we rarely articulate the underlying political or economic priorities of science; science’s appropriation of other cultural ways of knowing; the way science theory has been, or is used to justify the oppression of peoples for political gain; the central role science and technology play in the defensive, economic and political agendas of nations and multinational corporations who fund science; the historical, and contemporary role science plays in rationalizing an exploitative ideological perspective towards the more-than-human world and the natural environment; and finally, the alienating effect science has on students when used as a ranking and sorting mechanism by educational systems. Therefore, we need to do what Mr. Raghuvanshi could not imagine: we need to destabilize the foundations of science education by questioning inherent structural and ideological inequities.

Gendered positionality among Irish male primary teachers: the staff room as a site of performative masculinity

The concept of masculinities has traditionally been defined in terms of crises associated with boys’ underachievement, the violence of homophobia, the under-representation of males in caring occupations, the rituals and discourses of laddism, and perceptions of disaffected and unrealised talent. Whereas the topic of masculinities has long been associated with warrants for distinctive and diverse male identities, it has a comparatively more recent history in the research on male Irish primary teachers as a particular social category. Two key findings are discussed in relation to performative masculinities – a form of strategic manoeuvring designed to exploit gender discourses, practices for control, power and privilege. First, the findings show the staffroom as a bellwether or highly developed locus for teacher socialisation through gendered discourses, events and actions. Second, the findings show nonsynchronous performative masculinities not only between male and female teachers but also with male colleagues. Therefore, it is argued that this frequently forgotten and neglected seam in the grand narrative of schools and schooling in Ireland needs to be more fully understood as a variable of quality, social justice and democratic practices across the full scope and sequence of the teacher continuum and as a prerequisite component in all teacher leadership programmes.     

Marginal utility of social capital: the assistance of family and friends in choosing university studies

Abstract

We focus on transition from school or employment to university and analyze how social network characteristics and the quantity of social capital (SC) influence the assessment of help in selecting a program of study. We analyze data of undergraduate students at a German university and find that SC has an amount and a context effect. First, we assume that in networks where students find a lot of SC, they also receive helpful advice. Second, a social network close to academia offers useful help. Our multivariate analyses support the context effect, but also indicate a marginal utility of SC. Students with academically educated parents rate their parents’ help as more useful, and students with studying friends rate their friends’ advice as helpful. However, students who are rich in SC among family and friends rate their help lower than students who are rich in SC among only one part of their network.     

The place of the personal: Exploring the affective domain through reflection in teacher preparation

Emotions and emotional states play an important role in learning to teach, encouraging teacher educators to consider the place of the affective domain in preservice teacher preparation. Preservice teacher reflection provides a means by which to constructively explore the affective domain in teacher preparation. This article draws from two qualitative studies on reflection and technology conducted at an American university to explore the affective domain in teacher preparation. Using the web-based data of online discussion posts and weblog entries, this article considers the affective issues addressed in preservice teacher reflection and the implications of those emotional concerns for teacher preparation.     

The transfer of reflective engagement from social work education into the workplace: a study of the value of scaffolded reflection

The focal concern of this article is the investigation of the transfer and sustainability of the reflective process into the work environment. Specifically, the identification of the variables which support or challenge practitioners to continue the ongoing process of reflection in practice contexts is addressed. The article describes a study carried out over a seven-year period with students/graduates from a master's in social work (MSW) professional qualification programme in Ireland. The research involved gathering data on participants’ experiences of reflective teaching and learning while on the course and in the initial years of their work as practitioners. In the early phases of the data collection, participants referred to developing epistemological awareness through the reflective process while on the course. This was in the context of a scaffold for reflection through journal writing and mentored portfolio inquiry. The outcomes of the study offer considerable insight into the challenges and value of developing a reflective teaching and learning environment in professional education. In particular, the work highlights how it impacts positively on professional practice.     

Developing a Vision of Teacher Education: How my classroom teacher understandings evolved in the university environment

Drawing on my experiences as a former classroom teacher making the transition to teacher education, this study examines how my vision of teacher education developed over the course of my first three years as a graduate teaching assistant in a social studies education program in the United States. A qualitative self-study methodology was used to identify and describe sources of tension and growth that contributed to the evolution of my classroom teacher understandings as I forged a distinct vision for teacher education. My vision of teacher education was informed by completing graduate coursework, engaging in the work of teacher education, interacting and collaborating with peers, and studying my practice as it developed and unfolded. Throughout the article, I discuss the potential of self-study methodology to encourage new teacher educators to examine both the features and motivations behind their practice, as well as the effects of this examination on the development of a vision of teacher education.     

20世纪90年代大学与校办科技企业的关系及其变动——以北大校办科技企业为案例的社会学分析

20世纪90年代校办科技企业的大规模兴起与衰退的发展过程,充分展示了我国大学、政府与校企的复杂关系。大学再生产的需要给予校办科技企业发展的合法性,政府、大学与校企之间的“声望等级制”是校企得以迅速扩展的关键因素,而校企的混合体制有利于校企有效地利用这种声望等级制。但这种混合体制和大学组织的特点,导致大学难以有效管理校企和确保大学的利益,最终使校、企的互动关系在90年代后期陷入僵局,从而导致校企在大学中的再次边缘化及大学与校企的分离。     

The significance of social relationships in learning to become a vocational and technical education teacher: a case study of three individuals

This article about workplace learning examines the learning of individuals in becoming a Vocational and Technical Education (VTE) teacher in Brunei. Drawing on research findings from a group of student teachers, it presents case study accounts of three individuals to illustrate the importance of social relationships in learning to become a VTE teacher. These findings also extend current theorising about learning at work which integrates individual learners into predominantly social theories of learning.     

The de-facto privatization of secondary education in Egypt: a study of private tutoring in technical and general schools

Most secondary school students in Egypt enrol in private tutoring in almost all subjects throughout the school year. A large proportion of students have stopped attending school altogether due to their reliance on tutoring. This study of how educational markets are perpetuated at school level finds that in the technical track catering to the working classes, the market is forced upon students through physical and verbal intimidation by teachers receiving below subsistence wages. In the more middle class general secondary track, pressure to enrol in tutoring is less direct and the market is promoted as a necessity for competitive exam readiness, despite its unclear dividends. The result has been a de-facto privatization of secondary education facilitated by a state that has determined the material conditions of teachers, failed to prevent related abuse and corruption, and reduced its investment in education to the point that the market has effectively emptied out and displaced public schooling.     

Re/presenting intellectual subjectivity: gender and visual imagery in the field of higher education

Visual images of students and academics in the UK have traditionally featured men, reflecting the historical predominance of men in these positions. When women were represented, sexist imagery and traditional constructions of femininity were not uncommon. This article explores the ways in which students and academics are constructed in a selection of visual representations in two contemporary UK sources: in two videos aimed at potential students and in the Times Higher Education, a magazine for higher education professionals. Following a discussion of dominant constructions of intellectual subjectivity, I draw upon a feminist post-structuralist approach in the analysis of these visual images. Although women are now entering universities in greater numbers than ever before, I suggest that this visual iconography continues to inscribe culturally dominant constructions of femininity and masculinity, reaffirms a gender binary and reconstructs the serious intellectual subject as a masculine one.     

未来的高等教育与高等教育的未来——基于技术理性与主体性的双重视角

在时间维度和价值维度上审思高等教育的发展谱系,高等教育的未来与未来的高等教育包含两层含义。其一,指向未来发展路径的高等教育,技术理性与主体性的双向作用不可偏废:技术理性延展了高等教育未来的想象力,主体性纵深了高等教育未来的建构力;同时,技术理性是促成主体性的基础,而主体性引领技术理性的方向,两者共同作用达成高等教育的未来实现。其二,指向未来美好图景的高等教育,需要将主体性置于价值优先地位,以体验式的合作学习进行感入式的沟通对话,发挥主体创造性,超越技术理性,在未来的高等教育的未来中走向真理式的诗意生活。     

Access,opportunity, and career: supporting the aspirations of dis/abled students with high-end needs in New Zealand

Acting as an entry marker into the adult world, the transition from compulsory schooling is inextricably linked with a change in career status. As such, transition is widely acknowledged to be a significant event in the lives of all young people regardless of their dis/abilities. However, many dis/abled students in New Zealand, particularly those with high-end needs, experience many challenges in the construction and enactment of their career. These are often exacerbated by the limited availability of mainstream opportunities and/or the absence of clearly defined employment pathways. In addition, they are less likely to have had access to meaningful workplace experiences whilst at school which would assist them with the decisions they must make, and actions they must take in relation to their futures. In this article, I locate the concept of the dis/abled student within a New Zealand context, critically explore the notion of career and consider whether this is a feasible and realistic aspiration for those with high-end needs. Following this, I discuss a case study of a post-secondary transitions scheme on the South Island of New Zealand which was established to meet the aspirations of students with high-end needs. This is used to illustrate how initiatives that seek to address the disjuncture between the desires of this student group, labour market expectations, and the requirements of local employers can present both opportunities for change and challenges for inclusion.     

Teachers' perceptions of national identity and its intersection with gender: a phenomenological study in a conflict society

The aim of this study is to investigate Greek-Cypriot teachers' perceptions regarding the role that national identity and its intersection with gender play in representations of the past. Drawing on data deriving from forty individual interviews and analysed through the lens of intersectionality theory, it is shown that: although all teachers were able to recognise the role of national identity in representations of the past in the Cyprus conflict, the majority of these teachers were not equally aware of the gender politics in representations of the past. The participants seemed to be willing to take responsibility for the ways in which they represented the national identity, but they were not willing to assume responsibility for their gendered representations; instead, these representations were deemed ‘unconscious’ or a ‘product of tradition’ or the ‘natural order’ and, thus, not within their control. The paper ends with a discussion of how this study informs educational research and teacher professional development, concerning the intersection of national identity and gender in relation to issues of collective memory.