EMOTIONAL CAPITAL AND EDUCATION: THEORETICAL INSIGHTS FROM BOURDIEU

ABSTRACT:  This article seeks to explore existing conceptualisations of emotional capital in educational research, and to undertake a critical analysis of these conceptualisations, including a reflection on my own explorations of teachers' and students' emotional practices. Drawing from Bourdieu's work, I offer a theoretical discussion of how emotional capital as a conceptual tool suggests a historically situated analysis of the often unrecognised mechanisms and emotion norms serving to maintain certain 'affective economies'. This point is made in reference to a brief discussion of my ongoing ethnographic work over the last ten years. I conclude the article with outlining some new possibilities of theorising the potentiality and usefulness of the concept of emotional capital in the field of educational research.     

POST-PRIMARY EDUCATION AND CAPABILITIES: INSIGHTS FROM YOUNG WOMEN IN RURAL UGANDA

ABSTRACT

This paper presents findings from the third stage of a longitudinal, qualitative study involving nine female participants from a class cohort in a secondary school in rural Uganda. Since 2004–05, this study has tracked the progress of these young women's lives, and the present aspect of the study explores the ways in which they have found that post-primary education has impacted their adult lives, particularly with respect to employment-related factors. I draw upon the conceptual construct of Amartya Sen's capabilities approach (1999) to interpret and present data. Findings considered in this paper indicate that post-primary education has been crucial to the capabilities development and socioeconomic well-being of the participants’ lives.     

CREATING A FOUNDATION FOR STUDENT SUCCESS: FROM RESEARCH TO PRACTICE

Student services in community colleges have an important role to play in meeting student needs and increasing retention rates. As an emerging community college in the state of Louisiana, South Louisiana Community College (SLCC) developed a program for at-risk students designed to be integrated throughout the institution. A comprehensive review of the research informed and supported the foundation of this developing program. This article identifies the areas needing special attention along with those targeted for development. What we have learned will be used as a basis of comparison for future semesters as programs undergo revision and enhancement. The use of follow-up interviews in future evaluation activities promises to yield substantive data for further analysis and development of our programs.     

教育研究中的比较层次:对不同文献的不同透视及多层次分析的价值

比较教育研究传统上总是着眼于世界不同区域及不同国家之间的研究。本文认为,这种做法经常导致教育研究中不全面和不平衡的视角,因为它不能将州/省、地区、学校、课堂及个体之间的重大差异考虑进去。作者阐述了比较教育研究需要一个更加广泛的框架这一看法,并且提出了一个更加全面的研究模型——多层次分析,它能够对单一层次分析所获得的观点进行整合。     

用世界眼光看中国的社会主义实践

中国的社会主义革命和建设实践无疑是国共产主义运动中最为成功的范例，对国际共产主义运动所作的贡献是独特而巨大的。中国特色的民主革命道路、中国改革开放带来的勃勃生机、中国共产党第三代领导集体的理论和创新实践说明：社会主义仍然代表着人类明的发展方向，中国社会主义事业的成功，必须会吸引更多的人向往社会主义，从而引来社会主义新的高潮。     

LONG-TERM OUTCOMES OF EARLY CHILDHOOD SCIENCE EDUCATION: INSIGHTS FROM A CROSS-NATIONAL COMPARATIVE CASE STUDY ON CONCEPTUAL UNDERSTANDING OF SCIENCE

The purpose of this research was to explore the long-term outcomes of either participating or not participating in early childhood science education on grade 6 students?? conceptual understanding of science. The research is situated in a conceptual framework that evokes Piagetian developmental levels as both potential curriculum constraints and potential models of efficacy. The research design was a multiple case study of grade 6 children from 3 schools in China (n?=?140) who started formal science education in the third grade and grade 6 children from 3 matched schools in Australia (n?=?105) who started learning science in kindergarten. The students?? understanding was assessed by a science quiz and an in-depth interview. The data showed that participating children from the high socioeconomic schools in China and Australia had similar understandings of science. Divergence between the medium and low socioeconomic schools, however, indicated that the grounding in early childhood science education in Australia may have placed these children at an advantage. Alternative explanations for the divergence, including the nature of classroom instruction in the two countries, are discussed.     

构建从理论到实践的桥梁--王杰的马克思主义美学思想研究

王杰从研究西方现代美学理论和西方马克思主义美学,到全面研究马克思主义与现代美学的关系,后又转向审美幻象与审美人类学,可以说,他在精心构建一个从理论到实践的美学理论研究的桥梁。在近年来的研究中,王杰有意识地将其美学理论和民族审美、民族文化结合起来,并取得了丰硕成果。     

个人实践理论与叙事研究:解释学视野中的教师专业化发展

教师专业化发展及其研究经历了一个由忽视到逐渐关注、由关注教师群体专业化转向关注教师个体专业发展的过程。当代西方解释学特别是以海德格尔和伽达默尔为代表的哲学解释学为教师专业发展提供了思维方式和理论支点。以“个人实践理论为轴心”的教师专业内在发展观,为教师的专业化发展找到了切实可行的出发点,对个人实践理论的解读与修正为教师专业化发展提供了正确的理论基础,并以叙事研究方式追索与促进教师专业化发展和个人实践理论的生成。     

FROM CONFUCIAN MASTER TEACHER TO FREIRIAN MUTUAL LEARNER: CHALLENGES IN PEDAGOGICAL PRACTICE AND RELIGIOUS EDUCATION

Abstract

This article addresses the dilemma faced by religious and theological educators committed to a feminist, liberative pedagogy when teaching learners in the church whose Confucian upbringing has socialized them into different means of instruction. After a brief sketch of the Confucian ethos that permeates the life of such persons and communities in present‐day North America, the article examines the pedagogical practices of Confucius/Kongzi, traces the historical development of Confucianism, and suggests how we might live and teach in the tension of what appears to be two extremes of pedagogical practice.

At fifteen 1 set my heart on learning; at thirty I firmly took my stand; ... At seventy 1 followed my heart's desire without overstepping the boundaries of right.

—Analects 2:4

Learning something and practicing it often—is this not a delight?

—Analects 1:1

Whenever three persons walk together, there is sure to be a teacher for me.

—Analects 7:22

I learn without flagging and teach without growing weary.

—Analects 7:34     

READING PRACTICE

Heat and Cold (热胀冷缩) At a physics (物理) lesson the teacher asks the children about the effects (效果) of heat and cold on the body.     

PERSPECTIVES AND INSIGHTS: Historical,Comparative, and Developmental

Research in Higher Education -     

EXPERIENCES AND INSIGHTS IN A TEMPUS/TACIS PROJECT IN THE UKRAINE

The author is the Director of a TEMPUS/TACIS project on university administration linking the National Technical University of Ukraine, on one hand, and the Aachen University of Technology and the Delft University of Technology, on the other. He presents this project as the centre point of a discussion whereby he first traces the origins of the European Union TEMPUS programme and then develops a philosophy of East‐West Co‐operation. For him, it is not acceptable to expect eastern European higher education institutions to simply copy western higher education institutions but to adapt what is useful to them from the western experience to their local realities bearing in mind that higher education in the West too is undergoing transition in a number of ways. In light of this project, the author criticizes certain aspects of TEMPUS practices and suggests improvements so as to make TEMPUS projects more efficient. He also declares that in many circumstances the time limit of three years per project is insufficient.     

高师地理专业教育实习探索与实践

本文是作者通过近十年的探索和实践．总结出搞好高师地理专业教育实习的重要途径，对今后的教育实习有一定的指导意义。     

RADIOGRAPHIC ANATOMICAL INSIGHTS INTO MECHANISM OF LOWER CALYCEAL STONE EVACUATION FOLLOWING ESWL

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BEHAVIOR MANAGEMENT IN PRESCHOOL CLASSROOMS: INSIGHTS REVEALED THROUGH SYSTEMATIC OBSERVATION AND INTERVIEW

This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each strategy is used or attempted, and (3) examine the reasons that teachers have chosen to use particular strategies. Observations and teacher interviews were conducted in five classrooms across two preschools located in a Midwest state. Results revealed that teachers use a variety of strategies to address noncompliance, many of which were also preventative in nature and designed to increase students’ self‐regulation. In addition, behavior management techniques that are currently recommended by research (e.g., guided compliance and proximity praise) were generally practiced by teachers in the participating schools. However, students were reinforced for appropriate behavior following noncompliance less than one‐third of the time. These results suggest that teachers are using a broad range of recommended strategies, but the results also serve as a reminder of the importance of providing positive reinforcement for appropriate behavior following an episode of noncompliance. Additional implications for school practitioners and future research are provided.     

TEACHER TRAINING AND SCHOOL PRACTICE

In their previous article (Educational Research, 13, 1) the authors discussed the attitudes of 1,000 pupils in selective secondary schools towards literature generally and towards GCE ‘O’ and ‘A’ level examinations. In that article they explored pupils’ expressed likes and dislikes of texts prescribed by GCE examining boards; they now consider these same pupils’ preferences in their leisure reading, and conclude that present methods of teaching English often fail to take into account ‘consumer’ response, particularly in poetry and drama reading.