Constructing learning spaces? Videoconferencing at local learning centres in Sweden

This article explores videoconferencing in the context of local learning centres in Sweden. The practice is described as a ‘learning space’ in which adult learners construct socio-spatial relations. The study goes beyond a sociological apprehension of actors and opposes the idea of the material as neutral, passive and conformed by practice. On the contrary, the classroom layouts and the technical artefacts have a profound impact on interaction, communication and learning. The results of the study concern how human actors have to take on different strategies to escape the influence of material actors. It will be argued that the learning space of videoconferencing is a network of interrelations in which control is handed over from humans to material actors. In terms of learning, we may have to rethink the roles of environments and technical artifacts and reconsider such predetermined and static roles of material objects.     

Making to measure? Reconsidering assessment in professional continuing education

Drawing on studies of teachers, accountants and pharmacists conducted in Canada, this essay examines models for assessing professional learning that currently enjoy widespread use in continuing education. These models include professional growth plans, self-administered tests and learning logs, and they are often used for regulatory as well as developmental purposes by professional associations. The essay argues what others have critiqued about such self-assessment models: that their assumptions about learning are problematic and limiting in a number of respects, privileging human consciousness and intention, and literally ‘making’ a particular professional subject that is atomised and conservative. The essay goes on to suggest alternative perspectives that are receiving increasing attention in theorising work-related learning and that may offer fruitful questions for re-considering the nature of professional learning and its assessment. Three perspectives in particular are outlined, all of which shift the focus from the learning subject to practice as material, emergent and systemic: complexity theory, actor–network theory and cultural–historical activity theory. The discussion concludes with possible approaches to assessment of professional practice suggested by these perspectives.     

情境学习理论下大学生“新实习”体系构建:理论、现状与路径

认知的改变是行为改变的前提,一直以来人类通过不同的学习理论认知世界,从早期的行为主义学习理论到认知主义学习理论、建构主义学习理论再到情境学习理论,人类文明的不同发展阶段需要不同的学习理论来引领。本文把情境学习理论运用于大学生实习过程,打通学校课堂和实际工作场景之间的隔阂,把整个实习工作场景结构化、情境化,把整个工作场景...     

行动者网络理论视域下乡村学前教育发展的内生路径

近年来,乡村学前教育在实现跨越发展的同时也表现出过分、单一依赖政府的倾向,缺乏整体观与内生力。在行动者网络理论视域下,本研究对39名乡村学前教育相关人员进行深度访谈,借助NVivo 12软件对访谈资料进行编码分析,以探索乡村学前教育发展的内生路径。结果发现,行动者识别不足、核心行动者定位不准,异质行动者之间需求、视角差异大,发展不均衡、队伍不稳定,外力扶持发展惯性强、缺乏内驱力是制约乡村学前教育发展的重要内因。乡村学前教育发展应实现从外力扶持向内生发展的路径转型,为此应全面识别异质行动者,明确核心行动者;锁定强制通行点,形成动态发展利益联盟;打通多元渠道,提升乡村学前教育质量;凸显乡村学前教育在乡村发展过程中的多重功能,尊重乡村文化,创新师资培养方式,实施乡村教师本土化培养,完善乡村教师保障机制,实现城乡学前教育公平。     

Theoretical notes on a relational approach to principals’ time use

ABSTRACT

Principals’ time use has emerged as a serious policy problem in an era of reported decline in school outcomes – both organisational and individual student – and with difficulties in attracting quality candidates for vacancies. The contemporary crisis of the principalship is centred on an ever increasing workload (volume and complexity) and a deficit of time for instructional leadership. Units of the clock are the orthodox version of time in modern Western society. This however is not a universal and is based on an external measure of practice. This paper presents a theoretical intervention for the field by proposing an alternate conceptualisation of temporality built on relational theorising that sees practice not as having time but generating time and space. It does not assume a single version of time and instead opens a fruitful scholarly direction for recasting principals’ time use literatures.     

The construction of bilingualism in an American context: three levels of analysis

This paper represents part of an ethnographic study conducted in a small college town in the northern United States. Based on Fairclough's conceptualization of language as a site of social meaning construction and power struggle, I conduct critical discourse analyses on data collected at broad, mid, and micro level contexts. I demonstrate how contrasting meanings associated with bilingualism have ideological origins and reflect underlying power relations, which are evident in academic research, federal and state legislation and policy, local language programming, and classroom interaction. Revealing how unequal relations of power shape meaning through language creates a conscious awareness, which can lead to emancipation for disempowered populations and has significant implications for challenging discriminatory educational policies and practices and identifying the ways in which language proficiency positions students in schools.     

陶行知求真务实的治学理念探析

伟大的人民教育家陶行知,为了实现“学为真人”、“为民造福”的夙愿,终生热爱学习,崇尚真理,漂洋过海求学问,东奔西走探真知。在自己广泛涉猎知识、求取学问的同时,善于总结与思考学习的理论与方法,站在中西文化交汇的高度,围绕学习目的、学习主体、学习条件、学习方法和学习精神等问题,全方位多角度对学习的相关理论作了详实的论述。这些论述字里行间渗透着以民为本、注重实践的主题,充分展示了作为伟大教育家的博大胸襟和作为中华民族优秀儿女的爱国情怀,同时也体现了作为教育活动家的实践精神和作为学贯中西学问家的宽阔视野。     

学与习分析观及其对现代教学的启示

“学”与“习”的分析观认为:人的学习行为是可以而且也应该进行分析的。“学”与“习”的分析观,不仅有助于我们更准确地认识和理解学生学习活动的基本特点与规律,以澄清人们对现代教学认识问题的某些模糊观念,而且也有助于我们进一步理顺和构建当前教学改革探索中的具体操作运用与实践策略,从而促进我们现代教学理论与实践科学体系的系统建设。     

实践性学习的探索——商科类高职教育培养模式实现的途径

实践性学习认为实践性学习即在工作中的学习 ,实际上是一种实践与学习相结合的过程 ,是知识与经验的统一。实践性学习使教学效果优化。因此商科类高职教育培养模式可以分为四个阶段即理论 -尝试 -行动 -反思。     

对合作学习式教学模式理论与实践的研究

通过对合作学习式教学模式理论与实践的研究 ,证实了合作学习式教学模式能使教学目标层次分明 ,满足不同层次学生上课时的生理和心理需要 ,从而产生较好的教学效果 ,提高教与学的质量     

“合作学习”策略的理论与实践探究

《英语新课程标准》实施以来,英语课堂教学模式发生了巨大变化。本文从理论和实践两个层面对“合作学习”在中学英语课堂教学中的运用进行研究,旨在给广大中学英语教师提供一些指导。     

生态体验景观构建——以丹东大梨树村为例

生态体验景观不仅是生态体验经济的重要空间载体,也是社会主义新农村建设所要达到的目标。以丹东大梨树村为例,构建了以乡村生活、生态环境、休闲体验活动及产业活动等行动体（者）为主的生态体验景观行动者？网络。生态体验景观网络的形成过程是与其他产业发展同步协调进行的,促进了乡村生活、生产、生态与休闲之间的和谐发展。     

对按劳分配研究中几个问题的思考

全面理解按劳分配,需要认识马克思设想的条件和分析角度与目的。各要素共同参与收入分配,是提高分配制度激励和约束功能的内在要求。按劳分配和按劳动力价值分配是两个不同层面而又相互联系、密不可分的概念。按劳分配通过劳动力价值加成和国家的收入再分配政策得以实现,它体现于微观与宏观、初次分配与再分配的统一运动中。     

Creating Productive Interactions between Work and the Academy

Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings.