中国教育传统研究与教育改革

教育史学科应受到重视,教育史工作应努力为现代教育改革提供借鉴,并应积极直接参与到教育改革之中去,而不要封闭长城民为历史陈迹后才去研究它。     

引文尾引号与标点搭配浅议

标点符号的正确使用是编辑规范化的重要内容之一。引号与标点连用时，引文末尾的标点是放在引号之内还是放在引号之外的问题，是在编辑学术论文时经常遇到的。正确使用引号与标点的搭配，显示了学术期刊的学术水平和期刊质量，对于进一步提高学术期刊的编辑规范化也将起到一定的推动作用。     

《中国分类主题词表》主题标引应用研究

以《中国分类主题词表》为依据 ,分析影响主题标引的因素、主题标引的方式、功用和应该遵守的规定 ,指出主题标引的重要性以及应用中出现的问题。     

Multilevel design efficiency in educational effectiveness research

In educational effectiveness research, multilevel data analyses are often used because research units (most frequently, pupils or teachers) are studied that are nested in groups (schools and classes). This hierarchical data structure complicates designing the study because the structure has to be taken into account when approximating the accuracy of estimation and the power for statistical testing, which should be sufficient to reach meaningful conclusions. Accuracy and power, both referred to as efficiency, can be optimized by carefully choosing the number of units to sample at each of the levels, taking into account the available resources and costs of sampling at these levels. We complement the findings that are found in the literature with regard to designing multilevel studies and propose a simulation approach that can be used to help making study-specific decisions.     

2006年全国高等学校教育科研论文统计分析

2006年全国高等学校教育科研论文统计分析显示,综合性大学和全国重点建设的大学是高等教育研究的主力军,教育学博士生或教育学一级学科、师范类院校等是高等教育学研究重要的专业化和学科性的力量。高职高专院校、独立学院的高等教育科研有待加强。高等教育研究区域分布不均衡,发达地区、东部沿海地区发文数量明显高于内地和欠发达地区。作者队伍中合作署名现象普遍,主要由教学科研人员、行政管理人员、在读硕博研究生三部分人构成,高级职称比例高。     

Myths in educational research

Educational innovation research has been strongly influenced by research in other disciplines, in particular, rural, industrial and medical sociology. The resulting methodology and generalizations have often been wrongly applied to education with resulting distortions about the nature of innovators, the dissemination and the adoption of innovation in education. Research on the dissemination and adoption of new curriculum projects in British secondary schools specifically refutes a number of commonly accepted generalizations about innovation in education and questions the over-simplification of many others. Innovators are not necessarily younger or more cosmopolitan or with more change agent contact than non-innovators. However, familiarity with new curriculum projects is positively related to cosmopolitanism, contact with change agents and the use of mass media. A number of intervening variables obviously influence the differences found between teachers familiar with and those who adopt new projects. These are discussed in terms of relevance, facilitating and limiting influences, objectives and perceived effects of new projects in education. The combined use of a survey questionnaire and case studies with interviews reveals many of the methodological problems in this type of research.

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Zusammenfassung Die Forschung über Innovationen im Bildungswesen ist stark von Forschung auf anderen Fachgebieten, insbesondere der ländlichen, industriellen und medizinischen Soziologie, beeinflusst. Die sich daraus ergebende falsche Anwendung von Methodologie und Verallgemeinerungen auf das Bildungsgebiet hat zu Missverständnisse über die Natur von Innovatoren sowie die Verbreitung und Anwendung von Innovationen im Bildungsbereich geführt. Forschung über die Verbreitung und Einführung neuer Curriculum Projekte in britischen Sekundarschulen widerlegt eine Reihe allgemein akzeptierter Verallgemeinerungen über Bildungsinnovationen und stellt die übermässige Vereinfachung anderer in Frage. Innovatoren sind nicht unbedingt jünger oder kosmopolitischer als Nicht-Innovatoren, noch haben sie mehr Kontakt mit Änderungsfaktoren. Vertrautheit mit neuen Curriculums-Projekten hat jedoch eine positive Beziehung zu kosmopolitischer Einstellung, Kontakt mit Änderungsfaktoren und dem Gebrauch von Massenmedien. Offensichtlich beeinflusst eine Anzahl von Variablen die Unterschiede zwischen Lehrern, die neue Projekte kennen und solchen, die sie anwenden. Diese Variablen werden erörtert im Hinblick auf Relevanz, fördernde und beschränkende Einflüsse, Zielsetzungen und wahrgenommene Wirkungen neuer Bildungsprojekte. Durch die Kombination von Erhebungs-Fragebogen, Fallstudien und Interviews werden viele der methodologischen Probleme in dieser Art Forschung beleuchtet.

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Résumé La recherche sur la dissémination et l'adoption de nouveaux projets de curriculum dans les écoles secondaires anglaises réfute spécifiquement un nombre de généralisations ordinairement admises au sujet de l'innovation en éducation et met en question la trop grande simplification de bien d'autres généralisations. Les innovateurs ne sont pas forcément plus jeunes ou plus cosmopolites ou ont plus de contacts avec des agents de changement que les non-innovateurs. Cependant, la familiarité avec de nouveaux projets de curriculum est assurément apparentée au cosmopolitisme, au contact avec des agents de changement et à l'emploi de mass média. Un nombre de variables intervenantes influence manifestement les différences constatées entre les maîtres familiers avec les nouveaux projets et ceux qui les adoptent. Celles-ci sont discutées en ce qui concerne l'importance, les influences concernant le fait de faciliter et de limiter, les objectifs et les effets perçus des nouveaux projets 'en éducation. L'emploi d'un questionnaire pour un rapport et d'études de cas combiné à des interviews décèle bien des problèmes de méthodologie dans ce genre de recherche.

     

Priorities in educational research

This article emphasizes the need for a coordinative agency to survey, project, and direct funding for educational research. Studies are recommended on characteristics of children in the learning encounter; educational readiness for the very young child from various social settings; and the exploration of programs to meet children's needs across the total school range. The teacher, his personal qualities and behavior in the teaching act, will be a primary focus in research. Adequate means of evaluating school programs, particularly innovative programs must be devised. Researchers must reveal means whereby the teacher can become more effective on an individual basis with both child and parent.

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Résumé Cet article insiste sur le besoin d'une agence coordinative qui étudiera et dirigera les dépenses pour la recherche éducationelle. Les auteurs suggèrent des études concernant le comportement des enfants dans les rencontres éducatives; l'aptitude à apprendre de l'enfant très jeune de différents milieux sociaux; et la recherche des programmes qui réponderaient aux besoins des enfants à tous les niveaux. Les recherches se concentreront sur le professeur, ses qualités personnelles, et sa façon d'agir quand il enseigne. Des moyens appropriés d'évaluer des programmes scolaires, en particulier des programmes innovateurs, devront être recherchés. Les chercheurs devront découvrir les moyens par lesquels l'enseignant pourra devenir plus compétent dans ses contacts avec enfant et parent.

     

论教师的教育研究

在现代社会发展和教育改革发展的过程中，教师应当而且必须成为研究者，这不仅有利于教育教学质量的提高，更有利于教师的专业成长，教师的教育研究有自身的特性，属行动研究，要求教师通过自主反思意识的确立，采用多种方法研究和解决自身实践中遇到的困难和问题。     

Shameful interest in educational research

ABSTRACT

This article considers ontological conceptualizations of shame-interest as experienced in educational research. Shame has frequently been reported in research as a property of the autonomous individual: the shame of the participant to share with the researcher, and the shame of the researcher to reflexively eliminate. Shame-interest is re-theorized here as a generative research event, as intra-action, as one simultaneous movement in the ongoing present. We attempt an ethical shift from a reflexive stance to fluxing movements of response-ability and co-consequence in order to encourage socially responsive educational research, informed through the conceptual resources of psychologist Silvan Tomkins, and feminist philosopher and physicist Karen Barad. Theory is threaded through a series of personal research vignettes to illustrate our thinking through ways shame-interest materialized within research events. Shame is re/conceptualized as a contestable composite feeling entangled with interest that allows an alternate non-reductive and ethical approach to educational research. We amplify our researcher responsibility, and our shame, by placing ourselves as entangled with the research ‘problem’ under investigation.     

Against methodocentrism in educational research

Abstract

This essay defines and critiques ‘methodocentrism’, the belief that predetermined research methods are the determining factor in the validity and importance of educational research. By examining research in science studies and posthumanism, the authors explain how this methodocentrism disenables research from taking account of problems and non-human actants that are presumed to be of no importance or value in existing social science research methodologies, both qualitative and quantitative. Building from a critique of these methods as profoundly anthropocentric, the authors examine three crucial problematics in which methodocentrism functions in educational research: the institutionalization of graduate training, a wide-spread privileging of the visual (part and parcel of empiricism), and the seeming necessity of ‘data’ in social scientific research methodologies. Ultimately, this article does not reject the necessity of particular studies having methods—rigorous, philosophically grounded approaches to problems in the world—but it argues that the belief that methods must be selected from existing options and assembled before approaching the ‘objects’ of study is not only a form of bad science, it is also deeply implicated in anthropocentric and colonialist politics. Instead, what research requires today is a thorough rethinking of the very distinction between subject and object and a renewed questioning of how agency functions in specific research settings.     

Giving voice in educational research

This paper explores some classroom approaches that student teachers on a Postgraduate Certificate in Education course tend to associate with inspirational teaching in English, and contrasts these with the direct interactive teaching recently advocated by Her Majesty's Inspectorate of Education and National Curriculum authorities for developing literacy. Interactive teaching can provide useful models of the strategies that mature readers use with different texts, and it can be encouraged in beginning teachers. Yet, inspirational teaching seems to offer more than this, and in less predictable ways than normal classroom competence. The dialogism and ‘answerabil‐ity’ that are central to the work of Bakhtin offer one way of exploring the relationship between self and other, and between subject as developing person and subject as sanctioned curriculum content, that may be operating in classrooms where pupils find themselves inspired to learn.     

On pictures in educational research

A brief sketch of the last 20 years of research on instructional pictures is given with an emphasis on the effects of increasingly analytical approaches, changing conceptions, and changing research questions. Trends in recent picture research, last 10 years, are discussed in greater depth with emphasis on three groups of studies: pictures vs. pictures, pictures vs. words, and pictures plus words. Selected studies in each group are described along with recent theoretical explanations of the pictorial superiority effect and of other pictorial information processing effects. Some of the possible implications of these trends for educational research and practice are mentioned.     

International cooperation in educational research

International Review of Education -     

International co-operation in educational research

In the first part of the essay the authors discuss certain issues of international co-operation in educational research: objectives of co-operation; the ideal of universalism; language and culture differences; the organization of co-operation. The discussion draws upon the results of the authors' extensive literature reviews and of their inquiries among researchers, research directors and research financing agencies in several countries. The second part presents the authors' recommendations regarding the future development of international co-operation in educational research, pointing out that its development as a viable scientific discipline is a prerequisite for its successful utilization as an instrument of educational policy-making. It is suggested that three areas of co-operation be given the highest priority in the near future:

-retrieval and dissemination of information relevant to educational research;

-development of research methods and techniques and the training of researchers; and

-critical analysis and synthesis of research results with the aim of producing new, more reliable knowledge.

It is emphasized that the organisation needed in order to establish the proposed co-operation must both have strong support from national governments and enjoy considerable freedom in its implementation of a given policy of co-operation.     

Multimethod approaches in educational research

Noting the attractions of self‐report questionnaires and surveys to those engaged in educational research, this article discusses some of the problems that can arise from their injudicious use. It is argued that the potentially misleading nature of findings from such approaches is particularly highlighted when mixed methodologies are employed. Illustrations of this point are provided by means of reference to studies in the areas of locus of control and achievement motivation. The article concludes by calling for greater use of multi‐method approaches in educational psychology/special education, operating at different levels of the ecosystem.