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Michael Gallagher Jonathan Prior Martin Needham Rachel Holmes 《British Educational Research Journal》2017,43(6):1246-1265
Mainstream education promotes a narrow conception of listening, centred on the reception and comprehension of human meanings. As such, it is ill‐equipped to hear how sound propagates affects, generates atmospheres, shapes environments and enacts power. Yet these aspects of sound are vital to how education functions. We therefore argue that there is a need to expand listening in education, and suggest that listening walks could provide a pedagogy for this purpose. Using interview data in which early years practitioners reflect on a listening walk, we show how the method can: (i) produce heightened multisensory experiences of spaces; (ii) generate forms of difficulty and discomfort that produce new learning; and (iii) influence practice, particularly practitioners’ ability to empathise with young children. Listening walks function by disrupting everyday sensory habits, provoking listeners to listen anew to their own listening, in an open‐ended way that is not tied to predetermined learning outcomes. The method therefore has wider pedagogic potential for rethinking education and childhood beyond rationality, representation and meaning. 相似文献
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Simple as the outflow clock principle may seem for the measurement of time, its translation into an accurate clock raises formidable technical and conceptual problems. An attempt is made here to reconstruct the Egyptians' consciousness of these problems, and the success of their solutions. 相似文献
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Nancy Arthur Sarah Flynn 《International Journal for Educational and Vocational Guidance》2011,11(3):221-237
This research focused on the career decision and planning needs of a unique group of migrants: international students who
are completing their studies as temporary immigrants and who are embarking on the career journey of employment and permanent
immigration. A semi-structured interview employing a Critical Incident Technique was used to assess the career influences
of 19 undergraduate and graduate international students at a Canadian university. Data were analyzed using a constant comparison
method and critical incident protocol. Students were motivated to remain in Canada due to enhanced job opportunities and high
standard of living. Barriers to migration included the fear of not securing employment and cultural and linguistic barriers.
International students would like to see campus and career services specified to the needs of international and graduate students
to help them realize their goal of pursuing employment as the key to permanent immigration. 相似文献
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Leadership research that examines follower characteristics as a potential moderator of leadership effectiveness is lacking. Within Bass's (1985) transformational leadership framework, we examined follower narcissism as a moderator of the coach behavior-coach effectiveness relationship. Youth athletes (male = 103, female = 106) from the Singapore Sports Academy (mean age = 14.28, SD = 1.40 years) completed the Differentiated Transformational Leadership Inventory (Callow, Smith, Hardy, Arthur, & Hardy, 2009), the Narcissistic Personality Inventory (Raskin & Terry, 1988), and indices of follower effort. Multilevel analyses revealed that athlete narcissism moderated the relationship between fostering acceptance of group goals and athlete effort and between high performance expectations and athlete effort. All the other transformational leader behaviors demonstrated main effects on follower effort, except for inspirational motivation. 相似文献
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Education and Information Technologies - 相似文献
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