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We draw on two studies of mathematics departments in 11–18 comprehensive maintained schools in England to compare and contrast
the insights provided by differing theoretical perspectives. In one study, activity theory was used to describe common features
of the work of three departments. In the other, a mathematics department was viewed and analysed as a complex system. In both
cases, it was the learning of the departments as systems rather than of individuals that was of interest. The affordances
and limitations of the analytical perspectives are discussed. Taken as a whole, this paper opens up the workings of school
mathematics departments in a country which has a strong department culture. 相似文献
814.
Seeking conceptual clarity in the action modalities 总被引:4,自引:4,他引:0
Joe Raelin 《Action Learning: Research and Practice》2009,6(1):17-24
This article begins with the presumption that action learning has not made as deep an impact in promoting participatory social change as its supporters may have hoped for, but nor has its cousin action modalities, such as action research and action science. These action strategies have evolved separately along distinct traditions and, rather than focus on their commonalities, their proponents have tended to cite their differences from one another. As a result, they have seldom stood together to advocate for their shared epistemology based on practice as the fundamental unit of analysis. Accordingly, after briefly summarizing the history and differences among these action modalities, this article will focus on their potential confederation. It cites ten unifying elements that may construct an agenda characterized by the value of learners collectively reflecting on planned engagements that can not only expand but can create knowledge while at the same time serving to improve practice. 相似文献
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Pam Watson 《Higher Education》2009,58(3):419-438
The supra-national level has become increasingly important in educational policy formulation. This paper describes and compares
two settings in which growth in these supra-national policies is evident—in Europe and in Africa. Key themes arising in policy
documents in each context are examined. A distinction is drawn in analysis between themes classified as ‘global means’, such
as qualification frameworks and quality assurance mechanisms, which are becoming international norms and which show close
similarity across contexts, and regional goals or ‘themes’ in supra-national policy. The paper argues that although there
are apparent similarities between the policy goals espoused in ‘regional themes’, context plays an important part in understanding
the meanings of these policy goals. In closer analysis, there are differences both in the underlying problems which the policy
goals are intended to address, and in the prioritisation given to these goals. This finding is examined in the light of debates
regarding policy convergence, specifically drawing on Vaira’s (2004) framework for institutional analysis. 相似文献
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