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161.
Christine Hall Pat Thomson Lisa Russell 《British Journal of Sociology of Education》2007,28(5):605-619
This article reports findings from an ethnographic study of the arts curriculum and pedagogy in a British primary school. The policy context for the study is the school's involvement in promoting creative partnerships between teachers and artists. The pedagogies of three different artist‐led projects are analysed, using a Bernsteinian framework, and are characterised in relation to notions of ‘competence’ and ‘performance’ pedagogies. These characterisations are then used to consider the impact of the artists' pedagogies on teachers in the school, and the extent to which the different pedagogies promote inclusion. Broad conclusions are drawn about the relative difficulty of adopting competence pedagogies in the current educational culture of British schools; more specific conclusions are drawn about the importance of time, text, discourse and interpretation in arts pedagogies. 相似文献
162.
A questionnaire measuring attitudes toward mainstreaming was completed by teachers and parents at two primary schools, one of which had initiated a mainstreaming program in Year 1 classes. Results indicated that attitudes of parents and teachers at this school were more negative than those of their counterparts at the school with no mainstreaming program. Despite this apparent relationship between contact with disabled children and a negative attitude towards mainstreaming, a significant association was found between amount of experience with disabled children and a positive attitude towards mainstreaming. Among explanations proposed for these discrepant findings is the suggestion that attitudes expressed prior to experience with mainstreaming may not be an accurate guide to views held after its implementation. 相似文献
163.
Angela Choi Fung Tam 《Teachers and Teaching》2016,22(7):765-781
This qualitative study aimed to explore Hong Kong pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices. Pre- and post-programme semi-structured interviews and reflective journals were employed to collect data. The findings suggest that the transformation of beliefs into practices plays a critical role in the actualization of possible learning outcomes, such as increasing the use of the target language, fostering pedagogical development, broadening cultural understanding and nurturing personal growth. The programme per se, however, does not guarantee target language enhancement in a short time. Implications for programme coordinators and future research are discussed. 相似文献
164.
This study examines the general question of how classroom characteristics are linked with differences among students in civic competence, which is seen to be an important basis for political inequality. A resource-mobilisation account of youth civic competence is presented, and this is tested using hierarchical linear modelling and International Civic and Citizenship Study 2009 data. The determinants of youth civic competence are explored at the individual, family, and classroom levels, where resource and mobilisation factors at each level are examined. Evidence for classroom effects are tested using Campbell’s compensation hypothesis and insights derived from Marsh’s big-fish-little-pond effect (BFLPE). This case study of the Czech Republic shows limited evidence for an open classroom climate reducing civic competence differences between low- and high-SES students, and no evidence of BFLPE increasing such differences among youths. 相似文献
165.
Using longitudinal data from five Irish American families in the United States and nine Chinese families in Taiwan, in conjunction with an emerging body of evidence in the cultural psychology literature, we propose universal, culturally variable, and developmental dimensions of young children's pretend play. Possible universal dimensions include the use of objects, and the predominantly social nature of pretend play. Developmental dimensions include increases in the proportion of social pretend play initiated by the child, the proportion of partner initiations elaborated upon by the child, and caregivers' use of pretend play initiations to serve other, nonplay social functions. Culturally variable dimensions include the centrality of objects, the participation of specific play partners, the extent of child initiations of social pretend play with caregivers, the various functions of social pretend play in interaction, and specific themes. These findings raise the theoretical issue of how universal and variable dimensions of pretend play interact in specific communities to create distinctive development pathways. 相似文献
166.
A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed. 相似文献
167.
Pat Mahony 《Journal of Further & Higher Education》2019,43(4):560-572
This article reports findings from a research project on the impact of neo-liberalism on university life in the UK. Unusually, data collection includes interviews with senior management such as heads of departments and senior professors, as well as with lecturers and union representatives. Interviewees reported that the nature of institutional and individual pressures has changed and intensified over the last 30 years, resulting generally in negative experiences for staff and students; yet grounds exist for rejecting a purely deterministic thesis on the impact of neo-liberalism on higher education. Certain aspects of university work were described in positive terms and individual senior managers seemed able at times to mediate external pressures. Creative strategies of resistance were evident which provided some relief from an otherwise gloomy scenario. 相似文献
168.
169.
Pat O’Connor Estrella Montez López Clare O’ Hagan Andrea Wolffram Manuela Aye Valentina Chizzola 《Critical Studies in Education》2020,61(2):195-211
ABSTRACTExcellence has become a ‘hoorah’ word which is widely used in higher education institutions to legitimate practices related to the recruitment/progression of staff. It can be seen as reflecting an institutionalised belief that such evaluative processes are unaffected by the social characteristics of those who work in them or their relationships with each other. Such views have been challenged by gender theorists and by those researching informal power in state structures. The purpose of this article is to raise the possibility that excellence is an ‘idealised cultural construct’ and a ‘rationalising myth’. Drawing on data from qualitative interviews with 67 men and women, who were candidates or evaluators in recruitment/progression processes in five higher educational institutions (in Ireland, Turkey, Bulgaria, Germany and Italy), it conceptualises and illustrates masculinist, relational and ‘local fit’ micro-political practices that are seen to affect such recruitment/progression. Variation exists by gender and by contextual positioning in the process (i.e. as evaluator/candidate). These practices illustrate the perceived importance of the enactment of informal power. The article suggests that the construct of excellence is used to obscure these practices and to maintain organisational legitimacy in the context of multiple stakeholders with conflicting expectations. 相似文献
170.