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151.
Pat Sikes 《International Journal of Research & Method in Education》2013,36(1):105-117
This paper considers some of the decisions that researchers take and raises issues around researcher reflexivity, identity, values and ethics. It focuses attention on researchers and reflects on how the research they do, the topics they investigate, the methodologies they espouse, the methods they use and the writing/reporting styles they adopt, can have implications both in terms of their career development and with regard to their personal integrity and moral positioning. It is something of a truism to state that the sorts of research that get done depend upon the decisions researchers make. However, the relationship between research completed and in the public domain and individual researchers' choices is by no means a simple or straightforward one. 相似文献
152.
Many institutions require candidates for faculty positions to present a teaching demonstration as part of the interview process. To help job candidates prepare for this and to assist departments in planning how to structure this portion of the interview, we surveyed biology faculty from community and liberal arts colleges and master''s- and PhD-granting institutions concerning how their departments assess teaching potential. We also asked survey respondents to share advice on how candidates can prepare for teaching demonstrations. Here we report on the survey results and offer suggestions based on comments from respondents. 相似文献
153.
Pat Thomson 《Discourse: Studies in the Cultural Politics of Education》2013,34(2):170-184
Despite the ongoing production of statistics about inequities in education, national policy agendas seem incapable of getting traction on the everyday realities of the schooling which re/produces them. This paper is a think-piece which uses narrative analysis to explore some of the meaning-making processes that are implicated in this stalemate. Mobilising Lyotard's notion of a performative master narrative, that of the globalised economy with its attendant trope of the market, equity policy is conceived as a parallel story of distribution of knowledge-as-a-thing, where outcomes are privileged over purposes and processes, and learning is assumed to proceed in the same way for all. The ways in which this equity story supports the master narrative – through the display of test results for example – are signposted, and illustrations are presented to show how blame and sequestration are used as rhetorical strategies to silence equity critics. This kind of deconstructive critique of course has its limitations: debate about norms and ideals, as well as persuasive counter-narratives and exemplars are also needed in order for political action to be undertaken. 相似文献
154.
The use of audio feedback for students in a full-time community nursing degree course is appraised. The aim of this mixed methods study was to examine student views on audio feedback for written assignments. Questionnaires and a focus group were used to capture student opinion of this pilot project. The majority of students valued audio feedback as more detailed, personalised and supportive than written feedback. Lecturers were also consulted about their experience of audio feedback and its place within current assessment strategies. Further development of this innovative assessment feedback strategy and its integration into a post-registration nursing course is considered. 相似文献
155.
Pat Cranston 《广播与电子媒介杂志》2013,57(2):149-156
For almost two decades, researchers have been following in the footsteps of Paul Lazarsfeld in asking members of the public comparative questions about the mass media. However, fewer studies have inquired as to opinions held toward a particular type of program or feature in one particular medium. Recent research indicates that, despite the growth of television, radio news has “held its own” as a valuable source of information to the American people. 相似文献
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Angela Packwood Pat Sikes 《International journal of qualitative studies in education》2013,26(3):335-345
The intention in this paper is to consider a discourse of “research as narrative” and to offer an example of how personal experience can shape and influence research. In doing this, a particular notion of experience is offered experience depicted as problematizing the world and acting as the catalyst for further research. 相似文献
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