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81.
Lynn Davies 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,16(1):183-203
This paper is based on a recently published book, Educating Against Extremism (Davies, Educating Against Extremism, 2008), which explores the potential role of schools in averting the more negative and violent forms of extremism in a country.
It examines the nature of extremism; identity formation and radicalisation; religious belief, faith schools and the myth of
equal value; justice, revenge and honour; and free speech, humour and satire. The paper argues that religious fundamentalism,
as well as state terrorism, needs to be addressed in schools. The argument in the book is for a greater politicisation of
young people through the forging of critical (dis)respect and the use of a secular basis of human rights. Specific forms of
citizenship education are needed, which provide skills to analyse the media and political or religious messages, but also
enable critical idealism to be fostered. 相似文献
82.
The body made flesh: embodied learning and the corporeal device 总被引:2,自引:1,他引:1
Over recent years there has been growing appreciation of the body’s corporeal significance in how children learn in educational settings. ‘The body’ has been conceptualised from a variety of perspectives that we characterise as: ’the body without flesh’, ‘the body with fleshy feelings’ and ‘the body made flesh’. We reflect on these perspectives with reference to the model of embodied action used in our ongoing research on relationships between education and disordered bodies, outlining what they might differently offer in terms of understanding body/mind/culture relationships. We suggest that Basil Bernstein’s notion of the ‘pedagogic device’, when reworked around the concept of a ‘corporeal device’, may provide one way of better conceptualising such relationships avoiding some of the fault lines and dualistic thinking inherent in other perspectives. If, as sociologists or school practitioners, we are to address the agency of ‘the body’ in cultural reproduction and better understand how the corporeal realities of children influence their sense of position, value and self, then we will need to deal with both the ‘physical’ and the ‘phenomenal’ universes of discourse, and the ‘somatic mediations’ of lived experience. This will mean giving as much attention to the biological dimensions of embodiment as its discursive representation currently receives. 相似文献
83.
This research sought to explore the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. There is evidence from a range of data collected before, during and after the week that it had helped to strengthen participants' self-image as artistic individuals who recognise the value of the arts in children's education and have enhanced confidence in working with different professionals to teach the arts in a cross-disciplinary way. Within a climate of compliance, this study suggests that pre-service teachers require such experiences to overcome their fear of curriculum innovation. 相似文献
84.
Turning heads: The impact of political reform on the professional role,identity and recruitment of head teachers in Wales
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Mark Connolly Emmajane Milton Andrew James Davies Rhian Barrance 《British Educational Research Journal》2018,44(4):608-625
This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales. 相似文献
85.
Andrew Davies Lars Frederiksen Eugenia Cacciatori Andreas Hartmann 《Research Policy》2018,47(8):1403-1417
Prior research on organizational routines in the ‘capabilities’ literature has either studied how new routines are created during an exploratory process of variation and selection or how existing routines are replicated during a phase of exploitation. Few studies have analyzed the life cycle of new routine creation and replication as an integrated process. In an in-depth case study of England’s Highways Agency, this paper shows that the creation and replication of a new routine across multiple sites involves four sequential steps: envisioning, experimenting, entrenching and enacting. We contribute to the capabilities research in two ways: first, by showing how different organizational levels, capabilities and logics (cognitive and behavioural) shape the development of new routines; and second, by identifying how distinct evolutionary cycles of variation and selective retention occur during each step in the process. In contrast with prior research on replication as an exact copy of a template or existing routine, our study focuses on the replication of an entirely new routine (based on novel principles) that is adapted to fit local operational conditions during its large-scale replication across multiple sites. We draw upon insights from adjacent ‘practice research’ and suggest how capabilities and practice studies may complement each other in future research on the evolution of routines. 相似文献
86.
87.
The National Curriculum was introduced into British primary schools in 1989 to raise standards of attainment, especially in the basic skills of English and mathematics. Other steps taken to raise standards included putting basic skills at the heart of the school curriculum and teacher training and publishing school performance tables to focus attention on standards. What has been the effect of these measures on children's mathematical attainments? This paper analyses the mathematics standards of eight cohorts of Year 2 children from five randomly selected primary schools within one Local Education Authority (LEA) (n = 1502) who had all done Mathematics 7 from 1989–1996. Examination of the means of the standardised mathematics scores for each cohort reveals evidence of stable standards in attainment over the 8 years. There are fewer over‐achievers than one would expect and this indicates that less children in this sample are doing really well than was the case when the test was standardised. Discussion centres on the cost effectiveness and utility of the National Curriculum, assessment procedures and the publishing of school performance tables in raising mathematical standards at Key Stage 1. The need for an effective system for monitoring educational standards throughout the UK is raised. 相似文献
88.
Social anxiety in learning is prevalent amongst traditional-age students and has a marked effect on their engagement with higher education. It receives little attention from academic or support services and there is a presumption that students will manage their anxieties. Yet it is unclear what psychosocial resources they might bring to this task and how these may develop through the undergraduate years. This study sought to identify possible change processes in student social anxiety by analysing qualitative responses obtained from Level 2 undergraduate students (n=39) in relation to their experience of learning situations such as lectures, seminars and group presentations. Thematic analysis suggested a four-stage developmental progression for students in terms of their experience and orientation to coping with social anxiety. Implications for staff development and student support are outlined. 相似文献
89.
Susan Hallam Judith Ireson Veronica Lister Indrani Andon Chaudhury Jane Davies 《Educational studies》2003,29(1):69-83
In 1997, the DfEE suggested that schools should consider 'setting' pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each year group. The findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross-age, tended to reflect the nature of the class structures within the school. 相似文献
90.
Cristyn Davies Susan Rachel Skinner Tanya Stoney Helen Siobhan Marshall Joanne Collins Jane Jones 《Sex education》2017,17(3):256-275
AbstractThe National Human Papillomavirus (HPV) Vaccination Program in Australia commenced in 2007 for girls and in 2013 for boys, using the quadrivalent HPV [4vHPV] vaccine. In Australia, students are primarily vaccinated en masse, on school grounds, after parental/guardian consent is obtained. Students most often receive little, or no, education at school about HPV or HPV vaccination prior to immunisation. There is also some uncertainty about where young people can and should obtain reliable information about the vaccine, outside of school. We conducted a cluster randomised controlled trial of a complex intervention in schools. This study aimed to improve: (1) student knowledge about HPV vaccination; (2) psycho-social outcomes and (3) vaccination uptake. In this paper, we briefly outline our educational intervention and discuss its implementation by educators including facilitators and barriers. We also discuss the study findings pertaining to student knowledge about HPV and HPV vaccination and their attitudes to vaccination across control and intervention schools. Study results showed students in intervention schools demonstrate greater knowledge and understanding of HPV and HPV vaccination. Greater knowledge and understanding of HPV and HPV vaccination appeared to promote positive attitudes towards vaccination and supported confidence with vaccination. 相似文献