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181.
ABSTRACTDiscourse has featured in studies of educational policy as an analytic and methodological tool, theoretical frame, realm of implication, and even a foundational definition of educational policy itself (e.g.) Despite the centrality of discourse as a frame for exploring educational policy and its implications, the ways that discourse is defined or operationalized in educational policy research are often left implicit which can lead to murky relations to larger onto-epistemological questions of how we construct findings from data as well as the nature of policy. In this interpretive analysis, we synthesize a corpus of 37 peer-reviewed journal articles that bring together educational policy and analyses of discourse from varying theoretical and methodological perspectives in order to better understand the breadth and scope of how discourse is defined and operationalized in studies of educational policy, including in ways that are sometimes incommensurate with authors' stated theoretical and methodological positions. After first laying the theoretical groundwork for analyses of discourse in the field of educational policy, we then illustrate how discourse analysis is used differently, and sometimes inconsistently, within contested paradigmatic landscapes. We conclude with an argument for discussions across theoretical frameworks and methodological paradigms about how the concept of discourse lends itself to different epistemological vantage points on educational policy. 相似文献
182.
109 Children were classified using the Ainsworth Strange Situation at 18 months. 81 children who were unequivocally classified as insecure/avoidant (A1, A2) or securely attached (B1, B2, B3) were used in this study. The children's parents reported on occurrences of problem behaviors at 24 months, 27 months, 30 months, and 48 months using several methods. The children were observed at 18 and 30 months in their homes with their families and in toddler playgroups during the same period. The only significant effect for attachment classification was that teachers and observers of the playgroups rated girls classified as insecure/avoidant as more difficult to deal with and as having more difficulty with peers than girls rated as securely attached. 相似文献
183.
In order to enhance our understanding of inter-individual differences in scholastic motivation, this study examined if self-determination predicts the school engagement of four different motivation types (MT) in a large sample of adolescent students (N = 1088) from Brandenburg, Germany: (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT and (4) peer-and-teacher-independent MT. Using structural equation modelling (SEM), the four types were first compared on latent variables (perceived self-determination and school engagement) and then, a latent multigroup SEM was conducted to test whether self-determination (competence, relatedness and autonomy) would predict emotional and behavioural school engagement separately by MT. The findings underscore the relevance of the typology as well as important inter-individual differences in the association between students’ psychological needs (competence, relatedness and autonomy) and their school engagement. 相似文献
184.
Investigations into EATE's particular style of development, and its effectiveness of approach in introducing and sustaining innovations, were thought to be important aspects in the identification of noteworthy strategies for bringing about change in issues relating to enterprise, economic and industrial awareness in institutions of initial teacher education. This article describes the composite thinking and support underpinning the eclectic evaluations of EATE‐funded initiatives. It discusses two essential, and sequential, steps — initial thinking about issues which need to be clarified before embarking on an evaluation, and the strategies for action, i.e. the practical activities which can then be carried out. The article is written with reference to the EATE initiative but ideas and considerations could, with ease, be applied to other innovations. 相似文献
185.
Kate Chanock 《Literacy》2006,40(3):164-170
This paper recounts the process by which a severely reading‐disabled adult student taught himself to read and write Ancient Greek, and in so doing, improved his ability to read and write in English. Initially, Keith's reading and writing were slow, difficult and inaccurate, accompanied by visual disturbance. However, motivated by a strong interest in Ancient Greek literature and philosophical ideas, Keith enlisted me (his Faculty's academic skills adviser) to help him learn the language. Working on transliteration focused Keith's attention on the alphabetic principle separately from meaning, while practising translation focused on the formal markers of meaning. Relieved of the stress of performing under pressures of time and others' expectations, Keith made good progress with Greek and, after 6 months, found himself reading more fluently in English, without visual disturbance. This paper seeks to contribute to our knowledge of how adults learn to read, looking at the interplay of motivation, phonological awareness, knowledge of how form conveys meaning, and the learning environment. It both draws upon, and raises questions for, the neuroscientific study of dyslexia. 相似文献
186.
M.C. Kate Esposito Kimmie Tang Saili S. Kulkarni 《Journal of educational administration and history》2019,51(1):43-52
ABSTRACTInclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-142, and its subsequent reauthorised amendments, which mandate that students with disabilities be educated in the general education setting with their ‘non-disabled’ peers to the maximum extent possible. IDEIA’s legal mandates underscore the stark reality of discrimination and exclusion faced by individuals with disabilities within schools and society. Although progress has been made in advancing equity agendas of access and academic achievement, few would deny that significant work remains. If all individuals, including those with disabilities are to achieve their birthright of full integration into society, schools must reflect integration at all levels. This article provides a historical perspective on the inclusion movement, discusses the role school leaders play in ensuring inclusive environments and concludes with recommendations for future school leaders and teachers. 相似文献
187.
Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if high school biology student teachers could transfer learned equitable teaching strategies to actual teaching and the support conditions necessary for that transfer. Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group had both support conditions, the second group had only one condition (peer support), and the third group did not have either support condition. Both qualitative and quantitative data sources were collected. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher. 相似文献
188.
Kate Galbraith 《Higher Education in Europe》2003,28(4):539-558
The number of private higher education institutions in post-communist Eastern Europe has risen spectacularly since 1989. In some countries, private-sector enrollments have neared one-third of total enrollment. This article traces the development of these private higher education institutions. The argument is that while their quality is currently varied, they are structurally much better suited to serve the post-communist world than are the rigid, cash-strapped public universities. However, they must first overcome certain challenges, such as a lack of prestige, that arise from their very identity as private-sector institutions. 相似文献
189.
Matthew Cole Kate Stewart 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):402-415
ABSTRACTThis paper critically analyses the legitimation of exploitative human–nonhuman animal relations in online ‘farming’ simulation games, especially the game Hay Day. The analysis contributes to a wider project of critical analyses of popular culture representations of nonhuman animals. The paper argues that legitimation is effected in Hay Day and cognate games through: the construction of idyllic rural utopias in gameplay, imagery, and soundscape; the depiction of anthropomorphized nonhumans who are complicit in their own subjection; the suppression of references to suffering, death, and sexual reproduction among ‘farmed’ animals; and the colonialist transmission of Western norms of nonhuman animal use and food practices among the global audience of players. Hay Day thereby resonates with the wider cultural legitimation of nonhuman animal exploitation through establishing emotional connections with idealized representations of nonhuman animals at the same time as they inhibit the development of awareness and empathy about the exploitation of real nonhuman animals. 相似文献
190.