What is ‘Agency’? Perspectives in Science Education Research

The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development of this new research agenda and to argue that there is a need for research in science education that attends to agency as a social practice. Despite increasing interest in student agency in educational research, the term ‘agency’ has lacked explicit operationalisation and, across the varied approaches, such as critical ethnography, ethnographies of communication, discourse analysis and symbolic interactionism, there has been a lack of coherence in its research usage. There has also been argument concerning the validity of the use of the term ‘agency’ in science education research. This article attempts to structure the variety of definitions of ‘student agency’ in science education research, identifies problems in the research related to assigning intentionality to research participants and argues that agency is a kind of discursive practice. The article also draws attention to the need for researchers to be explicit in the assumptions they rely upon in their interpretations of social worlds. Drawing upon the discursive turn in the social sciences, a definition of agency is provided, that accommodates the discursive practices of both individuals and the various functional social groups from whose activities classroom practice is constituted. The article contributes to building a focused research agenda concerned with understanding and promoting student agency in science.     

Philosophical perspectives on school effectiveness and school improvement

This article discusses critically the implementation of the National Literacy Strategy (NLS). The following issues are addressed: the importance of literacy in advanced societies; increasing public concern about literacy standards in English and Welsh primary schools; the perceived need for a large-scale intervention into the teaching of literacy from the standpoint of international comparisons and school inspection evidence. The literacy process, its complexities and controversies, are considered and critiqued, along with the extent to which the NLS is able to accommodate the implications of research findings. In conclusion, the evaluation reports on the impact of the NLS are discussed.     

A Living Legacy

Of increasing interest to educational researchers is the process of learning to teach and the role that teacher education plays. The teacher-socialization program of research has provided the most inclusive theoretical structure for such investigation. Unfortunately, this program has been discouraging. The outcomes indicate (a) a survival-oriented approach to teaching of the preservice student and (b) limited positive influence of teacher education on this development. Fortunately, evidence has emerged that poses a more encouraging, progressive view. This evidence stems from classroom research on the development of preservice students' perspectives on teaching. The purpose of this article is to review the outcomes from this literature and to identify possible implications for physical education teacher education (PETE). This paper focuses on four dimensions: (a) an overview of the construct of teacher perspectives, (b) the characteristics of the more progressive perspectives of the teacher education students, (c) the features of the teacher education program that influence those perspectives, and (d) possible implications for PETE. A caveat is included in this latter section that cautions generalizing outcomes from research in the classroom areas to physical education.     

Through the lens of home-educated children: engagement in education

Engagement and participation are important for successful outcomes in education, yet disaffection in the UK, according to some exclusion and absence statistics, shows a growing trend. The purpose of this research was to develop a starting point for a theory of children’s engagement in education using grounded theory method. Evidence from home-educating families suggests that disaffection is a problem that is unique to school education. The research investigated home educated children's perceptions and experiences of home education. A flexible, semi-structured, qualitative design, encouraging children to determine the structure of their narratives was employed, using photovoice. Analysis followed grounded theory method and the results highlight themes for future development, refinement and further investigation. Important findings are that perceptions of self, and flexible and supportive learning contexts that provide children with a sense of active and autonomous involvement are linked to learning engagement and enthusiasm for learning. The conclusion outlines reasons why educational psychologists should become involved in discussion and research relating to home education. Limitations of the research are discussed and issues for future research are considered.     

Human Rights,Diversity, and Citizenship Education

The 60th anniversary of the Universal Declaration of Human Rights is a propitious time for educators to examine its implications for educating citizens in multicultural nation states. The author argues that students must experience democratic classrooms and schools that reflect their cultures and identities to internalize human rights values, ideals, and behaviors. Schools in nations around the world make it difficult for students to acquire human rights ideals and behaviors because they pursue assimilationist goals that do not provide students civic equality and recognition. Citizenship education needs to be reformed so that it will help students to internalize human rights ideals and behaviors.     

Psychologism and Instructional Technology

Little of the work in critical and hermeneutical psychology has been linked to instructional technology (IT). This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for psychology. It then discusses some problems of psychologism focusing on positivism, metaphysics, cultural ecology, and power. The narrow psychologism in IT produces a kind of systematic blindness regarding cultural, political, and other issues. IT professionals are encouraged to engage reflectively with the power‐relations and ethical issues in which they are involved. The article points out a need for looking at psychology more comprehensively (e.g. critical and hermeneutical psychology).     

诗火炽燃 熔铸华章——试评诗集《紫金花》和冯亦同的文学成就

从中国古代文论中筛选出来的“块垒”（情结）,作为人的情意本体的凝聚物,已成为文学创作活动的真正的出发点,是文学创作全过程的动力机制。“块垒”（情结）的抒发,还需要以娴熟地掌握文学艺术的创作规律和表现手法为必要条件。基于此,文章对冯亦同的新诗集《紫金花》作了深入而精辟的评析;同时,对他的全部文学成就和组织文学活动,也予以理论概括和评述,从而进一步阐明了人品与文品（诗品）之间的密切关系,并明确地指出,优秀作品成功的关键,在于不断地提升作家（诗人）的人品精神境界和艺术修养水平。     

生活的坎坷 为文的深刻——徐玉诺散文创作简论

文章通过对徐玉诺的散文进行分类,就内容和语言两个方匠展开论述。在内容上,徐玉诺散文反映悲伤困苦的思想主题;徐玉诺散文的语言,文字质朴,通俗流畅,多用方言俚语。徐玉诺散文创作的主题和艺术特色,与他诗歌和小说整个文学创作风格是相吻合的。