In search of ‘time-tested truths’: historical perspectives on educational administration

This article has a dual purpose. The first is to pay tribute to the work of Richard Selleck and Geoffrey Sherington; the second to argue that historians of education can make substantial contributions to current and future educational policy and practice by identifying what Ravitch has called ‘time-tested truths’. The nature and purpose of historical study are examined with particular reference to education and to making maps of the past. Examples are provided of the application of historical perspectives to contemporary education issues in 1985 and 1996. The final section draws upon an analysis by leading historians in the USA of the failures of school reform, and a research project into the establishment, nature and likely fate of the Department for Education and Employment in the UK. The basic conclusion is that the development of the field of educational administration requires both specialist historical studies and those informed by a broader understanding of educational and human perspectives.     

Cognitive maps and the structure of observed learning outcome assessment of physiotherapy students’ ethical reasoning knowledge

Assessment of student learning in complex areas is challenging, particularly when there is interest in students’ deeper understanding and connectivity of concepts. Assessment of ethics learning has been limited by lack of consensus regarding what is effective and an overfocus on quantification at the expense of clinical or ethical relevance. Cognitive maps provide one means to evaluate depth and personal meaning of students’ ethics knowledge. A pre-/post-test design using cognitive maps and the structure of observed learning outcome (SOLO) taxonomy was used to assess student learning on completion of a six-week intensive ethics course. Thirty-seven students completed the research. Student learning was supported by significant changes in component (content, labelling, relationships and structure/visual message), and total pre- and post-test cognitive map scores, and significant change in pre- and post-test SOLO scores. A strong relationship was found between cognitive map improvement and SOLO improvement. Student written commentaries describing their post-test cognitive map provided a richer, more elaborated account of their understanding that qualitatively enhanced their cognitive maps. Cognitive maps offer an alternative to traditional ethics assessment strategies.     

基于科学知识图谱的国外在线学习研究历程与热点分析

以Web of Science（WOS）数据库为数据源,获取与在线学习相关的3605条文献,采用科学知识图谱的方法进行了理论演进路线与研究热点的分析。研究结论包括,国外在线学习经历了理论酝酿--初步发展--迅速发展--反思提升四个发展阶段;国外在线学习的研究呈现出学习者、环境以及策略三个研究热点。     

‘Getting the pieces together’: negotiating the transition from pre-service to in-service teacher

For beginning teachers to make the transition to full professional membership they need to increase their professional knowledge of the art and science of teaching. This paper explores the difference in knowledge growth between beginning teachers who commence teaching in fragmented teaching situations in the first two years of teaching, and their colleagues who have stable, secure and continuing employment during this time. This paper argues that the employment context in which beginning teachers take up their profession has a significant, but hitherto largely unacknowledged, effect on the capacity of teachers to develop the craft of teaching (Elbaz, 1983 Elbaz, F. 1983. Teacher thinking: A study of practical knowledge, London: Croom Helm.  [Google Scholar]); on their continuing commitment to the profession; and on their self-confidence and self-image as teachers It is concluded that long-term, secure employment in one school, with full responsibility for a class of students and access to effective mentoring, is necessary if beginning teachers are to move beyond ‘survival’ to developing competency in the first two years of teaching.     

基于引文分析的我国情报学学科交叉性实证研究

本文采用学科交叉指数及科学叠加图可视化技术对我国CSSCI数据库中4种情报学的核心期刊2006-2015年刊载的13 098篇文献进行分析,用以揭示我国情报学学科交叉性的特征及变化。结果表明,被引学科的频率分布符合幂律分布,10年间我国情报学与国内外人文社会科学领域及自然科学领域的关系非常密切;其中国内外人文社会科学领域的被引学科的数量变化不大,而国内外自然科学领域的被引学科数量增长较为明显;国内外被引学科主要集中在与图情学相邻近的几个核心学科中,且国内外学科交叉性呈现出了相反的变化趋势,但总体变化并不明显;具体来看,国内的图情学、新闻与传播学等学科以及国外的图情学、计算机科学—交叉应用、跨学科等学科等具有学科交叉性背景的学科的比例在不断增加。     

海外图书馆历史地图地理参照平台研究及本土化启示

[目的/意义] 历史地图在人文历史研究中有举足轻重的地位,然而受制于图像的表现形式以及文字注释的不确定性,在实际参考使用中给研究者和负责标引归纳的收藏单位带来一定障碍和困难。[方法/过程] 从不同角度研究现有发展比较成熟的海外图书馆历史地图地理参照平台案例,分析其运营模式、技术应用等特征,并对比现有国内相关项目情况,归纳得出地理参照项目本土化发展的启示与建议。[结果/结论] 以上海图书馆历史地图馆藏为对象,探索适用于本土的地理参考平台模式,以期通过地理参照平台的构建,在进行历史文献数字化的同时,提升文献使用体验及效率。     

Using sensemaking as a lens to assess student learning on corporate social responsibility and sustainability

Prior literature suggests that teaching corporate social responsibility (CSR) and sustainability has led to little development of students' reflexive engagement with the challenges of sustainable development. To shed light on this criticism, we apply sensemaking—as entailing the three stages of scanning for information, interpreting it and identifying alternatives of action—to CSR/sustainability education. Analysing cognitive maps of CSR, drawn by undergraduate finalists from a UK business school, we find that students are able to produce complex cognitive maps in terms of scanning for information; however, cognitive bottlenecks occur at the second and third stages of sensemaking. A key pedagogical challenge is, therefore, to support students in moving beyond scanning towards developing meaning and acting on that basis. By introducing a sensemaking lens, we add to a deeper understanding of the complexities associated with CSR education as it aids (or impedes) critical engagement and action.