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1.
Steve Tozer 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):89-98
I am grateful for this opportunity to reflect on the field of Social Foundations of Education (SFE), in part because it affords an opportunity to advance an historical analysis of the trajectory of the field different from what we provided when my colleagues and I sent to press the Handbook of Research the Social Foundations of Education in 2009 (Tozer, Gallegos, Henry, 2011). I also welcome the opportunity to acknowledge a particular activist tradition established by earlier generations of Social Foundations scholars who have influenced my work. To quote Stuart Hall, these men and women engaged Social Foundations “as a practice which always thinks about its intervention in a world in which it would make some difference, in which it would have some effect” (in Tozer et?al., 2011, p. 11). Finally, this occasion invites a perspective on the equity work in Chicago Public Schools that we have pursued since I introduced it in my AESA Presidential Address in 2006. 相似文献
2.
The practice of organizational democracy requires members to exert influence. However, members often “pass” on the opportunity to exercise upward influence because they perceive the act to be threatening to them or to their supervisors. Drawing from Porter's early political theory of upward influence (Porter, Allen, &; Angle, 1981), this study examined the role of relationship maintenance behavior and relationship quality in shaping threat perceptions in 2 different influence contexts. A survey of 319 working adults revealed that established patterns of relationship maintenance behavior predisposed employees to view situations involving upward influence to be more or less threatening. The current quality of the leader–member relationship was an even more substantive predictor. However, context moderated the relational effects. Relationship variables accounted for more variance in perceived threat when the influence was intended to advance legitimate (organizational), rather than illegitimate (personal), objectives. It is suggested that a “threat management” model of communication could guide future research on upward influence and similarly risky forms of workplace communication. 相似文献
3.
Warren J. Blumenfeld 《Equity & Excellence in Education》2013,46(3):195-210
Using the conceptual organizers of Young's (1990) “faces of oppression,” and Hardiman and Jackson's (1997) “levels of oppression,” this essay investigates the concept of domination and subordination, Christian privilege, and the subtle and not-so subtle promotion of Christianity in public schooling and in the larger United States society. The author explores a number of areas related to Christian privilege and religious oppression, and provides a historical foundation to illustrate the roots and legacies of Christian hegemony and privilege within a United States context. 相似文献
4.
José Dutra de Oliveira Neto Elaine Maria dos Santos 《The American journal of distance education》2013,27(3):119-134
Abstract The objective of this study was to identify the methodological approaches employed in a sample of Brazilian distance education scientific literature and compare with similar publications in the United States. Brazilian sample articles (N = 983) published in several journals and meetings were compared with a sample of articles published in The American Journal of Distance Education (AJDE) from 1987 to 2006. A categorization system based on Gall, Gall, and Borg (2006) and Lee, Driscoll, and Nelson (2007) was used. The methodological approach employed in the Brazilian sample was predominantly qualitative, and this feature remained largely unchanged over the past seven years. The predominant research method continues to be exploratory, followed by case studies. Of note, the most frequent research topic in AJDE articles was evaluation, contrasting with the predominant topic of management in Brazilian publications. 相似文献
5.
Amanda G. Camp Diane Gilleland Carolyn Pearson Jim Vander Putten 《Educational Research and Evaluation》2013,19(1):63-77
The intent of this study was to investigate the adequacy of Weidman's (1985, 1989) theoretical undergraduate socialization model as an empirical-based causal model pertaining to women's career path choice into a science or engineering (SE) major via structural equation modeling. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (1996–2001) from the U.S. Department of Education. Results indicate that Weidman's model was somewhat supported. Results from the evaluation of the causal model suggest that women's path into an SE major was influenced by both collegiate and non-collegiate factors, with 1st-year college grades and high school math grades being the dominant indirect influences. 相似文献
6.
Julia R. Johnson 《Equity & Excellence in Education》2013,46(2):145-153
Abstract The multiracial people's movement in the United States has expanded significantly in the last 10 years (Douglass, 2003). Historically, community-based education programs have supported social movements in the United States (Collins &; Yeskel, 2000; Sarachild, 1974/1978), yet little has been written about how educational programs might serve the social and political movements of mixed-race people. This case study describes two community-based multiracial education programs by and for mixed-race people and suggests ways that each supports multiracial community organizing. The conclusion offers recommendations for shaping future multiracial education programs for multiracial people. 相似文献
7.
John Canning 《Teaching in Higher Education》2013,18(3):393-403
In recent years, the emergence of pedagogy in higher education as an increasingly professionalised endeavour has been observed by a number of writers. In this article, I argue that pedagogy is developing the characteristics of a discipline, with its own methodologies, sense of community, and power dynamics. Whilst in principle, I welcome the formation of a discipline of higher education pedagogy, I warn against the danger that pedagogy will become increasingly divorced from the classroom context. I also call for those working in this discipline to develop and promote critical pedagogies that seek to challenge existing ‘safe systems’ (Guilherme & Phipps (2004) Critical pedagogy: political approaches to language and intercultural communication (Clevedon, Multilingual Matters)) in order to guard against pedagogy merely being a service unit, serving the whims of government, funding councils and institutions. 相似文献
8.
Christopher Worthman 《International Journal of Lifelong Education》2013,32(4):443-462
This article offers a critical analysis of discourses and power structures and the ways they operate in two instructors’ adult education and ESOL classrooms. The instructors defined learner experience in specific ways and subsequently used those definitions and drew on their learners’ experiences to define their curricula and pedagogy. They conceptualized learner experiences in ways that potentially empowered or emancipated learners from existing power structures. The data presented are part of a two‐year study of different lifelong learning and adult education contexts in the north‐eastern and mid‐western USA. Data sources included survey, interview, artifact collection, and observation methods. Data analysis was guided by a sociocultural theory of literacy development (The New London Group 1996, Gee 1996, 2003, Barton and Hamilton 1998), Holland et al.'s (1998) theories of figured worlds and identity development, Bakhtin’s (1963, 1975, 1979, 1986) theory of dialogism, and Foucault’s (1963, 1980) conceptualization of power. One instructor offered her learners a chance to empower themselves, that is, to find gratification by learning to appropriate mainstream ways of acting, thinking, believing, and using text. The discourse that promotes such instructional efforts is predominant in lifelong learning and adult education. In this discourse, referred to at the outset as one of coherence, learner experience, as a resource for language and literacy development, is essentialized as dispositional, meaning that correct or proper attitudes and beliefs are necessary for empowerment. The other instructor practised a reverse discourse, or what Gee (1996) referred to as a liberatory literacy. She positioned learners to critique the Discourses they encountered, including those they participated in, as movement toward emancipation, toward communicative competence or a critical stance in the world. In effect, learners reversed the panoptic framework and turned the gaze back upon existing power structures. In this case, learner experience was valued for the experiential positioning it offered learners. 相似文献
9.
The decline in secondary school pupils’ attitudes towards science is well documented. However, recent research has shown that pupils’ attitudes to science appear to become fixed during their primary school years. This study investigated end of Key Stage 1 (Yr 2 (ages six to seven years)) and end of Key Stage 2 (Yr 6 (ages 10–11 years)) pupils’ attitudes to science, using Klopfer’s themes (1971), through a paired activity and interview for Yr 2 pupils and a pre‐ and post‐Test of Science‐Related Attitudes questionnaire (adapted) for Yr 6 pupils. The questionnaire was analysed using the mean and chi square values and Cronbach’s alpha was calculated to test reliability. The results revealed that while Yr 2 pupils exhibit a thirst for knowledge and enthusiasm for science, Yr 6 pupils’ attitudes over the period of one academic year did not change: their attitude towards science was fixed. This insight raises some implications and responsibilities for primary school teachers. 相似文献
10.
Ruffling the calm of the ocean floor: merging practice,policy and research in assessment in Scotland 总被引:1,自引:0,他引:1
The formative Assessment for Learning proposals outlined by Black and Wiliam (e.g. Black et al., 2002) have been well publicised. Since 2002, in its Assessment is for Learning programme, the Scottish Executive Education Department (SEED) has been exploring ways of bringing research, policy and practice in assessment into closer alignment using research on both assessment and transformational change. This paper focuses on one project within Assessment Is for Learning, in which pilot primary and secondary schools across Scotland were encouraged to develop formative assessment approaches in classrooms. They were supported in this by researchers, curriculum developers and local and national policy‐makers. The paper examines the rationale and methods behind the enactment of formative assessment in these schools. It draws upon evidence provided by the interim and final reports of participating schools to draw conclusions about areas of success within the project and potential barriers to the project's future in its evolution from pilot to national programme. 相似文献
11.
Barbara Sims 《Journal of Criminal Justice Education》2013,24(2):336-357
Active learning techniques have long been shown to increase the extent to which students are able to think critically about problems and solutions to them. The extant research suggests that efforts to engage students in higher order thinking should extend beyond the typical setting in which the more advanced students are introduced to active learning techniques. White and Frederiksen (2000) have found that most students, regardless of achievement levels, can reach a higher order thinking level when they are encouraged to do so. This paper explores several issues associated with active learning techniques in the general sense and then uses examples to demonstrate how such techniques can and are being used on the criminal justice classroom. The pros and cons of using active learning techniques are also discussed. 相似文献
12.
Tricia Niesz 《Equity & Excellence in Education》2013,46(4):335-344
Little has been written about the complexity of educators' appropriation of critical pedagogies in the context of everyday life in schools. In this article, based on analyses of two teachers' practice drawn from a larger ethnographic study of an urban public middle school, I explore the emergence of classroom practice that on the surface seemed to reflect critical educational theory. Two social justice projects are introduced, and teacher networks are explored as discursive resources for these projects. In this discussion I focus on how the teachers' subjectivities provided important contexts for the appropriation of critical educational discourses. Following Gore (1998), I argue that although classroom practice may resemble critical pedagogy, the extent to which it is accompanied by practitioners' social critique is another empirical question altogether. 相似文献
13.
R. Roudi Nazarinia Roy Walter R. Schumm 《The American journal of distance education》2013,27(4):209-225
Abstract As noted by Moore (2007, xxiii), the fifth section of the second edition of the Handbook of Distance Education focused on “some of the main consumers and suppliers of distance education programs,” including elementary and secondary education, community colleges, universities, the corporate sector, continuing professional education, the armed forces, and the virtual organization. Each chapter considered the historical development of distance education within each arena as well as policy developments and possible future trends. 相似文献
14.
The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools. 相似文献
15.
This paper reports on research on the attitudes of a differentiated sample of students to Catholic schools in general and religious education in particular. Core Catholic youth are described, following Fulton et al. (2000: Young Catholics at the New Millennium, Dublin, University College Press), as individuals who have an existing connection with the parish community. Some results that emerge from 58 in‐depth interviews with 14‐ and 15‐year‐old core Catholics are that they value their time in Catholic schools, feel that they are in a safe environment and are not well networked with others of a similar background. Attitudes to religious education by core Catholic youth are described as weak positive. Religious education is not unpopular but is not seen as a discipline that helps resolve some of the difficulties that they experience as young Catholics. These difficulties relate to trying to reconcile what they see as the conflict between the scientific and religious view of creation and many supernatural religious claims. 相似文献
16.
Kathleen Blake Yancey 《理论付诸实践》2015,54(4):301-308
How does one grade an electronic portfolio? This question is one I have thought about, have enacted, and have written about, primarily in reference to ePortfolios used in writing classrooms (Yancey, McElroy, & Powers, 2013). But what happens when the content and developmental levels are changed, in this case from an undergraduate first-year writing class to another required class, this one offered at the graduate level, Digital Revolution and Convergence Culture? Is using a scoring guide, the preferred approach in writing classes, the best approach in this new context? Or, following Moss, Girard, and Haniford (2006), could one use outcomes to “stage a conversation” around a student's ePortfolio; if so, what might a staged conversation look like? Or what might happen if instead of using outcomes as a framework, students themselves set the terms for that conversation? Here, I consider these options, attending especially to the importance of making good judgments and of fostering learning. 相似文献
17.
The authors' aim was to examine the relation between two-digit mental multiplication and working memory. In Study 1, involving 30 fifth-grade students, we used digit span backward as an abbreviated measure of working memory. In Study 2, involving 41 fourth-grade students, working memory comprised measures of phonological loop, visuospatial sketchpad, and central executive (i.e., updating) based on A. Miyake et al. (2000). In Study 1, working memory measured through the use of digit span backward explained unique variance in response time. In Study 2, participants' accuracy and response time were most susceptible to phonological loop influence. The findings support the argument that multiplication facts are stored in a verbal form and the retrieval of multiplication facts relies more on verbal modality. Unique features of Chinese mathematics instruction of mental multiplication were discussed. The findings suggested that the involvement of different subcomponents of working memory in mental arithmetic may be subject to instructional, contextual, and linguistic factors. 相似文献
18.
Markeda L. Newell Gina Coffee 《Journal of educational and psychological consultation》2015,25(2-3):67-71
Since its inception, large-scale school reform has been an integral part of the U.S. educational system. Although school reform is commonplace, educators continue to grapple with how to bring about effective systems-level change. School-based consultants (e.g., school psychologists) are in an ideal position to help facilitate the implementation and evaluation of systems-level reform to ensure substantive change (see Illback, 2014). However, there is a paucity of research on how school psychologists can serve as systems-level consultants to actualize reform. Therefore, the purpose of this double issue is to identify high-quality research that demonstrates the implementation of school-based, systems-level reform in which school psychologists were instrumental in working with other professionals. The articles represent a wide range of school reforms that are occurring across diverse school contexts and collectively address implications for future research, training, and practice. 相似文献
19.
Guy Trainin Kathleen M. Wilson Malinda Murphy-Yagil Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006; Calfee &; Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters. 相似文献
20.
The paper discusses the ‘value‐through‐utility’ argument as a key ingredient of environmental educators' interests in traditional ecological knowledge (TEK), and examines some of the epistemological and philosophical tensions it generates in employing TEK within the context of learning with sustainability in mind. In an earlier article (Reid et al., 2002), we argued that it is important to recognize that it is outsiders rather than insiders who usually conceptualize TEK. In this paper, we develop this point further, exploring the theorization and practice of TEK‐based environmental education in the context of discourses about sustainability and environmental education. 相似文献