scholarly journals Drawn to Story

2020 ◽  
Vol 10 (3) ◽  
pp. 71
Author(s):  
Daniel Gregson
Keyword(s):  
Academic Writing ◽  
Compulsory Education ◽  
Educational Practice ◽  
Research Programme ◽  
Practitioner Research ◽  
Educational Improvement ◽  
Research And Practice ◽  
Language Research ◽  
Starting Point

Rising to the demands of academic writing, scholarship and research is challenging for many practitioners in post compulsory education. Only a small number manage to see their research through to completion and write-up. Therefore, their work is under-represented in peer-reviewed, published literature in the field of educational research. This article foregrounds the role of stories, storytelling and image in the development of different kinds of language, including scholarship and academic writing. Narrative accounts of experiences of practitioner-researchers beginning to engage in research through intensive residential research development workshops, delivered as part of a national Practitioner Research Programme (PRP), are used to illustrate the power of oracy, imagery and story in extending our ability to develop language; research and represent experience; and portray different forms of understanding in a range of educational contexts. The results indicate that being able to listen, read and ‘see’ the research stories of more experienced researchers, as well as telling stories of their own experiences of research, enables participants to become more comfortable in using experiences of educational practice as a starting point for research and to regard research and practice not as a dichotomy or as separate activities, but as dynamic and integral aspects of educational improvement.

scholarly journals Reflections of a Practitioner—Researcher in the Field of Widening Participation in Arts Education

2020 ◽  
Vol 10 (5) ◽  
pp. 133
Author(s):  
Martell Baines ◽  
Margaret Gregson
Keyword(s):  
Professional Practice ◽  
Professional Knowledge ◽  
Compulsory Education ◽  
Research Programme ◽  
Practitioner Research ◽  
Widening Participation ◽  
Factors Influencing ◽  
Conducting Research ◽  
And Training

This article provides an auto-ethnographic narrative to offer insights into my experience as a practitioner–researcher working in widening participation (WP) in post-compulsory education (PCE). It relates how I came to join the Education and Training Foundation (ETF) Practitioner Research Programme (PRP). It provides insights into the role of WP practitioner and manager and offers a reflection upon my experiences as an early practitioner–researcher conducting research in the field of WP. Writing in the first person, I reflect upon the positionality within my professional practice as someone who is immersed in the context that is being researched. I make my story as authentic as possible in order to throw new light upon knowledge in the field of widening participation (WP) practice. This immersion has enabled me to increase my professional knowledge and to establish a stronger voice in and for WP practitioners in the profession and for learners in the WP community. This empowerment has come about as my knowledge of the factors influencing the context of my work has expanded. I hope that it will be of interest to other researchers working in the field of WP and that they will accept my invitation to contribute to this conversation and reflect upon their own journey.

A Theoretical Conceptualization of the Hidden Curriculum in the Second Half of the Twentieth Century

2019 ◽  
pp. 23-40
Author(s):  
Dejan Hozjan
Keyword(s):  
Twentieth Century ◽  
Social System ◽  
Hidden Curriculum ◽  
Educational Practice ◽  
Theoretical Concepts ◽  
Norms And Values ◽  
Starting Point ◽  
The Impact ◽  
Theoretical Conceptualization

The chapter is based on the presentation of an understanding of the hidden curriculum in the twentieth century. In this period, four theoretical concepts existed: functionalism, criticism, liberalism, and postmodernism. The starting point for the concept of the hidden curriculum was that of the functionalists. Their understanding of the hidden curriculum was based on the transfer of social norms and values to students. Representatives of criticism, for example, Michael Apple, Michael Young, carried the knowledge of functionalists to the concrete social environment and sought the reasons for social inequality and the role of the hidden curriculum in this. Also, liberal authors, such as John Dewey and Phillip Jackson, dealt with practical issues, being, however, interested in the impact of the hidden curriculum in educational practice. With postmodernists, like Michael Foucault, a critical view of the presented concepts is shown and a warning that the hidden curriculum takes place in a complex social system. This chapter explores a theoretical conceptualization of the hidden curriculum in the second half of the twentieth century.

Theory, Research and Practice – The Problematic Appearance of ‘Pedagogy’ in Post-Compulsory Education

2003 ◽  
Vol 8 (2) ◽  
pp. 147-164 ◽  
Author(s):  
Elizabeth Sommerlad
Keyword(s):  
Teaching And Learning ◽  
Compulsory Education ◽  
Research Programme ◽  
Evidence Base ◽  
Starting Point ◽  
Innovative Thinking ◽  
Measuring Outcomes ◽  
The Many ◽  
New Research ◽  
Theory Research

This article explores the problematic nature of pedagogy and pedagogic effectiveness in post-compulsory education – the politics of the discourse, the challenges to pedagogic “old-think” by the new learning, and the methodological difficulties of measuring outcomes as attention moves from the theatre of instruction to the setting of application. It takes as its starting point a study commissioned by the UK's Teaching and Learning Research Programme to review and document the evidence base for pedagogic effectiveness in the different field of post-compulosry education. The article unpicks the many different reasons why the scope and framing of this study doomed it to a kind of failure, and why the TLRP's research agenda aroused the passions of many educational researchers outside the mainstream. Concerns centred on TLRP as a manifestation of the new research orthodoxy and its preoccupation with evidence-based research, and the limitations of this orthodoxy in engaging with innovative thinking about new forms of teaching and learning.

scholarly journals The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design

2021 ◽  
Vol 13 (9) ◽  
pp. 4766
Author(s):  
Pedro Jurado-de-los-Santos ◽  
María Jesús Colmenero-Ruiz ◽  
Rosa Eva Valle-Flórez ◽  
Macarena Castellary-López ◽  
Victoria Figueredo-Canosa
Keyword(s):  
Curriculum Design ◽  
Design Methodology ◽  
Ad Hoc ◽  
Methodological Approach ◽  
Compulsory Education ◽  
Educational Practice ◽  
Educational Support ◽  
Educational Inclusion ◽  
Assessment Strategies

The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes.

scholarly journals Educational progressivism: Theory and practice

2009 ◽  
Vol 41 (2) ◽  
pp. 264-283
Author(s):  
Jovana Milutinovic
Keyword(s):  
Educational Practice ◽  
Educational Process ◽  
Theory And Practice ◽  
Starting Point ◽  
Teachers And Students ◽  
Instruction And Learning ◽  
Contemporary Education ◽  
Further Development ◽  
Educational Contents

The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyze only the theory of progressivism, but also to point out its practical aspects by describing the work of schools which have largely accepted the progressive ideas from the first half of the twentieth century with the intention of their further development. In that sense, this paper is also an attempt of studying the application of progressive ideas in practice in contemporary education. It is concluded that, notwithstanding the amount of criticism coming from other schools of thought, progressivism in education was and has remained an important reformation movement. Open schools, schools without grades, cooperative learning, multi-generation grouping in classrooms, experiential learning and numerous programs of alternative schools are the examples of infiltration of progressive ideas in contemporary educational practice.

scholarly journals Revitalizing urban revitalization in Poland: Towards a new agenda for research and practice

2019 ◽  
Vol 63 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Joanna Kusiak
Keyword(s):  
Urban Renewal ◽  
Current Model ◽  
Urban Revitalization ◽  
Research And Practice ◽  
Starting Point ◽  
Sectoral Approach ◽  
Policy Agendas

Abstract As a starting point, this paper recognizes the key role of the notion of ‘revitalization’ in the development of the multi-sectoral approach to urban renewal in Poland over the last 15 years. Thus, while acknowledging the important limitations of revitalization programs to date, it aims not so much to reject or criticize the current model revitalization, but rather to ‘revitalize’ the notion of revitalization itself. Based both on interviews with engaged practitioners of revitalization in Poland and on a review of practices existing elsewhere, this paper seeks to infuse the Polish imaginary of revitalization with transformative policy agendas.

INTERPRETATION OF SINO-RUSSIAN CULTURE AND HUMANITIES COOPERATION IN THE NEW ERA

2020 ◽  
Vol 10 (3) ◽  
pp. 186-193
Author(s):  
REN YANYAN ◽  
Keyword(s):  
Current Status ◽  
Human Relations ◽  
New Era ◽  
Russian Culture ◽  
The People ◽  
Starting Point ◽  
Cooperative Partnership ◽  
Belt And Road ◽  
The Belt And Road

The friendship between nations lies in the mutual affinity of the people, and the people’s affinity lies in the communion of hearts. The cultural and humanities cooperation between China and Russia has a long history. In recent years, under the role of the“Belt and Road” initiative, the SCO, and the Sino-Russian Humanities Cooperation Committee, Sino-Russian culture and humanities cooperation has continued to deepen. Entering a new era, taking the opportunity to promote Sino-Russian relations into a “new era China-Russia comprehensive strategic cooperative partnership”, the development of human relations between the two countries has entered a new historical starting point, while also facing a series of problems and challenges. This article is based on the current status of Sino-Russian human relations in the new era, interprets the characteristics of Sino-Russian human relations in the new era, analyzes the problems and challenges of Sino-Russian human relations in the new era, and tries to propose solutions and solutions with a view to further developing Sino-Russian cultural and humanities relations in the new era. It is a useful reference, and provides a reference for future related research, and ultimately helps the Sino-Russian cultural and humanities relations in the new era to be stable and far-reaching.

La conexión entre política de cohesión y gobernanza económica en la UE: Eficiencia del nuevo marco para abordar las consecuencias de la crisis

2015 ◽  
Vol 5 (3) ◽  
pp. 44-62
Author(s):  
Laura Gómez Urquijo
Keyword(s):  
Social Protection ◽  
Economic Governance ◽  
The European Union ◽  
Investment Funds ◽  
Current Economic Crisis ◽  
Starting Point ◽  
New Economic Governance ◽  
Social Protection Systems ◽  
New Instruments

The objective of this article is to contribute to the discussion on the validity of new instruments to enhance cohesion in the European Union (EU). First, we question to which extent cohesion policy is submitted to the new economic governance. Second, we discuss this subordination affects the fulfillment of cohesion aims. This question is especially relevant due to the increase of inequalities in the current economic crisis and the great diversity among State Members (including social protection systems and expenses). Thus, our starting point is the new economic governance framework and its impact on the fulfillment of cohesion objectives. Statistical data are considered with this aim. Next, we will assess the role of European Structural and Investment Funds to eventually compensate public expense cuts, as well as its subordination to the macroeconomic government. This aspect will be contrasted through the study of Country Specific Recommendations given by the European Semester. Spanish El objetivo de este artículo es contribuir a la discusión sobre la validez de los nuevos instrumentos para fomentar la cohesión en la Unión Europea. Nos preguntamos en qué modo queda sometida la política de cohesión a la nueva gobernanza económica y cómo afecta a la efectividad para cubrir susfines. Esta cuestión es particularmente relevante ante el incremento de las desigualdades suscitado en la crisis económica actual. Por ello, nuestro punto de partida es el nuevo marco de gobernanza económica y su impacto en el cumplimiento de los objetivos de cohesión, considerando para ello datos estadísticos. A continuación, valoraremos, el papel de los Fondos Estructurales y de Inversión Europeos como posibles compensadores de la reducción del gasto público así como su subordinación al gobierno macroeconómico. Esta cuestión será contrastada también a través del examen de las Recomendaciones Específicas por país dadas por el Semestre Europeo. French Le but de cet article est de contribuer à la discussion sur la validité de nouveaux instruments pour promouvoir la cohésion dans l'UE. Nous avons considéré, d'une part, en quoi la politique de cohésion est soumise à la nouvelle gouvernance économique et, d'autre part, la façon dont elle utilise l'efficacité pour répondre à ses fins.Cette question est particulièrement pertinente étant donnée l'augmentation de l'inégalité soulevée par la crise économique actuelle, dans un contexte de grande diversité d'États membres, notamment en ce qui concerne les systèmes de protection sociale et les dépenses publiques. Par conséquent, notre point de départ s'inscrit dans le nouveau cadre de gouvernance économique et son impact sur la mise en œuvre des objectifs de cohésion, à partir de la prise en compte de données statistiques. Pour ce faire, nous évaluons le rôle des Fonds Structurels Européens, leur capacité de compenser la réduction des dépenses publiques et leur subordination au gouvernement macroéconomique. Ce e question sera également abordée par l'examen des recommandations spécifiques par pays fournies par le Semestre Européen.

Intergenerational Education for the Psychological, Social and Educational Improvement of the Elderly

2019 ◽  
Vol 15 (1) ◽  
pp. 22-26
Author(s):  
Nazaret Martínez-Heredia
Keyword(s):  
Educational Level ◽  
Mixed Type ◽  
Healthy Aging ◽  
Social Role ◽  
Intergenerational Relationships ◽  
Daily Practice ◽  
The Elderly ◽  
Educational Improvement ◽  
Intergenerational Education

Introduction: Intergenerational education encourages cooperation and interaction between two or more generations through experiences, knowledge, skills, attitudes and values. Objective: The main objective of our research was to know the benefits at the psychological, social and educational level of intergenerational education. Methods: This is mixed-type research establishing relationships between young and old. The sample consists of a total of 94 people, 47 young people (aged between 21 and 40 years old) and 47 older (aged between 65 and 85 years). We promote the development of a mixed methodology to know if after the implementation of an intergenerational program we have obtained benefits in the elderly participants. Results: Considering the results we can say that the benefits at the psychological, social and educational level have been very remarkable of our elders. Conclusions: We must bet on intergenerational relationships as an ideal within our daily practice achieving a healthy aging, benefiting continuity in an active social role of our elders.

Music Teacher Evaluation

2019 ◽  
pp. 793-829
Author(s):  
Douglas C. Orzolek
Keyword(s):  
Teacher Evaluation ◽  
Music Teacher ◽  
American Education ◽  
Effective Teacher ◽  
Research And Practice ◽  
Self Reflection ◽  
Evaluation Systems ◽  
The Impact ◽  
Music Teacher Evaluation

This chapter outlines the nature of music teacher evaluation found in existing and related literature and research. From these writings, there are an abundance of emergent themes that provide stakeholders with an opportunity to examine this topic and consider its application in their own settings. These themes include ideas related to the following: the intent of teacher evaluation; the role of teacher evaluation; what an effective teacher is; the importance of multifaceted evaluation systems; the place of student learning in the evaluative process; the various forms of evidence used to evaluate educators; the fact that research and practice should be intertwined in developing evaluation systems; the role of testing; the degree to which observation and self-reflection should be involved in teacher evaluation; the importance of clear and concise goals for learners; and the impact that systems of evaluation will have on the educators, schools, students, and American education as a whole. This chapter intends to allow stakeholders the opportunity to reflect on all of these issues and challenges.

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