Search results for: Critical enquiry
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The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.
Updated: Sep. 12, 2019
This article offers a critical analysis of recent trends in educational policy with particular reference to their assumptions about the knowledge society. The article concludes by offering an alternative approach to educational policy based on a social realist theory of knowledge.
Updated: Jun. 29, 2010
Diminishing the Divisions Among Us: Reading and Writing Across Difference in Theory and Method in the Sociology of Education
Evidenced in several now classic reviews of the field, much has been made of theoretical and methodological 'difference' with regard to research in the sociology of education. Such renditions often constitute important intellectual contributions. However, the authors' goal is to provide a framework reflective from inclusive reading of theory and methods that are now widely understood to characterize the field.
Updated: Jul. 02, 2009
The purpose of the review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued. Third, problems and oversights in current research and in conceptualizations of the sources are identified.
Updated: Mar. 04, 2009
101 Damnations: The Persistence of Criticism and The Absence of Evidence about Teacher Education in Australia
There have been 101 government inquiries of one sort or another into Australian teacher education since 1979. Most have presumed or documented concerns about the performance of teacher education. However, there has been little impact from the reports of these many inquiries. This article argues that in the absence of compelling evidence of differential effects of well- or poorly-organized programs, or well- or poorly-funded programs, there is no likely end to the stream of reports and no reasonable hope of restoration of adequate funding.
Updated: Feb. 16, 2009
From Transmission to Dialogue: Promoting Critical Engagement in Higher Education Teaching and Learning
This article reports on a self-study that focuses on encouraging a group of undergraduate students to be active learners by promoting their critical engagement with what they are learning. The descriptions and explanations in the self-study give account of the contradictions and challenges encountered in my attempts to reconcile between students' perceptions of my 'authority' as the lecturer.
Updated: Jan. 07, 2008