Search results for: Theories
Page 9/9 86 items
Discussion of educational ideologies offers insights into the debates, historical contexts, and policy and reform agendas that shape the politics of authority while neglecting empirical realities. Qualitative studies present empirical data and analyses on the challenges intrinsic to classroom relations, but, exceptions aside, they often lack explicit attention to authority. More research focused on classroom authority as a social construction is needed to address critical educational concerns for contemporary practitioners, policy makers, and researchers.
Updated: Jan. 15, 2008
The article explores the use of utopian beliefs of hope and imagination in teacher education. The author describes how teachers can 'reimagine' and 'remake' progressive learning environments in order to foster humanity, collective action, sustainability, community and equity, which constitute 'robust hope.'
Updated: Jan. 10, 2008
Along with the narrative turn in social sciences, the quality of research has become a more and more intricate issue. Action research reports are often narratives, located in the context of the evolving experiences of those involved. In this paper, the problem of quality in action research narratives is addressed, and some principles for assessing the quality of narrative research reports are proposed.
Updated: Jan. 07, 2008
The article examines teacher education programs in England, utilizing mathematics in post compulsory education schools. The author investigates the application of Bernstein's theories to teacher education, catering to diversity of the prospective teachers, incorporation of recontextualization into the course, strategies of learning teacher education coursework, and perception of prospective teachers regarding their weaknesses.
Updated: Dec. 30, 2007
Translation processes in the design of an education for sustainable development innovations course for universities in Africa
The article describes the translation processes undertaken by the United Nations in its attempt to design an education program for sustainable development for universities in South Africa. The deliberative translation process is examined in terms of its influence on professional development and professional exchange opportunities for university teachers, which are non-traditional and responsive to diversity, history, context and risk. The article also draws on a model of Latour's actor-network theory to describe and explain the deliberative translation process in the UNEP ESD Innovations Course.
Updated: Dec. 25, 2007
The article discusses pedagogical theories and their basis in psychological research. The author reviews the influence of Internet on disseminating pedagogically relevant research and globalising pedagogical terms and issues, such as metacognition, multiple forms of intelligence, thinking and learning styles, brain functioning, emotional intelligence and neurolinguistic programming. The author also examines the viability of developing pedagogy from superficial reading of psychological ideas and suggests that pedagogical research is becoming increasingly self referential. The study is conducted in England, where educational and governmental documents were examined.
Updated: Dec. 18, 2007