Melbourne Studies in Education最新文献_第3页

Interrogating critical discourse analysis for educational research in new spaces and places 在新空间和新场所对教育研究的批判性话语分析的质疑

Melbourne Studies in Education Pub Date : 2005-11-01 DOI: 10.1080/17508480509556421

W. Morgan, Sandra Taylor

引用次数: 4

‘Methodology in action’: Some dilemmas about researching pregnant and parenting young people and their educational participation “行动中的方法论”:研究怀孕和养育青少年及其教育参与的一些困境

Melbourne Studies in Education Pub Date : 2005-05-01 DOI: 10.1080/17508480509556417

G. Shacklock, L. Harrison, J. Angwin

引用次数: 0

‘Uni is a serious thing, why are you here if you've got learning difficulties?’: Access and exclusion in higher education “大学是一件严肃的事情，如果你有学习困难，为什么还要来这里?”高等教育的准入和排斥

Melbourne Studies in Education Pub Date : 2005-05-01 DOI: 10.1080/17508480509556415

Janette Ryan

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引用次数: 12

Counting and accounting for social justice in the devolved school: How do indigenous students fare? 权力下放学校社会正义的计数与核算:土著学生的表现如何?

Melbourne Studies in Education Pub Date : 2005-05-01 DOI: 10.1080/17508480509556413

P. Mcinerney

引用次数: 4

Talking about a revolution. paradigmatic change in early childhood education: From developmental to sociocultural theory and beyond 谈论一场革命。幼儿教育的范式变迁:从发展理论到社会文化理论及其他

Melbourne Studies in Education Pub Date : 2005-05-01 DOI: 10.1080/17508480509556412

Suzy Edwards

引用次数: 10

How does the glass through which we view the World frame our view? Research and literacy policy 我们观察世界的玻璃是如何构成我们的视野的?研究和扫盲政策

Melbourne Studies in Education Pub Date : 2005-05-01 DOI: 10.1080/17508480509556416

D. Edwards

引用次数: 2

Learning joyfully: An emotional and transformative experience 快乐地学习:一种情感和变革的经历

Melbourne Studies in Education Pub Date : 2005-05-01 DOI: 10.1080/17508480509556414

Peta. Heywood

{"title":"Learning joyfully: An emotional and transformative experience","authors":"Peta. Heywood","doi":"10.1080/17508480509556414","DOIUrl":"https://doi.org/10.1080/17508480509556414","url":null,"abstract":"Abstract In this article I focus on the emotion of joy in the classroom and identify the role that experiencing joy has in promoting engagement and satisfaction in learning. For educationists, the implication that the emotional climate of the classroom has as much to do with cognitive growth as it does with attitudinal needs to be recognised and addressed. As Bloom and his colleagues noted in 1956, the idea of dualistic notion of cognition and affect is untenable as these inform each other. How the brain is structured and developed affects how we learn. Because the circuitry of the brain is sculptured by emotional experiences it can alter during one's lifetime. Emotions contribute to the brain's neural circuitry experiencing joy will lay down neural pathways likely to serve the individual well for a lifetime. Furthermore, joy promotes holistic learning through engaging both left and right hemispheres. Joy, as an emotion, involves accepting challenges that stretch one's capacity and persevering through often‐painful experiences until a successful outcome is reached. This ultimate achievement can then be celebrated and recognised as a joyful learning experience. Teachers who promote the experience of joy in the classroom may do more than simply promote successful learning.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"05 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129178709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 24

Notes on contributors 贡献者说明

Melbourne Studies in Education Pub Date : 2005-05-01 DOI: 10.1080/17508480509556419

引用次数: 0

Pedagogies, policies and politics of mobility 流动的教育学、政策和政治

Melbourne Studies in Education Pub Date : 2004-11-01 DOI: 10.1080/17508487.2004.9558612

Michael Singh

{"title":"Pedagogies, policies and politics of mobility","authors":"Michael Singh","doi":"10.1080/17508487.2004.9558612","DOIUrl":"https://doi.org/10.1080/17508487.2004.9558612","url":null,"abstract":"The contemporary transitions in the historical, ideological and localising practices of globalisation (and counter-globalism) are evident in global/national flows of students and teachers, individually or in groups. These organic flows of students and teachers include trans-national exchanges, internal migration and inter-suburban bussing. The innovative research reported in this special edition of Melbourne Studies in Education explores the complexities of mobile students and teachers moving from one suburb to another, from the country to city, from town to town, from one state to another, from one continent to another. This encompasses those students and teachers for whom travel is not be a normal way of life, but a necessity because they choose to or believe that they have no other choice than to move. The diverse and disjunctive movements of students and teachers constitute a key feature of schooling today throughout Australia, and are affecting educational pedagogies, policies and politics to a hitherto unprecedented degree. The movements of students and teachers of all kinds, the experiences of travel for those for whom movement is a requirement, the transfers of intellectual labour power, run up against the sovereignty of sedentary regulations governing pedagogies for producing knowledge, policies that resource different ways of knowing, and politics that privilege some communities while disadvantaging others. Drawing on cultural, political, sociological and philosophical perspectives the research reported in this edition of Melbourne Studies in Education reveals that student and teacher mobility is neither all of the one kind nor something peculiar to a particular time and space; each being an adaptation to and layered within changing culturalhistorical situations.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116739787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Crossing tentatively from the ‘right’ side of the track: Dimensions of mobility 试探性地从轨道的“右侧”穿过:机动性的维度

Melbourne Studies in Education Pub Date : 2004-11-01 DOI: 10.1080/17508487.2004.9558614

G. Nelson

引用次数: 4