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Educational Practice & Theory最新文献

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Pedagogy of Antiracist Best Practices for Finnish Schools 芬兰学校反种族主义最佳实践教育学
Educational Practice & Theory Pub Date : 2021-12-01 DOI: 10.7459/ept/43.2.04
A. A. Alemanji
{"title":"Pedagogy of Antiracist Best Practices for Finnish Schools","authors":"A. A. Alemanji","doi":"10.7459/ept/43.2.04","DOIUrl":"https://doi.org/10.7459/ept/43.2.04","url":null,"abstract":"Finland is widely said to have the best, or one of the best, educational systems in the world. This debatable view hides a lot of weaknesses and shortcomings, especially regarding issues around racism and discrimination. In Finland, issues of race, racism and other forms of discrimination\u0000 are often hidden, silenced and ignored. This makes it difficult to establish an antiracist culture, both at policy and practical levels. Despite existing constraints, antiracism education in Finland remains a slowly developing—but inevitable and essential—component of/for Finnish\u0000 education. This paper aims to introduce teachers to some best practices in antiracism education across different pedagogical practices.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42401610","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: 0
A Review of the Grey Literature on Education-Centred Wraparound Services to Support Students with Complex Support Needs in Australia 澳大利亚以教育为中心的一揽子服务以支持有复杂支持需求的学生的灰色文献综述
Educational Practice & Theory Pub Date : 2021-12-01 DOI: 10.7459/ept/43.2.06
I. Strnadová, Therese M. Cumming, Hee-Min Lee
{"title":"A Review of the Grey Literature on Education-Centred Wraparound Services to Support Students with Complex Support Needs in Australia","authors":"I. Strnadová, Therese M. Cumming, Hee-Min Lee","doi":"10.7459/ept/43.2.06","DOIUrl":"https://doi.org/10.7459/ept/43.2.06","url":null,"abstract":"The aim of this research project was to examine how wraparound supports are represented in the Australian national and NSW state polices and schools and to identify best practices and models of wraparound support. The grey literature from seven sectors, i.e., youth justice, out of home\u0000 care, disability, mental health, drug and alcohol, homelessness and education was searched and analysed. There is no consensus on a definition or understanding of wraparound across the sectors, the effectiveness of wraparound models is rarely assessed, and schools are not typically included\u0000 in the wraparound teams of the other sectors.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46097886","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: 0
Organizational and Personal Factors in Teachers’ Engagement to Work Activities 教师参与工作活动的组织因素和个人因素
Educational Practice & Theory Pub Date : 2021-12-01 DOI: 10.7459/ept/43.2.05
H. Gaziel, A. Ifanti
{"title":"Organizational and Personal Factors in Teachers’ Engagement to Work Activities","authors":"H. Gaziel, A. Ifanti","doi":"10.7459/ept/43.2.05","DOIUrl":"https://doi.org/10.7459/ept/43.2.05","url":null,"abstract":"This study aimed to examine the effects of specific factors on teachers’ work engagement. In particular, it explored the relationships between teachers’ work engagement, work-related resources, work-related demands and their characteristics, such as job position, gender,\u0000 years of teaching experience, education level and psychological availability. An increasing interest in the way teachers engage in work activities has been recently attributed to accumulating evidence showing the relations of teachers’ beliefs, feelings and behaviors with student outcomes.\u0000 To this end, 250 out of 370 primary school teachers from 30 primary schools in the Jerusalem educational district answered the questionnaire adopted from previous studies (response rate: 67%). The data obtained were analyzed according to the variables, and the SPSS v. 24 was used to perform\u0000 a hierarchical multiple regression analysis for the hypotheses of this study. The results revealed that each of the three categories of predictors on work engagement were significant, whereas work-related resources accounted for a significant amount of variance among teachers, especially after\u0000 taking into account demographic variables. In conclusion, this study underlined that more attention should be paid to ways to improve work-related resources among teachers, in an effort to enhance work-related engagement, thus contributing to the discussion about the predictors of work engagement\u0000 at schools.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48004909","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: 0
Do Private Schools in Australia Produce More Active Citizens? 澳大利亚私立学校培养出更积极的公民吗？
Educational Practice & Theory Pub Date : 2021-05-01 DOI: 10.7459/EPT/43.1.02
L. Saha
{"title":"Do Private Schools in Australia Produce More Active Citizens?","authors":"L. Saha","doi":"10.7459/EPT/43.1.02","DOIUrl":"https://doi.org/10.7459/EPT/43.1.02","url":null,"abstract":"The focus of this paper is whether type of Australian school attended makes a difference in student engagement in political and civic culture. Recently private schools have been said to “undermine cohesion” in Australian society. Similarly, it was argued over two decade\u0000 ago that Australian private schools have skimmed the elite students from the government sector and now “impart to their pupils values and preferences of the culture from which they are drawn”, namely the dominant culture. Using data from the Youth Electoral Study (YES) survey,\u0000 this analysis examines whether Australian students in government, Catholic and Independent schools differ in six political domains: voting commitment, positive attitude toward voting, political knowledge, political activism, political trust and civic volunteer behaviour. At the bivariate level,\u0000 students in private schools generally show higher levels of political engagement compared to students in government schools in all domains. However, when family and school variables are controlled, the differences between these students in voting commitment, political knowledge and volunteer\u0000 behaviour disappear. However students in Catholic schools show significantly higher levels in positive attitude toward voting and political activism. The effects of Independent schools disappear for five political domains but a significantly high level of political trust remains. Explanations\u0000 for these patterns of outcomes are put forward, and directions for future research are explored.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"43 1","pages":"5-22"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45806225","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: 0
Learning as Peers in Practice ‐ an Obstacle or Support for Student Teachers’ Vocational Learning? 实践中的同伴学习——学生教师职业学习的障碍还是支持？
Educational Practice & Theory Pub Date : 2021-05-01 DOI: 10.7459/EPT/43.1.06
Sandra Jederud
{"title":"Learning as Peers in Practice ‐ an Obstacle or Support for Student Teachers’ Vocational Learning?","authors":"Sandra Jederud","doi":"10.7459/EPT/43.1.06","DOIUrl":"https://doi.org/10.7459/EPT/43.1.06","url":null,"abstract":"Re-organization of practicum within Initial Teacher Education in Sweden has initiated changes of support for student teachers. This article discusses learning during practice, where student teachers are placed with peer students, and what this method of learning indicates how student\u0000 teachers should learn the profession of teaching. This article examines perceived consequences when student teachers collaborate during practice within ITE. I make use of the concepts of participatory perspective, where practical knowledge is learned through taking part in practice,\u0000 and spectator perspective, where practical knowledge is learned through reflecting together with peers. This article illuminates how different forms of learning are experienced and valued in this part of teacher education. A case study was conducted among ITE preschool students implementing\u0000 their final period of practice. Findings show that when student teachers implement practice together, perceptions are that learning through a spectator perspective is seen as an obstacle for learning the profession of teaching authentically.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"43 1","pages":"77-97"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48827923","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
Strategies for Problem Solving, Critical Analysis, and Goal Setting 解决问题、批判性分析和目标设定的策略
Educational Practice & Theory Pub Date : 2021-05-01 DOI: 10.7459/EPT/43.1.04
Z. Philippakos, Hailey Mathison Wilson, Karen Picerno
{"title":"Strategies for Problem Solving, Critical Analysis, and Goal Setting","authors":"Z. Philippakos, Hailey Mathison Wilson, Karen Picerno","doi":"10.7459/EPT/43.1.04","DOIUrl":"https://doi.org/10.7459/EPT/43.1.04","url":null,"abstract":"Problem solving requires the application of critical reading and thinking skills and the use of relevant strategies to reach a solution. Independent learners are able to apply taught strategies across contexts and often complete challenging tasks unassisted. The purpose of this paper\u0000 is to explain how a process of analysis of assignments and evaluation can be applied in reading, writing, and with modifications in mathematics. This work draws on genre-based strategies, on oral language and dialogic pedagogy, and demonstrates how they can be applied across the curriculum\u0000 to support students’ transfer of knowledge and skills from writing instruction to responses to reading and mathematics aiding them in reflection and eventually independence. Further, the paper provides guidelines for teachers’ explanations to promote critical thinking, questioning,\u0000 and goal setting.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"43 1","pages":"41-55"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42239894","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
The entanglement of knowing and being: Hegel, ontology and education in the 21st century 知与存在的纠缠：黑格尔、本体论与21世纪的教育
Educational Practice & Theory Pub Date : 2021-05-01 DOI: 10.7459/EPT/43.1.03
B. Hyde
{"title":"The entanglement of knowing and being: Hegel, ontology and education in the 21st century","authors":"B. Hyde","doi":"10.7459/EPT/43.1.03","DOIUrl":"https://doi.org/10.7459/EPT/43.1.03","url":null,"abstract":"There has been a revived interest Georg Wilhelm Friedrich Hegel. Notions emanating from his philosophy concerning the human person and that human beings together create and sustain phenomena through social practice speaks of a relational ontology that has relevance for contemporary\u0000 education. This article argues that such ontology needs to be considered alongside the epistemological concerns of education. From Hegel’s writing, five interdependent ideas are delineated which have relevance for a relational ontology appropriate for contemporary education ‐\u0000 consciousness, self-consciousness, social space, recognition and identity. From these, three propositions for a social ontology of education ‐ learning as a socially constructed activity, learning as the formation of identity and learning as recognition ‐ are posited and discussed.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"43 1","pages":"23-39"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45691976","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: 0
A fine romance? Developing a Transformational School-University Partnership 一段美好的浪漫？发展转型型学校-大学伙伴关系
Educational Practice & Theory Pub Date : 2021-05-01 DOI: 10.7459/EPT/43.1.05
A. Goriss-Hunter, Peter Sellings, Karen Lenk, Melinda Scash
{"title":"A fine romance? Developing a Transformational School-University Partnership","authors":"A. Goriss-Hunter, Peter Sellings, Karen Lenk, Melinda Scash","doi":"10.7459/EPT/43.1.05","DOIUrl":"https://doi.org/10.7459/EPT/43.1.05","url":null,"abstract":"This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a\u0000 transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding.Using a qualitative methodology, it was found that through the development of a transformational partnership,\u0000 a number of benefits had eventuated. These benefits include authentic learning experiences and the raising of university aspirations for school students.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"43 1","pages":"57-76"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43664985","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: 0
Discourse Analysis as a Qualitative Methodology 语篇分析作为一种定性方法论
Educational Practice & Theory Pub Date : 2020-12-01 DOI: 10.7459/EPT/42.2.02
J. Zajda
{"title":"Discourse Analysis as a Qualitative Methodology","authors":"J. Zajda","doi":"10.7459/EPT/42.2.02","DOIUrl":"https://doi.org/10.7459/EPT/42.2.02","url":null,"abstract":"The article analyses the term discourse and discourse analysis with reference to Foucault and other critics. Foucault used the role of discourses in wider social processes of legitimating power, and emphasizing the construction of current truths. The article argues that discourse analysis,\u0000 as employed by Foucault, concentrated on analysing power relationships in society, as expressed through language and social practices. The article examines the use of genealogy, where Foucault attempted to trace the beginnings of internalised moral behaviour, or a reflexive relation to the\u0000 self in human beings. Examples are presented of various approaches to discourse analysis, including deconstruction and preferred reading and interpretation of the text. The article concludes with the evaluation of discourse analysis as a qualitative methodology.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"42 1","pages":"5-21"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44082055","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: 3
The Use of Schema Theory, Information-Processing Theory, and Sociocultural Theory in Teaching Culturally Unfamiliar Texts in Second/Foreign Language Classrooms 图式理论、信息加工理论和社会文化理论在二外语课堂文化陌生语篇教学中的应用
Educational Practice & Theory Pub Date : 2020-12-01 DOI: 10.7459/EPT/42.2.03
Amir Karami
{"title":"The Use of Schema Theory, Information-Processing Theory, and Sociocultural Theory in Teaching Culturally Unfamiliar Texts in Second/Foreign Language Classrooms","authors":"Amir Karami","doi":"10.7459/EPT/42.2.03","DOIUrl":"https://doi.org/10.7459/EPT/42.2.03","url":null,"abstract":"This theoretical review is an overview of three important theories: schema theory, information-processing theory, and sociocultural theory. Second/foreign language teachers need to familiarize themselves with these theories if they want to teach culturally unfamiliar texts more successfully\u0000 in their language classrooms. Although each of these theories can be applied to different stages of reading instruction (pre-reading, while-reading, and post-reading), schema theory is more applicable to the pre-reading stage; sociocultural theory to the post-reading activities; and information-processing\u0000 theory to the while-reading stage if teachers choose to use text-relevant video segments. A new framework for reading instruction, as well as some implications and suggestions for language teachers and researchers, are discussed in detail.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":"42 1","pages":"23-38"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41627892","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: 2
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