Open Review of Educational Research最新文献_第2页

Is peer review in academic publishing still working?* 学术出版的同行评议还在起作用吗?＊

Open Review of Educational Research Pub Date : 2018-01-01 DOI: 10.1080/23265507.2018.1479139

L. Jackson, M. Peters, L. Benade, Nesta Devine, S. Arndt, Daniella J. Forster, A. Gibbons, E. Grierson, P. Jandrić, George Lăzăroiu, K. Locke, R. Mihaila, G. Stewart, M. Tesar, P. Roberts, J. Ozoliņš

引用次数: 23

Curriculum, text and forms of textuality 课程、文本和文本形式

Open Review of Educational Research Pub Date : 2018-01-01 DOI: 10.1080/23265507.2018.1555488

M. Peters, P. Jandrić

{"title":"Curriculum, text and forms of textuality","authors":"M. Peters, P. Jandrić","doi":"10.1080/23265507.2018.1555488","DOIUrl":"https://doi.org/10.1080/23265507.2018.1555488","url":null,"abstract":"ABSTRACT Building on Peters’ and Jandrić's previous work on curriculum as ‘text’ and ‘discourse’ (Peters, M. A., & Jandrić, P. (2018b). The curious relationships between discourse, genre and curriculum. Open Review of Educational Research, 5(1).), this article seeks to refresh and extend the central metaphor of ‘curriculum as text’ that is adopted as the organizing metaphor of William Pinar’s 2006 book Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. We undertake this analysis by referring to five theoretical notions: Jorge Luis Borges’ ‘The garden of forking paths’ (1941), Roland Barthes’ structuralism (1977), Julia Kristeva's intertextuality (1966/1986), Ted Nelson's hypertextuality (1965), and Gilles Deleuze's and Felix Guattari's extratextuality (2004/1980). In conclusion, we show that the text is neither simply an artefact nor is it simply a sequence of uttered sounds. The text does not solely reside within the domain of the reader and cannot be considered as the exclusive domain of the author. Looking at relationships between text, textuality, curriculum, and technology, we show that the metaphor of ‘curriculum as text’ is inherently postdigital and that it requires development of a new postdigital language of inquiry and new postdigital forms of textual and non-textual expressions of that language in the years to come.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2018.1555488","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49272715","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

DiY (Do-it-Yourself) pedagogy: a future-less orientation to education DiY教学法:一种没有未来的教育取向

Open Review of Educational Research Pub Date : 2018-01-01 DOI: 10.1080/23265507.2018.1457453

A. Gibbons, Emit Snake-Beings

引用次数: 5

The velvet cage of educational con(pro)sumption 教育消费的天鹅绒笼子

Open Review of Educational Research Pub Date : 2018-01-01 DOI: 10.1080/23265507.2018.1546124

G. Ritzer, P. Jandrić, Sarah Hayes

{"title":"The velvet cage of educational con(pro)sumption","authors":"G. Ritzer, P. Jandrić, Sarah Hayes","doi":"10.1080/23265507.2018.1546124","DOIUrl":"https://doi.org/10.1080/23265507.2018.1546124","url":null,"abstract":"ABSTRACT In the year that George Ritzer publishes the ninth edition of The McDonaldization of Society, moving his famous theory firmly Into the Digital Age, critical educator Petar Jandrić and sociologist Sarah Hayes invited George to a dialogue on the digital transformation of McDonaldization and its critical application to Higher Education. In this article, George first traces for us the origins of his theory that has endured for four decades. A key dimension of McDonaldization is the ‘iron cage’ of control, via rationalization. Once contained within physical sites of bricks and mortar, now, we encounter a ‘velvet cage’ in sites of digital consumption, at the hands of non-human technologies, that threaten human labor and autonomy. Whilst the concept of the McUniversity is not without some critique, this interview provides compelling reasons to open new dialogue about McDonaldization in augmented settings such as Higher Education. With the rise of prosuming machines such as blockchain and bitcoin, that can both produce and consume without intervention from human ‘prosumers’, universities cannot afford to ignore the challenges of prosumer capitalism, which George concludes, will explode into unprecedented and unpredictable directions in the years to come.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2018.1546124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48180860","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: 25

When can academic researchers rest? An event history analysis on researchers’ research productivity and promotion in academia from 1980 to 2016 in Japan 学术研究人员什么时候可以休息?1980 - 2016年日本学术界科研人员科研生产力与提升的事件史分析

Open Review of Educational Research Pub Date : 2018-01-01 DOI: 10.1080/23265507.2018.1546552

Ayano Fujiwara

{"title":"When can academic researchers rest? An event history analysis on researchers’ research productivity and promotion in academia from 1980 to 2016 in Japan","authors":"Ayano Fujiwara","doi":"10.1080/23265507.2018.1546552","DOIUrl":"https://doi.org/10.1080/23265507.2018.1546552","url":null,"abstract":"ABSTRACT This study analyzed the factors required for a researcher to become a professor in the humanities and sociology, science and engineering, medicine and biology, and general studies fields. The study focuses on research productivity and analyzes the impact of hiatuses in research production on promotion in universities as well as the time at which such hiatuses have the least impact on promotions. I divided the factors required for promotion into three categories: academic performance (the number of published articles, books, and competitive grants and funding sources acquired), social elements (gender), and elements related to the duration of periods with no research output and their timing. The results show that the probability of promotion to professorship increases as the number of papers in Scopus, the number of books published, and the amount of acquired competitive funds increase. As expected, longer declines in research productivity reduce the probability of promotion. However, it is not always necessary for researchers to publish continuously throughout their careers; the results show that a decline in research productivity other than during the first five years and the period from 20 to 30 years after the start of the research career has no influence on academic promotions.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2018.1546552","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46143869","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

Qatar’s educational reform past and future: challenges in teacher development 卡塔尔教育改革的过去与未来:教师发展的挑战

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2016.1266693

R. Nasser

{"title":"Qatar’s educational reform past and future: challenges in teacher development","authors":"R. Nasser","doi":"10.1080/23265507.2016.1266693","DOIUrl":"https://doi.org/10.1080/23265507.2016.1266693","url":null,"abstract":"ABSTRACT Until the late 1990s, Qatar’s educational system used the intrinsic-nationalistic and cultural traditions of Arabic schools. The Qatari leadership and stakeholder was outdated; hence, they approached the RAND Corporation to examine and analyze the existing educational system and recommend options for building a new educational system. The RAND assessment study concluded that the country’s education system was rigid and lacked standards and international benchmarks. Consequently, this led to the reform in which a system of Independent Schools was established, new curriculum standards were set, and teacher and leadership professional development were enhanced to find the most effective systems for Qatari students to succeed along international and particularly Western benchmarks. The reform imputed by key principles of autonomy, accountability, variety and choice. Post-reform evaluation suggests that the system is still far from being what it should be. New teacher development initiatives have stressed on improving professional development for teachers through licensing and increased professional development programs. The present schooling is markedly different from what was presented in the reform. This article gives a brief historical preface of the educational system in Qatar and discusses the reform in terms of its future implications on teacher development in the K-12 educational system.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2016.1266693","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43309019","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: 70

Lost in translation: western representations of Māori knowledge 迷失在翻译中:Māori知识的西方表现

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1364143

C. Mika, G. Stewart

{"title":"Lost in translation: western representations of Māori knowledge","authors":"C. Mika, G. Stewart","doi":"10.1080/23265507.2017.1364143","DOIUrl":"https://doi.org/10.1080/23265507.2017.1364143","url":null,"abstract":"ABSTRACT We recently attended a conference at which a non-Māori presenter, drawing on a particular metaphor already established by Māori writers, related Māori natural world features to a research method. The presentation was useful because it highlighted several issues that call for our concern as Māori philosophers. In this article, we outline these concerns, which are: first, that a blunt response to such a presentation is not undertaken lightly from a Māori viewpoint; and, second, that the presenter’s talk exemplifies a wider problem of warping Māori concepts and labels to fit a Western philosophical approach. We call this latter problem ‘Translation’, because it involves moving the Māori world and its phenomena over into one that is palatable for policy and research. The aim of the article is not to single out the presenter, but rather to refer to his presentation in order to consider the prior issue of Translation. In cases where Translation occurs, a Māori critical philosophical stance is clearly needed, in order to both investigate the warping of Māori thought on which it relies, and review the place of Māori philosophy and philosophical response in the arena of educational research.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1364143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46988069","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: 13

Allocation of playing time within team sports – a problem for discussion 团队运动中上场时间的分配——一个需要讨论的问题

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2016.1266694

T. Lorentzen

{"title":"Allocation of playing time within team sports – a problem for discussion","authors":"T. Lorentzen","doi":"10.1080/23265507.2016.1266694","DOIUrl":"https://doi.org/10.1080/23265507.2016.1266694","url":null,"abstract":"ABSTRACT The background of the article is the recurrent discussion about allocation of playing time in team sports involving children and young athletes. The objective is to analyse why playing time is a topic for discussion among parents, coaches and athletes. The following question is addressed: Under which condition is it ‘fair’ to use equal and under which condition ‘fair’ to use unequal playing time? Methodologically the article combines literature in the field of psychology, physiology and sociology – and simple mathematics is applied in developing a model for estimating playing time, frequency and timing of substitutions. The article shows that team sports are arenas where social interaction takes place, where norms and rules are internalized and where allocation of a given playing time implies inclusion and exclusion of individuals. The article shows that there exists a single, objective ‘unfair’ allocation of playing time, but a variety of ‘fair’. Lack of objective criteria drives the discussion of fair allocation of playing time. A policy implication of the findings is that an insight into psychosocial mechanisms can change practice to obtain a better and sustainable organization of team sports where young athletes are involved.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2016.1266694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44820904","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

Sell, sell, sell or learn, learn, learn? The EdTech market in New Zealand’s education system – privatisation by stealth? 卖，卖，卖还是学，学，学?新西兰教育系统中的EdTech市场——秘密私有化?

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1365623

Noeline Wright, M. Peters

{"title":"Sell, sell, sell or learn, learn, learn? The EdTech market in New Zealand’s education system – privatisation by stealth?","authors":"Noeline Wright, M. Peters","doi":"10.1080/23265507.2017.1365623","DOIUrl":"https://doi.org/10.1080/23265507.2017.1365623","url":null,"abstract":"ABSTRACT An article in The Atlantic ‘Quantifying the Ed-Tech Market’ (2015), which draws on a review by the Education Technology Industry Network, reports that the U.S. Ed-tech market totalled $8.38 billion in the 2012–2013 academic year, which is up from $7.9 billion the year before, and up 11.7 per cent from 2009. K-12 online course revenue including any digital curriculum increased some 320% and the testing and assessment market, the largest single category, generated $2.5 billion. The New Zealand business organisation EDTechNZ, indicates on its website that educational technology is the fastest growing sector of a global smart education market worth US$100 billion, forecast to grow to US$394 by 2019. The same source indicates that Cloud-based educational technology is accelerating at 20% growth per annum and is forecast to reach US$12 billion by 2019. These returns are unequalled by most other economic sectors. Our concern in this article is that the market imperative based on selling has become a driving logic for digital technologies in schools while learning gets lost in the rush for companies to profit from schools, creating de facto privatisation by stealth. Aspects of the New Zealand educational context are used to illustrate our thinking, especially since most educational provision is still state owned and taxpayer funded.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1365623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44362026","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: 15

In conversation with Mark Olssen: on Foucault with Marx and Hegel 与马克·奥尔森对话——论福柯与马克思、黑格尔

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1334575

R. Raaper, M. Olssen

{"title":"In conversation with Mark Olssen: on Foucault with Marx and Hegel","authors":"R. Raaper, M. Olssen","doi":"10.1080/23265507.2017.1334575","DOIUrl":"https://doi.org/10.1080/23265507.2017.1334575","url":null,"abstract":"ABSTRACT It is challenging to define who Michel Foucault was, whether he was a theorist, a philosopher, a historian, or a critic. In many of his books, and essays, Foucault denied being a philosopher or a theorist, nor did he want to be called a writer or a prophet. He described himself as an experimenter by saying that his work simply consists of ‘philosophical fragments put to work in a historical field of problems’. Like Ball [2013. Foucault, power, and education. New York: Routledge, p. 2], we believe that Foucault tried hard not to be ‘a something’, opening up opportunities to develop and practise theory. Emeritus Professor Mark Olssen has written widely on Foucault’s theoretical underpinnings and legacy. This conversation aims to revisit Olssen’s work, as well as Foucault’s own writings in order to engage with Foucault’s philosophical background and the methods he developed. By exploring Foucault’s theoretical and methodological approaches, the conversation situates his work within broader traditions of social theory, particularly within the works of Marx and Hegel. Our conversation starts by discussing Foucault’s relationship with Marx and Hegel and moves towards his approach to history and his wider contribution to poststructuralist school of thought.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2017.1334575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49659677","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