Open Review of Educational Research最新文献_第3页

The use of ICT by second-year college students and its relation with their interaction and sense of belonging 二年级大学生信息通信技术的使用及其与互动和归属感的关系

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1394798

Nasser Mohamedhoesein

引用次数: 3

Dewey’s Democracy and Education in the age of digital reason: the global, ecological and digital turns 杜威的民主与数字理性时代的教育：全球、生态与数字转向

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1395290

M. Peters, P. Jandrić

{"title":"Dewey’s Democracy and Education in the age of digital reason: the global, ecological and digital turns","authors":"M. Peters, P. Jandrić","doi":"10.1080/23265507.2017.1395290","DOIUrl":"https://doi.org/10.1080/23265507.2017.1395290","url":null,"abstract":"ABSTRACT Dewey was perhaps the foremost theorist and advocate of participatory democracy as an ethical ideal based on a belief and faith in human experience as a general theory of education that would generate the requisite aims and methods for what he called ‘organized intelligence’ and what we might call today ‘collective intelligence’ – that is, as he says, ‘faith in democracy is all one with faith in experience and education’. In this paper we revisit Dewey’s Democracy and Education. An introduction to the philosophy of education (1916/2001) in order to evaluate the growth and development of democracy against the decline of social democracy in the West. We identify the three turns which separate democracy of Dewey’s times and democracy of today – the global, the ecological, and the digital turn – and relate them to changing notions of citizenship. We analyse complex interplay between the turns, and show that they cannot be understood and / or analysed in separation. While the identified turns have indeed significantly changed circumstances in which Dewey produced his understanding of democracy, we conclude that his work still carries a lot of value and call for its reinvention in and for the age of digital reason.","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/10.1080/23265507.2017.1395290","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41834195","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

Definitions and models of statistical literacy: a literature review 统计素养的定义和模型:文献综述

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1354313

Sashi Sharma

引用次数: 60

Contesting PLD services: the case of CORE Education PLD服务之争:以CORE教育为例

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1394799

J. O’Neill

{"title":"Contesting PLD services: the case of CORE Education","authors":"J. O’Neill","doi":"10.1080/23265507.2017.1394799","DOIUrl":"https://doi.org/10.1080/23265507.2017.1394799","url":null,"abstract":"ABSTRACT The article is derived from a larger study of charities, philanthropists, policy entrepreneurs and international businesses in state schooling in Aotearoa New Zealand. The article considers the formation of a private professional services provider, CORE Education, and its recent corporate trajectory following the government’s decision in 2009 to make all School Support Services provision contestable by private providers. CORE Education is an interesting case of schooling privatization because the organizational structure comprises both a not-for-profit charitable educational trust and a wholly owned, for-profit business. CORE’s activities also illustrate the new network governance modality in schooling. In this modality, both bureaucratic and market forms of schooling services delivery are being displaced by fluid networks of domestic and offshore policy actors who seek strategic and tactical alliances in order to advance their voice and agency in schooling services policy development, delivery and evaluation. The article adopts a critical policy scholarship approach drawing on theories of social network analysis and network policy governance. The article claims that network alliances serve to blur the distinctions between for-profit and not-for-profit activity, between state, NGO and philanthropic actors and, ultimately, between what counts as private and what counts as public in state schooling.","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/10.1080/23265507.2017.1394799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48117496","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

Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology 教师人格:心理学研究综述及教育心理学更全面理论的指导

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1339572

L. Göncz

{"title":"Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology","authors":"L. Göncz","doi":"10.1080/23265507.2017.1339572","DOIUrl":"https://doi.org/10.1080/23265507.2017.1339572","url":null,"abstract":"ABSTRACT The current review aims to demonstrate that findings from personality theories can help educational psychology craft a more thorough explanation of the role of teacher personality in the educational process. This topic seemed to have been inadvertently omitted. The following five groups of studies in psychology and related fields (classified based on their research objectives) are critically analysed: studies of teacher typologies, studies of teachers’ desirable and undesirable features, studies of teachers’ professional behaviours and their influence on students, studies of teachers’ professional identity and studies of teacher personality within the framework of personality theories (particularly within the Five-Factor Model of personality). Arguments in support of personality theories, and methodological dilemmas in assessing teachers’ personalities involving data collection and research design are also discussed. The article suggests that those findings on teachers’ personalities acquired in the context of personality theories might currently serve as the best starting point for a more comprehensive psychological theory of teacher personality in educational psychology – particularly when considered alongside current knowledge regarding small social group management and aspects of learning and development theories. Thus, the current review might serve as the basis for a separate field within school psychology focused on the psychological aspects of the pedagogical profession.","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/10.1080/23265507.2017.1339572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42574022","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: 54

Some new ways of thinking about some old ways of reading: transactional aesthetics, literature and the agon 对旧阅读方式的一些新思考方式：交易美学、文学和潮流

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1365622

Dustin C. Hellberg

引用次数: 1

Advice for writing a thesis (based on what examiners do) 写论文的建议(基于考官的做法)

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1300862

C. Golding

{"title":"Advice for writing a thesis (based on what examiners do)","authors":"C. Golding","doi":"10.1080/23265507.2017.1300862","DOIUrl":"https://doi.org/10.1080/23265507.2017.1300862","url":null,"abstract":"ABSTRACT In the article, ‘What examiners do: What thesis students should know’, we identified 11 things that thesis examiners do as they read and judge a thesis. But, we left a gap in the research: knowing this, What should thesis students do to write for their examiners? In this article, I fill the gap. The advice for thesis students is: first, treat your examiners as friends who want you to pass, and write calmly without agonising about getting it perfect. Aim to make your thesis reader-friendly, and do a thorough proofread to remove distracting errors. Identify the field(s) you will contribute to, and make your thesis interesting and convincing for examiners from this field. Write a draft, get feedback and use this to improve your thesis. Help your examiners to follow your train of thought: explain what you are doing and why, especially if your thesis differs from what they would expect. Convince your examiners that you have a sound interpretation of the literature, an important topic and an appropriate method, and that your conclusions make a significant, publishable contribution to your field. When you have submitted, expect lots of examiner comments, most of which can help you improve.","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/10.1080/23265507.2017.1300862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48137133","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: 9

Antipodean theory for educational research 反波德教育研究理论

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1337555

G. Stewart, S. Arndt, Tina Besley, Nesta Devine, Daniella J. Forster, A. Gibbons, E. Grierson, L. Jackson, P. Jandrić, K. Locke, M. Peters, M. Tesar

引用次数: 13

Be(com)ing a reflexive researcher: a developmental approach to research methodology 做一个反射性研究者：研究方法论的发展途径

Open Review of Educational Research Pub Date : 2017-01-01 DOI: 10.1080/23265507.2017.1300068

M. Attia, J. Edge

{"title":"Be(com)ing a reflexive researcher: a developmental approach to research methodology","authors":"M. Attia, J. Edge","doi":"10.1080/23265507.2017.1300068","DOIUrl":"https://doi.org/10.1080/23265507.2017.1300068","url":null,"abstract":"ABSTRACT Our purpose in this article is to achieve a shift of focus away from a view of research methods as objectified procedures to be learnt by researchers, and towards the development of researchers who craft procedures integral to the environments in which they operate – environments of which they are also a functioning constituent. A key element in such a perspective is the conceptualisation (and practice) of the relationship between development and reflexivity. Reflexivity involves a process of on-going mutual shaping between researcher and research. Development involves an increase in awareness of such processes of interaction between organism and context. Rather than see development only as a welcome side-effect of reflexive research, we treat development of the researcher as central, with reflexivity in an instrumental relationship to this on-going process. With regard to the pragmatic implementation of these concepts, we emphasise the importance of the researcher consciously stepping back from action in order to theorise what is taking place, and also stepping up to be an active part of that contextualised action. We exemplify the processes involved using research data taken from a doctoral study into the role of technology in the teaching of Arabic. The first section of this article explores the idea of a developmental approach. The second unpacks our sense of reflexivity. The third section exemplifies our discussion through the experiences of a researcher in the field. The concluding section summarises and restates our argument regarding the potential usefulness of adopting a developmental approach to the conduct of 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/10.1080/23265507.2017.1300068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43270050","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: 173

Gender differences in boys’ and girls’ perception of teaching and learning mathematics 男女学生数学教与学认知的性别差异

Open Review of Educational Research Pub Date : 2016-01-01 DOI: 10.1080/23265507.2015.1127770

Marcus Samuelsson, Joakim Samuelsson

引用次数: 39