Education As Change最新文献_第5页

Applying Foucault to Participatory Assessment in Higher Education: A Case Study in South Africa 福柯在高等教育参与性评价中的应用——以南非为例

IF 0.5 4区教育学

Education As Change Pub Date : 2022-09-30 DOI: 10.25159/1947-9417/9453

C. Ramhurry

引用次数: 0

Using Critical Policy Historiography in Education Policy Analysis: A South African Case Study 批判政策史学在教育政策分析中的应用:南非个案研究

IF 0.5 4区教育学

Education As Change Pub Date : 2022-08-31 DOI: 10.25159/1947-9417/10232

L. Govender

引用次数: 0

Translocal Social Movement Learning in the Face of COVID-19: Building Online Solidarity During Lockdowns 面对COVID-19的跨地方社会运动学习:在封锁期间建立在线团结

IF 0.5 4区教育学

Education As Change Pub Date : 2022-08-22 DOI: 10.25159/1947-9417/8883

Jonathan Langdon

引用次数: 0

Higher Education During the COVID-19 Pandemic: Responses and Challenges 2019冠状病毒病大流行期间的高等教育:应对与挑战

IF 0.5 4区教育学

Education As Change Pub Date : 2022-07-28 DOI: 10.25159/1947-9417/10024

Xuyan Wang, Xiaoya Sun

{"title":"Higher Education During the COVID-19 Pandemic: Responses and Challenges","authors":"Xuyan Wang, Xiaoya Sun","doi":"10.25159/1947-9417/10024","DOIUrl":"https://doi.org/10.25159/1947-9417/10024","url":null,"abstract":"The COVID-19 outbreak has had a significant influence on all aspects of society, and it is necessary to comprehend the responses of various stakeholders as well as the challenges that higher education has encountered in the aftermath of the outbreak. This study systematically analyses the measures taken by higher education stakeholders in response to the COVID-19 pandemic and the challenges faced by higher education in the post-COVID-19 era. To analyse the actions taken by higher education stakeholders and the challenges that remain, this study critically analyses government policy documents, reports from international organisations and perspectives of experts in the field of higher education, studies from Chinese journals, and international scientific literature. While stakeholders responded quickly during the outbreak, providing financial and material assistance, developing online learning, and facilitating international student mobility, the study finds that these measures are insufficient when compared to those in other sectors, and higher education stakeholders’ responses to COVID-19 have been fragmented, uncoordinated, and fraught with conflict and ambivalence. The study finds that higher education during the COVID-19 pandemic faces multiple challenges, with COVID-19 exacerbating inequities in educational access and educational achievement due to uneven educational infrastructure and resource allocation. The availability of infrastructure and the lack of preparedness of faculty and students have dimmed large-scale experiments in online education. Future international student mobility patterns may need to be restructured.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42628443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

What Universities Owe Democracy, by Ronald J. Daniels, with Grant Shreve and Phillip Spector 罗纳德·j·丹尼尔斯与格兰特·施里夫和菲利普·斯派特合著的《大学欠民主什么

IF 0.5 4区教育学

Education As Change Pub Date : 2022-07-28 DOI: 10.25159/1947-9417/11705

L. Sinwell

引用次数: 0

Pre-Primary English Teacher Education in Macau: Investigating a Teacher Educator’s Beliefs and Practices 澳门学前英语教师教育：一位教师教育者的信仰与实践

IF 0.5 4区教育学

Education As Change Pub Date : 2022-06-23 DOI: 10.25159/1947-9417/10592

B. Reynolds, Jin-Jy Shieh, Xuan Van Ha

{"title":"Pre-Primary English Teacher Education in Macau: Investigating a Teacher Educator’s Beliefs and Practices","authors":"B. Reynolds, Jin-Jy Shieh, Xuan Van Ha","doi":"10.25159/1947-9417/10592","DOIUrl":"https://doi.org/10.25159/1947-9417/10592","url":null,"abstract":"This qualitative case study explores a language teacher educator’s beliefs and practices regarding pre-primary English teacher education in Macau. The focal participant was an experienced English language teacher (20 years) and teacher educator who is a native speaker of American English. The data were collected over five years, and include written reflections, classroom observations, course syllabi, and interviews. The findings reveal that the teacher educator held six main beliefs regarding various aspects of language teacher education for the pre-primary level, namely, beliefs about (1) the purpose of pre-primary English teacher education, (2) being a teacher educator, (3) the nature of the teaching methodology course, (4) the students, (5) pre-school learners and learning, and (6) the development of the teaching methodology course. The educator’s beliefs were largely reflected in practice, as revealed in the course design, material selection, teaching, and the design of student assignments and other forms of assessment. The educator adjusted his/her practice over time in response to students’ needs, self-awareness, and the university policies. The teacher educator’s beliefs and practices were shown to be mutually informing.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41620459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What Universities Owe Democracy, by Ronald J. Daniels, with Grant Shreve and Phillip Spector 罗纳德·j·丹尼尔斯与格兰特·施里夫和菲利普·斯派特合著的《大学欠民主什么

IF 0.5 4区教育学

Education As Change Pub Date : 2022-06-23 DOI: 10.25159/1947-9417/10813

Shanshan Feng, Yiping Dai

引用次数: 0

Using Semantic Pathways to Reveal the “Depth” of Pre-Service Teachers’ Reflections 用语义路径揭示职前教师反思的“深度”

IF 0.5 4区教育学

Education As Change Pub Date : 2022-06-14 DOI: 10.25159/1947-9417/10013

L. Rusznyak

{"title":"Using Semantic Pathways to Reveal the “Depth” of Pre-Service Teachers’ Reflections","authors":"L. Rusznyak","doi":"10.25159/1947-9417/10013","DOIUrl":"https://doi.org/10.25159/1947-9417/10013","url":null,"abstract":"During teacher preparation programmes, pre-service teachers need to reflect meaningfully on their classroom experiences. However, some pre-service teachers tend to provide narrative accounts of classroom events and interactions. Mentors and assessors urge them to “probe more deeply” but give little guidance about what this entails. This study reports on an intervention in which reflection guidelines were changed after noticing how guidelines asked questions that limited professional learning. The revised set of guidelines prompted pre-service teachers to make iterative links between the theoretical insights gleaned from coursework and their experiential learning in classroom settings. The Semantics dimension from Legitimation Code Theory is used to compare the reflections written in response to the original and revised guidelines. Using the revised guidelines, two thirds of participants drew more intentionally on theoretical insights to interpret and explain their classroom experiences. The article concludes by suggesting several conditions for enabling pre-service teachers to write “deeper” reflections that are both theoretically informed and contextually responsive. These conditions include access to relevant concepts, guidelines that make expectations visible and access to a language of practice for providing feedback about what “probing more deeply” looks like. I argue that the concepts from Legitimation Code Theory offer such a language.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43821872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Teaching and Learning Paulo Freire: South Africa’s Communities of Struggle 保罗·弗莱雷:南非的斗争社区

IF 0.5 4区教育学

Education As Change Pub Date : 2022-05-27 DOI: 10.25159/1947-9417/9368

L. Sinwell

引用次数: 5

Alienated Learning in the Context of Curricular Reforms 课程改革背景下的异化学习

IF 0.5 4区教育学

Education As Change Pub Date : 2022-05-27 DOI: 10.25159/1947-9417/9680

Yi Lian, K. Tsang, J. L. Wong, G. Li

{"title":"Alienated Learning in the Context of Curricular Reforms","authors":"Yi Lian, K. Tsang, J. L. Wong, G. Li","doi":"10.25159/1947-9417/9680","DOIUrl":"https://doi.org/10.25159/1947-9417/9680","url":null,"abstract":"In neoliberal contexts, schools are accountable for educational quality, and effectiveness is measured by objective indicators, such as examination scores. Schools tend to become committed to preparing students for examinations rather than all-round and complete personal development, making it difficult for students to identify the meaningful connections between themselves and learning activities, and, in turn, resulting in negative learning experiences. Marxist theorists refer to this condition as alienated learning, that is, the internal contradiction between the learner’s self and learning labour. In contrast, curricular reforms across the globe have promoted a progressive pedagogy that values engaging students in the full range of life experiences in education, enabling them to overcome alienated learning. Yet the effects of curricular reforms are still unclear. The present study sheds light on the extent to which reforms permit students to confront alienated learning. To achieve this aim, the study investigated 44 Hong Kong secondary and undergraduate students with photovoice methods. Its findings suggest that the effects of these curricular reforms are minimal, though they offer opportunities for students to explore their interests. Many students will still experience alienated learning; their interests continue to be subordinated to examinations and even devalued by their schools and teachers.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45179454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1