Research in Education最新文献_第6页

New corporate players and educational policy: How might the Australian competition and consumer commission help us to understand AI’s associations with educational policy? 新的企业参与者和教育政策:澳大利亚竞争和消费者委员会如何帮助我们理解人工智能与教育政策的联系?

IF 1.3

Research in Education Pub Date : 2022-11-01 DOI: 10.1177/00345237221140140

J. Arantes

{"title":"New corporate players and educational policy: How might the Australian competition and consumer commission help us to understand AI’s associations with educational policy?","authors":"J. Arantes","doi":"10.1177/00345237221140140","DOIUrl":"https://doi.org/10.1177/00345237221140140","url":null,"abstract":"In the last decade education has experienced a shift from privatization to commercialization. This paper argues that the commercialization of education has evolved more recently as a result of artificially intelligent corporate players, enabling forms of insights sales called ‘Dark Advertising’. It unpacks how Dark Advertising are profiting from data-driven predictions that reveal where demand is emerging, rather than responding to perceived problems by examining reports by the Australian Competition and Consumer Commission (ACCC). Able to produce techno-solutions ‘just in time’ through Dark Advertising, Dark Advertising are considered to be enabling new forms of governance and influencing educational policy. Findings of the examination reveal associations in terms of teachers’ privacy, ability to provide consent, and agency. Arguably, circumnavigating Codes of Conduct and Privacy legislation, the author calls for greater scrutiny into various information asymmetries associated with Insight Sales strategies that predict, nudge and experiment with teachers’ behavior for profit.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"1 1","pages":"45 - 63"},"PeriodicalIF":1.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90064584","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 undergraduates’ stories about their learning experiences analysed using the lens of fairy tales 用童话的视角分析大学生关于学习经历的故事

IF 1.3

Research in Education Pub Date : 2022-11-01 DOI: 10.1177/00345237221139886

G. Sherwood

{"title":"A review of undergraduates’ stories about their learning experiences analysed using the lens of fairy tales","authors":"G. Sherwood","doi":"10.1177/00345237221139886","DOIUrl":"https://doi.org/10.1177/00345237221139886","url":null,"abstract":"Storytelling is an aspect of research that has gathered significant popularity but is less commonly discussed in the context of student feedback. This paper focuses on how it can be applied to improve a dialogue and relationship with the student so that their learning can be understood in more depth. Forty-seven undergraduates studying an Early Childhood degree in England shared their stories and analysis indicated a synergy between the content, the patterns and themes that are found in fairy tales. This framework led to a deeper insight into the factors that impact their learning experiences. Three structures found in fairy tales are described in this paper; ‘contractual’, which explains how rules that reflect the values of the individual are shaped by society and culture; ‘performative’, that communicate emotions experienced during struggles and challenges; and ‘disjunctive’, that describe the journey of change and transformation within the story (Greimas AJ (1983) Structural Semantics. Lincoln: University of Nebraska Press). Within each story the author identified examples of aspects that were strange and familiar and others that were familiar, yet strange, uncovering students’ priorities and uprooting the writer’s hidden assumptions (Bruner J (2003) Making Stories: Law, Literature, Life. Cambridge Massachusetts: Harvard University Press). The paper concludes that when lecturers analyse storytelling in this way it becomes a dialogue that contributes to relational pedagogy.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"7 1","pages":"3 - 19"},"PeriodicalIF":1.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73284369","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

Theorizing Māori-Philippine solidarities through agential realism and punk rock pedagogy 通过代理现实主义和朋克摇滚教学法理论化Māori-Philippine团结

IF 1.3

Research in Education Pub Date : 2022-08-03 DOI: 10.1177/00345237221110917

N. Romero, M. Estellés, Wairehu Grant

引用次数: 1

Editorial: Special Issue “Language and Landscape” 社论:特刊《语言与景观》

IF 1.3

Research in Education Pub Date : 2022-06-21 DOI: 10.37119/ojs2022.v27i2b.638

Melanie Griffith Brice

引用次数: 0

Nahkawēwin Revitalization: A Mini Language Nest Created With Hope and Determination. Nahkawēwin振兴:一个充满希望和决心的迷你语言之巢。

IF 1.3

Research in Education Pub Date : 2022-06-21 DOI: 10.37119/ojs2022.v27i2b.619

Denise A. D. Kennedy

{"title":"Nahkawēwin Revitalization: A Mini Language Nest Created With Hope and Determination.","authors":"Denise A. D. Kennedy","doi":"10.37119/ojs2022.v27i2b.619","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2b.619","url":null,"abstract":"This research based on my master's thesis explores Nahkawēwin language revitalization. This study draws on the language nest model, which first originated with Maori grandmothers and their grandchildren in the 1970s. In this study, my mother and I created what I refer to as a \"mini\" language nest in both of our homes to teach my children Nahkawēwin in a holistic manner. I call this a \"mini\" language nest because our nest only involved myself, my mother, and my children, when other language nests around the world have had multiple grandmothers and children who are participants of the language nest. This article aims to show how this approach to language nests can be used to revitalize or revive a language using intergeneration learning and teaching. In this study, I reflect on the different challenges one may face while creating a mini language nest, and how one might overcome these challenges through different language strategies, frameworks, and teaching tools. I do not wish to present language nests as a foolproof solution; rather, I share the reality of how one thought or intention can change the outcome of language learning in a positive manner. The language nest did not only teach my children their language, it brought us together with compassion, enthusiasm, and hope.\u0000Keywords: Indigenous, language, revitalization, revival, language nest, linguistic landscape, intergenerational learning.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82124759","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

Our Language is From the Land: niinyanaan nutr piyii la laange 我们的语言来自土地:niinyanaan nutr piyii la laange

IF 1.3

Research in Education Pub Date : 2022-06-21 DOI: 10.37119/ojs2022.v27i2b.618

S. Cardinal

引用次数: 0

Miskasowin askîhk: Coming to Know Oneself on the Land Miskasowin问khk:在土地上认识自己

IF 1.3

Research in Education Pub Date : 2022-06-21 DOI: 10.37119/ojs2022.v27i2b.615

Tammy Ratt

{"title":"Miskasowin askîhk: Coming to Know Oneself on the Land","authors":"Tammy Ratt","doi":"10.37119/ojs2022.v27i2b.615","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2b.615","url":null,"abstract":"miskâsowin askîhk is a nêhiyawêwin word that translates roughly “as finding oneself on the land.” Throughout this paper, I aim to tell a story about the journey I have taken on the land, with the language. The paper also addresses a process of coming to find myself throughout these experiences and relationships with land and language. Through my stories on the land, I have learned that I belong to the land and that the land teaches me. The article also shares what I have learned from Elders, Knowledge Keepers and literature. Namely, learning language on the land, with the land's resources, is an effective way to revitalize language and reclaim Indigenous identity in a balanced way. I finish this paper with the description of a project that I would like to research further. The project involves hand making beaded leather mitts while learning to speak nêhiyawêwin. This project is connected to asōnamēkēwin, a word in nêhiyawêwin that means that it is our responsibility to pass on knowledge that we learn. This is another important nêhiyawêwin phrase that guides me on this journey. It is my responsibility and I pass this responsibility onto anybody that I teach, to teach what they learn.\u0000 Keywords: land-based learning, Cree language learning, language revitalization, best practices","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"47 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90952723","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

Shadows and Light: Professional Women Educators Transitioning to Academe 阴影与光明:职业女性教育工作者向学术界的过渡

IF 1.3

Research in Education Pub Date : 2022-06-16 DOI: 10.37119/ojs2022.v27i2a.523

Candy Skyhar, A. Farrell

{"title":"Shadows and Light: Professional Women Educators Transitioning to Academe","authors":"Candy Skyhar, A. Farrell","doi":"10.37119/ojs2022.v27i2a.523","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2a.523","url":null,"abstract":"Many professional women educators make the transition from school settings to academe after significant graduate work in their field(s). This transition, which often occurs on a mid- to late-career trajectory, places such individuals within liminal spaces on many levels as they inevitably must navigate unfamiliar, often alien, territory that frequently does not recognize or respect the experiences with which they enter their new university contexts. The collaborative autoethnographic study we embarked upon involved examining our own experiences of making this transition. By revisiting an academic year’s worth of recorded conversations and analyzing them through an ecofeminist lens, we considered the lessons we had learned through engaging in a program renewal process and designing and co-teaching new courses in our first few years as faculty, as well as how these lessons impacted our emerging identities as new teacher educators. Our findings included three broad lessons learned: Beware of Institutionally Invisible Work; This is not High School, Dorothy; and Two Heads and Hearts are One. These lessons taught us to navigate the shadow places (Plumwood, 2008) of academe, including the delegitimization of teaching, nurturing and service work and the dematerialisation (Plumwood, 2008) associated with such delegitimization, and to embrace the light we found rooted in interconnectedness, an ethic of care, and our mutual recognition of the other. Moreover, these lessons offer others in the field ways of understanding the difficult transition to academe undertaken by professional women educators and the complexity of academic/teacher educator identity formation.\u0000Keywords: professional women educators, ecofeminist, institutionally invisible work, teacher educator identity, transition to academe, program renewal, collaborative autoethnography, borderland discourse, mutual recognition, shadow places, ethic of care","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"245 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73187051","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

Relationship-Based, In-Service Learning for Teachers of Indigenous Students 原住民学生教师基于关系的在职学习

IF 1.3

Research in Education Pub Date : 2022-06-16 DOI: 10.37119/ojs2022.v27i2a.533

M. Moon, Paul Berger

引用次数: 0

Teacher motivation in Chile: Motivational profiles and teaching quality in an incentive-based education system 智利的教师动机:基于激励的教育体系中的动机概况和教学质量

IF 1.3

Research in Education Pub Date : 2022-05-23 DOI: 10.1177/00345237221090541

Miguel Órdenes, E. Treviño, Rosario Escribano, D. Carrasco

{"title":"Teacher motivation in Chile: Motivational profiles and teaching quality in an incentive-based education system","authors":"Miguel Órdenes, E. Treviño, Rosario Escribano, D. Carrasco","doi":"10.1177/00345237221090541","DOIUrl":"https://doi.org/10.1177/00345237221090541","url":null,"abstract":"This study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers’ instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers’ profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"49 1","pages":"3 - 28"},"PeriodicalIF":1.3,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90537325","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