Abstract In this paper, I will reflect on the initial reconnaissance, action, and reflection cycle of my doctoral research, exploring Community Philosophy as a tool for critical parental engagement in a primary school (Elliot, 1991). I will examine how I reflexively engaged with my influence on participants, which then significantly influenced the framing of, and the planning for, the second action research cycle. The challenges that the initial stages of my research have presented will be considered using Herr and Anderson’s five components of validity (Herr and Anderson, 2014). I then use the four Chronotopes of Research developed by Kamberelis and Dimitriadis (2005) to discuss the implications for my understanding of positioning, authenticity and transformation, and the resultant reframing of my research. In order to set the context for my research, I begin by giving a brief overview of my own interest in ‘democratic voice’. This is followed by an exploration of the current ‘closing the gap’ discourse in English education (OFSTED, 2013; Social Mobility and Child Poverty Commission, 2014; Wilshaw, 2013), to demonstrate how parental engagement has become individualised, lacks democratic voice, and often valorises middle class parents. Hence I will argue that there is a need for a more democratic and collective model of parental engagement, and make a case for justifying Community Philosophy as a possible model.
在本文中，我将反思我的博士研究的最初侦察，行动和反思周期，探索社区哲学作为小学批判性父母参与的工具(Elliot, 1991)。我将研究我是如何反射性地对参与者施加影响的，这对第二个行动研究周期的框架和规划产生了重大影响。我的研究的初始阶段所提出的挑战将使用Herr和Anderson的五个效度组成部分来考虑(Herr和Anderson, 2014)。然后，我使用Kamberelis和Dimitriadis(2005)开发的四种研究时位(Chronotopes of Research)来讨论我对定位、真实性和转型的理解的影响，以及由此产生的研究重构。为了为我的研究设定背景，我首先简要概述了我自己对“民主声音”的兴趣。接下来是对当前英语教育中“缩小差距”话语的探索(OFSTED, 2013;社会流动和儿童贫困委员会，2014;Wilshaw, 2013)，以证明父母的参与是如何变得个性化的，缺乏民主的声音，并且经常高估中产阶级的父母。因此，我认为有必要建立一种更加民主和集体的父母参与模式，并为社区哲学作为一种可能的模式辩护。
{"title":"Exploring Community Philosophy as a tool for parental engagement in a primary school","authors":"Charlotte Haines Lyon","doi":"10.1515/ijtr-2015-0011","DOIUrl":"https://doi.org/10.1515/ijtr-2015-0011","url":null,"abstract":"Abstract In this paper, I will reflect on the initial reconnaissance, action, and reflection cycle of my doctoral research, exploring Community Philosophy as a tool for critical parental engagement in a primary school (Elliot, 1991). I will examine how I reflexively engaged with my influence on participants, which then significantly influenced the framing of, and the planning for, the second action research cycle. The challenges that the initial stages of my research have presented will be considered using Herr and Anderson’s five components of validity (Herr and Anderson, 2014). I then use the four Chronotopes of Research developed by Kamberelis and Dimitriadis (2005) to discuss the implications for my understanding of positioning, authenticity and transformation, and the resultant reframing of my research. In order to set the context for my research, I begin by giving a brief overview of my own interest in ‘democratic voice’. This is followed by an exploration of the current ‘closing the gap’ discourse in English education (OFSTED, 2013; Social Mobility and Child Poverty Commission, 2014; Wilshaw, 2013), to demonstrate how parental engagement has become individualised, lacks democratic voice, and often valorises middle class parents. Hence I will argue that there is a need for a more democratic and collective model of parental engagement, and make a case for justifying Community Philosophy as a possible model.","PeriodicalId":142117,"journal":{"name":"International Journal for Transformative Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127033867","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}
Pub Date : 1900-01-01DOI: 10.20855/IJAV.2003.8.2131
G. Zurita-Villarroel, A. Ågren
There is a steadily growing demand for reliable, non-invasive measurement methods which can be used to monitor combustion in diesel engines. An effective, non-invasive method would make it possible for those using diesel engines to economically detect malfunctions during combustion. The main objective of this paper is to show how, through reconstruction, it is possible to generate data on combustion parameters, which can then be used for engine diagnostics. The combustion parameters are the maximum cylinder pressure (pmax, ) and the derivative of the pressure rise (dp/da). The idea is based on reconstruction by using the transfer function, TF, from the combustion chamber to the engine surface and the measured vibration response signal of the engine surface. The analysis is based on a non-linear method called complex cepstrum and signal processing techniques. The TFs were modified to fit slightly different situations such as other cylinders of the same engine; where use can be made of symmetry. A new approach based on a new tailor-made window for reconstruction of the cylinder pressure is also presented. A matrix with engine TFs for varying speed and load was obtained. The matrix can be used as a data bank of TFs for reconstruction of the cylinder pressure at different operating conditions. An extensive analysis of the cycle-to-cycle variations was carried out, both for the measured and reconstructed cylinder pressure. The main parameters of the cylinder pressure; the maximum cylinder pressure (pmax, ) and the derivative of the pressure rise (dp/da), are thoroughly examined in order to validate the procedure.
{"title":"A new approach to diagnostics of the combustion process in diesel engines using vibration measurements. Part 1 : Reconstruction of cylinder pressure from vibration measurements","authors":"G. Zurita-Villarroel, A. Ågren","doi":"10.20855/IJAV.2003.8.2131","DOIUrl":"https://doi.org/10.20855/IJAV.2003.8.2131","url":null,"abstract":"There is a steadily growing demand for reliable, non-invasive measurement methods which can be used to monitor combustion in diesel engines. An effective, non-invasive method would make it possible for those using diesel engines to economically detect malfunctions during combustion. The main objective of this paper is to show how, through reconstruction, it is possible to generate data on combustion parameters, which can then be used for engine diagnostics. The combustion parameters are the maximum cylinder pressure (pmax, ) and the derivative of the pressure rise (dp/da). The idea is based on reconstruction by using the transfer function, TF, from the combustion chamber to the engine surface and the measured vibration response signal of the engine surface. The analysis is based on a non-linear method called complex cepstrum and signal processing techniques. The TFs were modified to fit slightly different situations such as other cylinders of the same engine; where use can be made of symmetry. A new approach based on a new tailor-made window for reconstruction of the cylinder pressure is also presented. A matrix with engine TFs for varying speed and load was obtained. The matrix can be used as a data bank of TFs for reconstruction of the cylinder pressure at different operating conditions. An extensive analysis of the cycle-to-cycle variations was carried out, both for the measured and reconstructed cylinder pressure. The main parameters of the cylinder pressure; the maximum cylinder pressure (pmax, ) and the derivative of the pressure rise (dp/da), are thoroughly examined in order to validate the procedure.","PeriodicalId":142117,"journal":{"name":"International Journal for Transformative Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124760266","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}
Abstract In its broadest and historical sense, place-based education refers to education that occurs outside of the physical boundaries of a school building (Dewey 1910; Sobel 1996; Theobald 1997; Woodhouse and Knapp 2000). Place-based education, colloquially referred to as the ‘field trip’, is predominantly considered a pedagogic tool of the sciences. It involves a physical movement from the school-based location to a place of interest, for example, a geography field trip to an ecological landscape or science visit to a local museum. This paper considers the use of virtual world field trips (VWFTs) within the context of a pre-service Teacher Education programme. The paper presents data from one undergraduate module offered on a programme of initial teacher education. The paper identifies three significant elements of virtual world field trips: place, people and content. First, the virtual world can provide access to places not possible in the offline context as a result of geographic, economic or religious factors. Second, exposure to and dialogue with a variety of world views can challenge students’ assumptions, facilitate reflection and provide an opportunity for oneto-one teaching encounters. Third, from a teacher educator perspective, engagement in virtual world field trips can provide a space for teachers to model teaching methodologies and model creative learning techniques, thus providing student teachers with an insight into different approaches to teaching.
从最广泛和历史的意义上讲，基于地方的教育是指在学校建筑的物理边界之外发生的教育(Dewey 1910;索贝尔1996;西奥博尔德1997;Woodhouse and Knapp 2000)。在地教育，俗称“实地考察”，主要被认为是一种科学教学工具。它包括从学校到一个感兴趣的地方的物理运动，例如，到生态景观的地理实地考察或到当地博物馆的科学参观。本文考虑在职前教师教育计划的背景下使用虚拟世界实地考察(VWFTs)。本文介绍了在初级教师教育项目中提供的一个本科模块的数据。本文确定了虚拟世界实地考察的三个重要要素:地点、人和内容。首先，由于地理、经济或宗教因素，虚拟世界可以让人们进入离线环境中无法到达的地方。其次，接触各种世界观并与之对话可以挑战学生的假设，促进反思，并提供一对一教学接触的机会。第三，从教师教育工作者的角度来看，参与虚拟世界实地考察可以为教师提供一个空间来模拟教学方法和模拟创造性学习技术，从而使实习教师了解不同的教学方法。
{"title":"A brave new world: considering the pedagogic potential of Virtual World Field Trips (VWFTs) in initial teacher education","authors":"S. Fitzsimons, M. Farren","doi":"10.1515/ijtr-2016-0002","DOIUrl":"https://doi.org/10.1515/ijtr-2016-0002","url":null,"abstract":"Abstract In its broadest and historical sense, place-based education refers to education that occurs outside of the physical boundaries of a school building (Dewey 1910; Sobel 1996; Theobald 1997; Woodhouse and Knapp 2000). Place-based education, colloquially referred to as the ‘field trip’, is predominantly considered a pedagogic tool of the sciences. It involves a physical movement from the school-based location to a place of interest, for example, a geography field trip to an ecological landscape or science visit to a local museum. This paper considers the use of virtual world field trips (VWFTs) within the context of a pre-service Teacher Education programme. The paper presents data from one undergraduate module offered on a programme of initial teacher education. The paper identifies three significant elements of virtual world field trips: place, people and content. First, the virtual world can provide access to places not possible in the offline context as a result of geographic, economic or religious factors. Second, exposure to and dialogue with a variety of world views can challenge students’ assumptions, facilitate reflection and provide an opportunity for oneto-one teaching encounters. Third, from a teacher educator perspective, engagement in virtual world field trips can provide a space for teachers to model teaching methodologies and model creative learning techniques, thus providing student teachers with an insight into different approaches to teaching.","PeriodicalId":142117,"journal":{"name":"International Journal for Transformative Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126146425","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}
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