{"title":"Justificatory Literacy and the Minimum Conception of Schooling.","authors":"Justin Lonsbury","doi":"10.7459/EPT/36.1.14_06","DOIUrl":"https://doi.org/10.7459/EPT/36.1.14_06","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/EPT/36.1.14_06","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348639","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}
{"title":"Discrimination, Survival and Tradition as Argumentation for Academic Dishonesty","authors":"Y. Peled, Sliman Khaldy","doi":"10.7459/EPT/35.1.04","DOIUrl":"https://doi.org/10.7459/EPT/35.1.04","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/EPT/35.1.04","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348515","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}
{"title":"A Research Study of Pre-Service Elementary Teachers' Attitudes toward the Instructional Value of Film.","authors":"W. Russell, Stewart Waters","doi":"10.7459/EPT/35.1.06","DOIUrl":"https://doi.org/10.7459/EPT/35.1.06","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/EPT/35.1.06","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348524","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}
{"title":"Role Play in Values Education: Refining the Practice.","authors":"L. Brady","doi":"10.7459/EPT/35.2.03","DOIUrl":"https://doi.org/10.7459/EPT/35.2.03","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348533","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}
{"title":"Maximizing the benefits of the use of rubrics to promote assessment for learning in inquiry study","authors":"M. Cheng, Tai Hoi Theodore Lee","doi":"10.7459/EPT/32.2.02","DOIUrl":"https://doi.org/10.7459/EPT/32.2.02","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/EPT/32.2.02","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348739","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}
{"title":"Secondary History Teachers' Responses to Historical Narratives in School History Textbooks: The Russian Federation.","authors":"J. Zajda, Kenneth H. Smith","doi":"10.7459/EPT/35.2.04","DOIUrl":"https://doi.org/10.7459/EPT/35.2.04","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/EPT/35.2.04","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348539","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}
Voluntary lateness and voluntary absence may be considered dysfunctional behaviours in schools. However, only few studies focus on the relationship between them and ethics. This study will explore the relationships between these behaviours and organizational ethics. Participants were 1,016 teachers. GLIMMIX procedure was used for a simultaneous consideration of voluntary lateness and voluntary absence. Results showed that lateness was related to formal climate and to distributive justice, representing extrinsic ethical motivation factors. Absence was related to caring climate, representing intrinsic ethical motivation factors. The findings may direct principals to focus on improving ethical perceptions among teachers through programs on ethics.
{"title":"An Ethical Approach to Teachers' Dysfunctional Behaviours: Voluntary Lateness and Voluntary Absence.","authors":"Orly Shapira-Lishchinsky","doi":"10.7459/EPT/35.2.05","DOIUrl":"https://doi.org/10.7459/EPT/35.2.05","url":null,"abstract":"Voluntary lateness and voluntary absence may be considered dysfunctional behaviours in schools. However, only few studies focus on the relationship between them and ethics. This study will explore the relationships between these behaviours and organizational ethics. Participants were 1,016 teachers. GLIMMIX procedure was used for a simultaneous consideration of voluntary lateness and voluntary absence. Results showed that lateness was related to formal climate and to distributive justice, representing extrinsic ethical motivation factors. Absence was related to caring climate, representing intrinsic ethical motivation factors. The findings may direct principals to focus on improving ethical perceptions among teachers through programs on ethics.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348548","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}
Article outlining concept of 'refraction' developed as part of the RIAIPE3 study – an inter-university programme exploring equity and social cohesion policies in higher education. In much of our experiences of, and research in, educational policy we see how global and national policies are often reinterpreted and redirected at local and classroom level. In this paper, we highlight some initial thoughts relating to the development of the concept of ‘refraction’ as a lens for both theoretical development and for informing methodological approaches and empirical investigation that may provide rich and contextualised understandings of schools and practice. As an emerging concept ‘refraction’ draws on a range of existing traditions and approaches in the social sciences with several key areas for exploration and investigation. Broadly however, refraction in education may be seen as a change in direction arising from individuals’ and groups’ own beliefs, practice and trajectories that are at odds with dominant waves of reform and policies introduced into the field. This type of ‘bending’ or mediation occurs in various ways and for numerous reasons and must be viewed as crucial elements for analysis, as not only do they highlight alternative and pre-figurative antecedents, forms and models of practice, they also illustrate the interaction between ideology and structures and individual and collective practice and action. Firstly, from this perspective, we suggest that research in the field should be contextualised and analysed in relation to historical periodisation and the broader movements, cycles and waves of reform. Secondly, in researching current practice within a broader social-historical context, we can better understand and illuminate the effects of ideology and power and how these are exerted through policies. However, such analyses alone would imply a sense of determinism, with power and ideology as totalising and actors as merely passive and subject to its effects. Analyses therefore, need to account for and examine alternative discourse, movements and practice and the conditions under which they occur. Moreover, in attempting to address the dichotomy of structure and agency, there is a need to elicit qualitative accounts of practitioners in order to explore how, and to what extent, their own trajectories, life histories and professional identities influence their practice, mediate policies and negate the effects of ideology and power. Furthermore, approaches that elucidate pre-figurative practice, politics, discourse and language through narrative inquiry, and the ways in which actors make meaning of their own lives and professional practice, not only offer us detailed pictures of subjective realities but also allow us to highlight alternative practices and oppositional discourses that are often overlooked, or brushed aside, in official discourse. Set against the current period of significant social and political upheaval and uncertainty, we
{"title":"Developing a concept of ‘refraction’: exploring educational change and oppositional practice","authors":"I. Goodson, T. Rudd","doi":"10.7459/EPT/34.1.02","DOIUrl":"https://doi.org/10.7459/EPT/34.1.02","url":null,"abstract":"Article outlining concept of 'refraction' developed as part of the RIAIPE3 study – an inter-university programme exploring equity and social cohesion policies in higher education. In much of our experiences of, and research in, educational policy we see how global and national policies are often reinterpreted and redirected at local and classroom level. In this paper, we highlight some initial thoughts relating to the development of the concept of ‘refraction’ as a lens for both theoretical development and for informing methodological approaches and empirical investigation that may provide rich and contextualised understandings of schools and practice. As an emerging concept ‘refraction’ draws on a range of existing traditions and approaches in the social sciences with several key areas for exploration and investigation. Broadly however, refraction in education may be seen as a change in direction arising from individuals’ and groups’ own beliefs, practice and trajectories that are at odds with dominant waves of reform and policies introduced into the field. This type of ‘bending’ or mediation occurs in various ways and for numerous reasons and must be viewed as crucial elements for analysis, as not only do they highlight alternative and pre-figurative antecedents, forms and models of practice, they also illustrate the interaction between ideology and structures and individual and collective practice and action. Firstly, from this perspective, we suggest that research in the field should be contextualised and analysed in relation to historical periodisation and the broader movements, cycles and waves of reform. Secondly, in researching current practice within a broader social-historical context, we can better understand and illuminate the effects of ideology and power and how these are exerted through policies. However, such analyses alone would imply a sense of determinism, with power and ideology as totalising and actors as merely passive and subject to its effects. Analyses therefore, need to account for and examine alternative discourse, movements and practice and the conditions under which they occur. Moreover, in attempting to address the dichotomy of structure and agency, there is a need to elicit qualitative accounts of practitioners in order to explore how, and to what extent, their own trajectories, life histories and professional identities influence their practice, mediate policies and negate the effects of ideology and power. Furthermore, approaches that elucidate pre-figurative practice, politics, discourse and language through narrative inquiry, and the ways in which actors make meaning of their own lives and professional practice, not only offer us detailed pictures of subjective realities but also allow us to highlight alternative practices and oppositional discourses that are often overlooked, or brushed aside, in official discourse. Set against the current period of significant social and political upheaval and uncertainty, we ","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/EPT/34.1.02","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348891","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}
{"title":"The Teacher as a Common Enemy: Creating Cohesion in a Conflict Resolution Course- A Case Study","authors":"Z. Gross","doi":"10.7459/EPT/34.1.06","DOIUrl":"https://doi.org/10.7459/EPT/34.1.06","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/EPT/34.1.06","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348910","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}
{"title":"Educating New Citizens: The Role of Patriotic Education in The Post-Soviet Countries.","authors":"A. Rapoport","doi":"10.7459/EPT/34.2.06","DOIUrl":"https://doi.org/10.7459/EPT/34.2.06","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/EPT/34.2.06","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71348498","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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