Pub Date : 2023-11-23DOI: 10.1177/00345237231216991
Christopher Hanley, Edda Sant
Doctoral study can be emotionally and psychologically challenging for students and supervisors. They can feel lost in the process, isolated and emotionally drained. It might be tempting for the supervisor to downplay such difficulties to protect the student. In this paper we argue that such challenges can be pedagogically developmental and ought to be acknowledged. This paper introduces three philosophical concepts: touch, tact and swerve. They are concerned with human intentionality in practical contexts and enable us to accomplish two things. Firstly, conceptualise the fluid, dynamic interplay of thoughts, emotions and psychological states in doctoral supervision; secondly, generate new tools for analysing the doctoral process. Our concepts are derived from Jean-Luc Nancy’s philosophy, particularly his influential text Corpus (1992/2008). Nancy’s work is contextualised by two of his key philosophical influences, Martin Heidegger and Maurice Merleau-Ponty. Their ideas, especially towardness and de-severence (Heidegger) and de-centred sense (Merleau-Ponty) provide valuable context for the explanations of touch, tact and swerve. The authors conducted a piece of research into doctoral supervisors’ experiences. The data illustrate the emotional and psychological challenges of being a supervisor and our concepts enable us to theorise their pedagogic potential, demonstrating ‘real world’ impact.
{"title":"Touch, tact and swerve: Three new concepts for the doctoral process, inspired by jean-luc Nancy’s ontology","authors":"Christopher Hanley, Edda Sant","doi":"10.1177/00345237231216991","DOIUrl":"https://doi.org/10.1177/00345237231216991","url":null,"abstract":"Doctoral study can be emotionally and psychologically challenging for students and supervisors. They can feel lost in the process, isolated and emotionally drained. It might be tempting for the supervisor to downplay such difficulties to protect the student. In this paper we argue that such challenges can be pedagogically developmental and ought to be acknowledged. This paper introduces three philosophical concepts: touch, tact and swerve. They are concerned with human intentionality in practical contexts and enable us to accomplish two things. Firstly, conceptualise the fluid, dynamic interplay of thoughts, emotions and psychological states in doctoral supervision; secondly, generate new tools for analysing the doctoral process. Our concepts are derived from Jean-Luc Nancy’s philosophy, particularly his influential text Corpus (1992/2008). Nancy’s work is contextualised by two of his key philosophical influences, Martin Heidegger and Maurice Merleau-Ponty. Their ideas, especially towardness and de-severence (Heidegger) and de-centred sense (Merleau-Ponty) provide valuable context for the explanations of touch, tact and swerve. The authors conducted a piece of research into doctoral supervisors’ experiences. The data illustrate the emotional and psychological challenges of being a supervisor and our concepts enable us to theorise their pedagogic potential, demonstrating ‘real world’ impact.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245550","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 : 2023-11-22DOI: 10.1177/00345237231216992
J. Trowsdale, Ursula Mckenna, Leslie J. Francis
The Imagineerium is an arts and engineering based curriculum project designed to enhance student confidence in learning. This study reports on the development of the Trowsdale Index of Confidence in Experiential Learning, an instrument designed to conceptualise and operationalise a four-component model of confidence in experiential learning appropriate for upper primary school students, embracing confidence in creativity, confidence in competence, confidence in collaboration, and confidence in learning. Data provided by 140 9- to 10-year-old students both before and after participating in the 10-week programme, demonstrated a significant increase in scores on this measure at time two, although there was no increase in scores on a control variable hypothesised not to be influenced by the intervention.
{"title":"Quantitative evaluation of The Imagineerium education project by students: Introducing the trowsdale index of confidence in experiential learning","authors":"J. Trowsdale, Ursula Mckenna, Leslie J. Francis","doi":"10.1177/00345237231216992","DOIUrl":"https://doi.org/10.1177/00345237231216992","url":null,"abstract":"The Imagineerium is an arts and engineering based curriculum project designed to enhance student confidence in learning. This study reports on the development of the Trowsdale Index of Confidence in Experiential Learning, an instrument designed to conceptualise and operationalise a four-component model of confidence in experiential learning appropriate for upper primary school students, embracing confidence in creativity, confidence in competence, confidence in collaboration, and confidence in learning. Data provided by 140 9- to 10-year-old students both before and after participating in the 10-week programme, demonstrated a significant increase in scores on this measure at time two, although there was no increase in scores on a control variable hypothesised not to be influenced by the intervention.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139246632","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 : 2023-11-08DOI: 10.1177/00345237231213575
Matthew Green, Alice Little, Elliot Dobson, Oscar Glover, Joshua Patterson
This paper critically reflects upon the experiences of three student researchers during a participatory research project conducted in an English sixth-form academy. Discussion is centred upon a research conversation involving three student researchers (aged 17 years) and two postgraduate researchers, from York St John University, UK. Collectively, critical insights are offered into the process of conducting education-based participatory research; leading to the identification of situations in which ethical challenges, tensions and power imbalances arose. Through reflection, attention is paid to how researchers can disrupt neoliberal educational agendas and create opportunities for democratic research. The narratives presented in this paper offer recommendations for facilitating more democratic research relationships, that centralise the valuing of all voices and promote collaborative approaches to research. Envisioning this ‘space’ for future research through adaptation of Freire's ‘culture circles’, the article concludes with suggestions of how researchers may work to humanise research relationships.
{"title":"Humanising research relationships: Democratising education-based enquiry with student researchers","authors":"Matthew Green, Alice Little, Elliot Dobson, Oscar Glover, Joshua Patterson","doi":"10.1177/00345237231213575","DOIUrl":"https://doi.org/10.1177/00345237231213575","url":null,"abstract":"This paper critically reflects upon the experiences of three student researchers during a participatory research project conducted in an English sixth-form academy. Discussion is centred upon a research conversation involving three student researchers (aged 17 years) and two postgraduate researchers, from York St John University, UK. Collectively, critical insights are offered into the process of conducting education-based participatory research; leading to the identification of situations in which ethical challenges, tensions and power imbalances arose. Through reflection, attention is paid to how researchers can disrupt neoliberal educational agendas and create opportunities for democratic research. The narratives presented in this paper offer recommendations for facilitating more democratic research relationships, that centralise the valuing of all voices and promote collaborative approaches to research. Envisioning this ‘space’ for future research through adaptation of Freire's ‘culture circles’, the article concludes with suggestions of how researchers may work to humanise research relationships.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135390510","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 : 2023-11-07DOI: 10.1177/00345237231213005
Rebecca Heaton
This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article’s research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education’s cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.
{"title":"Curating cognition in higher degree art education","authors":"Rebecca Heaton","doi":"10.1177/00345237231213005","DOIUrl":"https://doi.org/10.1177/00345237231213005","url":null,"abstract":"This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article’s research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education’s cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135479914","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 : 2023-10-26DOI: 10.1177/00345237231208658
Marcia McKenzie, Kalervo N Gulson
This paper introduces the concept of infrastructure into discussions on climate change and education. We focus on the links between the increased use of digital data and the central role of data infrastructures in education, and the energy infrastructure needed to support their growing use in schools and school systems. We elaborate a need for a greater accounting of the climate and related social costs of these interwoven digital and energy infrastructures of schooling. We suggest this is part of the ‘disposition’ of the infrastructures of schooling that should be weighed into decisions on whether and how to continue with digital technologies in schools. By acknowledging the climate and environmental incommensurability of digital infrastructures, education leaders and young people can more fully understand their dispositions and their costs. We propose three implications for education governance that entail greater consideration of the limits of current school climate change infrastructures such as ‘eco school’ programs and EdTech ‘AI for good’ initiatives, pushes for ‘computing within limits’ without substantial changes, and current school governance practices which unnecessarily rely on digital infrastructures. Instead, what is needed may be a reversal of the extensive use of digital infrastructures by schools and education governance bodies.
本文将基础设施的概念引入到气候变化和教育的讨论中。我们重点关注数字数据使用的增加与数据基础设施在教育中的核心作用之间的联系，以及支持其在学校和学校系统中日益增长的使用所需的能源基础设施。我们阐述了对这些交织在一起的数字和能源基础设施的气候和相关社会成本进行更大核算的必要性。我们认为，这是学校基础设施“配置”的一部分，在决定是否以及如何继续在学校使用数字技术时，应该考虑到这一点。通过承认数字基础设施对气候和环境的不可通约性，教育领导者和年轻人可以更充分地了解他们的倾向和成本。我们提出了对教育治理的三个启示，这些启示需要更多地考虑当前学校气候变化基础设施的局限性，如“生态学校”计划和EdTech的“AI for good”倡议，在没有实质性变化的情况下推动“限制内计算”，以及目前不必要地依赖数字基础设施的学校治理实践。相反，我们需要的，可能是扭转学校和教育治理机构广泛使用数字基础设施的局面。
{"title":"The incommensurability of digital and climate change priorities in schooling: An infrastructural analysis and implications for education governance","authors":"Marcia McKenzie, Kalervo N Gulson","doi":"10.1177/00345237231208658","DOIUrl":"https://doi.org/10.1177/00345237231208658","url":null,"abstract":"This paper introduces the concept of infrastructure into discussions on climate change and education. We focus on the links between the increased use of digital data and the central role of data infrastructures in education, and the energy infrastructure needed to support their growing use in schools and school systems. We elaborate a need for a greater accounting of the climate and related social costs of these interwoven digital and energy infrastructures of schooling. We suggest this is part of the ‘disposition’ of the infrastructures of schooling that should be weighed into decisions on whether and how to continue with digital technologies in schools. By acknowledging the climate and environmental incommensurability of digital infrastructures, education leaders and young people can more fully understand their dispositions and their costs. We propose three implications for education governance that entail greater consideration of the limits of current school climate change infrastructures such as ‘eco school’ programs and EdTech ‘AI for good’ initiatives, pushes for ‘computing within limits’ without substantial changes, and current school governance practices which unnecessarily rely on digital infrastructures. Instead, what is needed may be a reversal of the extensive use of digital infrastructures by schools and education governance bodies.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908533","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 : 2023-10-25DOI: 10.1177/00345237231207502
Marcia McKenzie, Joseph Henderson, Fikile Nxumalo
Given that human-caused climate change is one of the defining educational contexts in the 21st Century, we ask this question of ourselves and our educational research community: What is the role of education and educational research as we attempt to “cultivate equitable educational systems” in a world dominated by climate breakdown and related emergencies? We suggest our scholarly community needs to examine the systems and ideologies that are responsible for climate change: human supremacy, colonialism, capitalism, industrialization, and white supremacy, among others. The perpetuation of these ideas via educational institutions and practices is a significant part of the problem that has led to the current climate crisis. Therefore, the aim of this special issue of Research in Education is to draw together scholarship that can help map out potential roles of education in both the possibilities and resistances of addressing climate change. Collectively the papers map possible and much-needed educational futures where climate change is a matter of urgent superordinate concern including through enacting resistance to human-centrism, coloniality, racial capitalism, and their interconnections. In these futures, climate change education inquires - at multiple scales - into possibilities for materializing less extractive and more livable worlds through education policy and data infrastructures to youth coalitions and even the small everyday encounters with the more-than-human world. The papers also illustrate the potentials of climate change pedagogical orientations that are affective, interdisciplinary and intergenerational. We hope this special issue prompts our colleagues to consider how the collective work of educational scholarship might produce desirable futures amid a rapidly changing climate.
{"title":"Climate change and educational research: Mapping resistances and futurities","authors":"Marcia McKenzie, Joseph Henderson, Fikile Nxumalo","doi":"10.1177/00345237231207502","DOIUrl":"https://doi.org/10.1177/00345237231207502","url":null,"abstract":"Given that human-caused climate change is one of the defining educational contexts in the 21st Century, we ask this question of ourselves and our educational research community: What is the role of education and educational research as we attempt to “cultivate equitable educational systems” in a world dominated by climate breakdown and related emergencies? We suggest our scholarly community needs to examine the systems and ideologies that are responsible for climate change: human supremacy, colonialism, capitalism, industrialization, and white supremacy, among others. The perpetuation of these ideas via educational institutions and practices is a significant part of the problem that has led to the current climate crisis. Therefore, the aim of this special issue of Research in Education is to draw together scholarship that can help map out potential roles of education in both the possibilities and resistances of addressing climate change. Collectively the papers map possible and much-needed educational futures where climate change is a matter of urgent superordinate concern including through enacting resistance to human-centrism, coloniality, racial capitalism, and their interconnections. In these futures, climate change education inquires - at multiple scales - into possibilities for materializing less extractive and more livable worlds through education policy and data infrastructures to youth coalitions and even the small everyday encounters with the more-than-human world. The papers also illustrate the potentials of climate change pedagogical orientations that are affective, interdisciplinary and intergenerational. We hope this special issue prompts our colleagues to consider how the collective work of educational scholarship might produce desirable futures amid a rapidly changing climate.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112928","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 : 2023-10-19DOI: 10.1177/00345237231207721
Hanna Lopatina, Natalia Tsybuliak, Anastasiia Popova, Olha Hurenko, Yana Suchikova
Quality higher education involves making it accessible to students with special needs and disabilities. Therefore, the implementation of inclusive education is a certain indicator of quality among higher education institutions (HEIs). At the same time, faculty members play a fundamental role in promoting inclusive learning environments working with students with disabilities. The aim of research is to determine the readiness of faculty members to implement an inclusive education in Ukrainian HEIs, because their willingness to work defines the practical implementation of legislative and regulatory initiatives regarding the organization of inclusive education in the actual educational practice. For this, we conducted a survey among 186 faculty members with different age, teaching experience, and professional category. The results confirm that the faculty of HEI are primarily focused on working with students with normative development and almost do not take into account the characteristics of educational difficulties of students with disabilities. In addition, their level of knowledge about basic legal and regulatory documents, elements of an inclusive learning environment, and typical problems of implementing an inclusive approach in the educational process of HEI are not uniform. But faculty members showed their readiness to master the practices of implementing an inclusive learning environment in higher education institutions. The results obtained can be useful for the development of institutional policies for the implementation of inclusive education in HEIs.
{"title":"Inclusive education in higher education institution: Are Ukrainian faculty members’ ready for it?","authors":"Hanna Lopatina, Natalia Tsybuliak, Anastasiia Popova, Olha Hurenko, Yana Suchikova","doi":"10.1177/00345237231207721","DOIUrl":"https://doi.org/10.1177/00345237231207721","url":null,"abstract":"Quality higher education involves making it accessible to students with special needs and disabilities. Therefore, the implementation of inclusive education is a certain indicator of quality among higher education institutions (HEIs). At the same time, faculty members play a fundamental role in promoting inclusive learning environments working with students with disabilities. The aim of research is to determine the readiness of faculty members to implement an inclusive education in Ukrainian HEIs, because their willingness to work defines the practical implementation of legislative and regulatory initiatives regarding the organization of inclusive education in the actual educational practice. For this, we conducted a survey among 186 faculty members with different age, teaching experience, and professional category. The results confirm that the faculty of HEI are primarily focused on working with students with normative development and almost do not take into account the characteristics of educational difficulties of students with disabilities. In addition, their level of knowledge about basic legal and regulatory documents, elements of an inclusive learning environment, and typical problems of implementing an inclusive approach in the educational process of HEI are not uniform. But faculty members showed their readiness to master the practices of implementing an inclusive learning environment in higher education institutions. The results obtained can be useful for the development of institutional policies for the implementation of inclusive education in HEIs.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135728584","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 : 2023-10-19DOI: 10.1177/00345237231207715
Martin Braun
This case study investigated to what degree the research skills needed for college based top-up degrees differ from each other. The four academic areas studied ranged from natural and formal science subjects to social science and visual arts. They were explored by means of a thematic analysis of both their individual module handbooks on research skills and interviews with lecturers on these modules. The results were compared against the relevant subject benchmark statements, Biglan’s framework of classifying academic fields and related research. The interviews suggest that the research skills development needs of students at top up degree level can be met through a dedicated module in an effective way. Both the handbooks and the interviews intimated that there is a certain amount of overlap when it came to secondary research, which may be effectively met by a suitable librarian. Furthermore it was found that only two dimensions of Biglan’s framework are necessary to explain the needs of detailed ethics consideration for student projects and the existence of primary research tools and techniques peculiar to a certain field. Further work could include the definition of more generic primary research tools and techniques for academic fields where a paradigm consensus is relatively weak.
{"title":"Research skills modules for further education college based top-up degrees","authors":"Martin Braun","doi":"10.1177/00345237231207715","DOIUrl":"https://doi.org/10.1177/00345237231207715","url":null,"abstract":"This case study investigated to what degree the research skills needed for college based top-up degrees differ from each other. The four academic areas studied ranged from natural and formal science subjects to social science and visual arts. They were explored by means of a thematic analysis of both their individual module handbooks on research skills and interviews with lecturers on these modules. The results were compared against the relevant subject benchmark statements, Biglan’s framework of classifying academic fields and related research. The interviews suggest that the research skills development needs of students at top up degree level can be met through a dedicated module in an effective way. Both the handbooks and the interviews intimated that there is a certain amount of overlap when it came to secondary research, which may be effectively met by a suitable librarian. Furthermore it was found that only two dimensions of Biglan’s framework are necessary to explain the needs of detailed ethics consideration for student projects and the existence of primary research tools and techniques peculiar to a certain field. Further work could include the definition of more generic primary research tools and techniques for academic fields where a paradigm consensus is relatively weak.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730002","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 : 2023-10-19DOI: 10.1177/00345237231207717
Eric Haas, Gustavo Fischman, Margarita Pivovarova
In this article, we describe public beliefs about the pedagogical approaches of very good teachers. Using an online survey of 334 adult participants and conducting an exploratory factor analysis, an analysis of variance, and multiple regression analysis, along with descriptive statistics, we found that participants believed that very good teachers embraced predominantly caring and supportive pedagogical approaches and had strong subject matter knowledge. Further, they estimated that more than two-thirds of their teachers were good or very good teachers, and only 12% were bad or very bad. The best predictor for the level of agreement with the pedagogical approach that focused on relationship as opposed to delivery of the content was the proportion of very good teachers remembered by participants. Participants’ beliefs did not vary significantly across gender, race, and political orientation.
{"title":"Public beliefs about good teaching","authors":"Eric Haas, Gustavo Fischman, Margarita Pivovarova","doi":"10.1177/00345237231207717","DOIUrl":"https://doi.org/10.1177/00345237231207717","url":null,"abstract":"In this article, we describe public beliefs about the pedagogical approaches of very good teachers. Using an online survey of 334 adult participants and conducting an exploratory factor analysis, an analysis of variance, and multiple regression analysis, along with descriptive statistics, we found that participants believed that very good teachers embraced predominantly caring and supportive pedagogical approaches and had strong subject matter knowledge. Further, they estimated that more than two-thirds of their teachers were good or very good teachers, and only 12% were bad or very bad. The best predictor for the level of agreement with the pedagogical approach that focused on relationship as opposed to delivery of the content was the proportion of very good teachers remembered by participants. Participants’ beliefs did not vary significantly across gender, race, and political orientation.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135728774","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 : 2023-10-06DOI: 10.1177/00345237231207493
Fikile Nxumalo, Pablo Montes
In this paper, we highlight climate change pedagogies within the context of an Indigenous Summer Encounter for Latinx and Indigenous children led by Miakan-Band Elders, members of a Central Texas Coahuiltecan community. We focus on anticolonial cartographies activated through movement, sound and performance that enacted Indigenous fugitivity, futurity, and relationality; pedagogical attunements that remain undertheorized as approaches to climate change education. In engaging with these pedagogies as climate change education, we are interested in contributing to recent work that resists the disciplinary boundaries of what typically counts as climate education and invites expansive and interdisciplinary approaches to climate change education. This includes approaches that inquire into how climate change education can be a site to nurture reciprocal relations with the more than human world. In particular, we highlight the Summer Encounter as illustrating possibilities for anticolonial climate education that engages creative pedagogies in foregrounding Indigenous relational onto-epistemologies with young people. We discuss the potential of this work as climate change education that actualizes and dreams more livable futures.
{"title":"Encountering creative climate change pedagogies: Cartographic interruptions","authors":"Fikile Nxumalo, Pablo Montes","doi":"10.1177/00345237231207493","DOIUrl":"https://doi.org/10.1177/00345237231207493","url":null,"abstract":"In this paper, we highlight climate change pedagogies within the context of an Indigenous Summer Encounter for Latinx and Indigenous children led by Miakan-Band Elders, members of a Central Texas Coahuiltecan community. We focus on anticolonial cartographies activated through movement, sound and performance that enacted Indigenous fugitivity, futurity, and relationality; pedagogical attunements that remain undertheorized as approaches to climate change education. In engaging with these pedagogies as climate change education, we are interested in contributing to recent work that resists the disciplinary boundaries of what typically counts as climate education and invites expansive and interdisciplinary approaches to climate change education. This includes approaches that inquire into how climate change education can be a site to nurture reciprocal relations with the more than human world. In particular, we highlight the Summer Encounter as illustrating possibilities for anticolonial climate education that engages creative pedagogies in foregrounding Indigenous relational onto-epistemologies with young people. We discuss the potential of this work as climate change education that actualizes and dreams more livable futures.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134944369","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：