'Moral panic" internet use and risk perspectives in educational organisations
- Authors: Hope, Andrew
- Date: 2017
- Type: Text , Book chapter
- Relation: Risk, Education and culture Chapter 5 p.63-77
- Full Text: false
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- Description: Media coverage of Internet risks in wider society has been labelled as exaggerated, sensationalistic, and inciting 'moral panic'. In considering 'moral panic' and risk perspectives in educational organisations, several issues need to be addressed. These are the nature of risk perspectives, the validity of 'moral panic' as an analytical concept and the impact of 'moral panic' upon risk perspectives. Before focusing upon the concept of 'moral panic', the writings of Ulrich Beck draw upon to consider the nature of risk perceptions in late modernity, and explore their connection to the mass media. Media coverage of risks arising from chat-line use has been singularly focused on the activities of paedophiles, portraying both children and youths as simply being in danger. Staffs were concerned about risks posed by the activities of paedophiles in chat rooms as well as the adult nature of some of the language use.
A dialogic encounter with Joe Kincheloe's "Meet me behind the curtain" Catalyst for an evolving contemporary critical theory of teachers' work
- Authors: Smyth, John
- Date: 2011
- Type: Text , Book chapter
- Relation: Key works in critical pedagogy p. 101-106
- Full Text: false
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Activating teaching dispositions in carefully constructed contexts : Examining the impact of classroom intensives
- Authors: McGraw, Amanda , McDonough, Sharon , Wines, Chris , O’Loughlan, Courtney
- Date: 2016
- Type: Text , Book chapter
- Relation: Teacher Education : Innovation, Intervention and Impact Chapter 12 p. 193-209
- Full Text: false
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- Description: The current policy stance in Australia which seeks to produce ‘classroom ready’ teachers requires that pre-service teachers (PSTs) be assessed against national professional standards that articulate minimum skills and knowledge required of beginning teachers. There is no mention within these standards of affective qualities (e.g. humour, passion, inspiration) or thinking dispositions (e.g. curiosity, reflection, creativity) that enable good teaching and professional learning and which capture the complexity that is inherent within good teaching. This study focuses on the research of a team of teacher educators in a regional Australian university who believe that a focus on dispositions is central to effective teacher education. They have embedded a ‘Dispositions for Teaching Framework’ within a Master of Teaching (Secondary) program to allow PSTs’ various thinking dispositions to be activated within carefully constructed professional learning contexts. The context in this study was a Classroom Intensive experience at a P-12 School in regional Victoria where PSTs participated in structured classroom observations over a two day period. The key research questions were: Did the Classroom Intensive experience activate the dispositions in the PSTs? Were some dispositions activated more than others? How could evidence be collected of these dispositions in action? A variety of research methods enabled a complex data-set to be collected. It was identified that the Classroom Intensive experience provided a rich professional learning context which activated all five of the thinking dispositions in the framework, and that these dispositions are not discrete but interconnect and rely upon each other. © Springer Science+Business Media Singapore 2016.
An Approach to improving teaching in higher education: A case study informed by the neo-positivist research paradigm
- Authors: Devlin, Marcia
- Date: 2016
- Type: Text , Book chapter
- Relation: Methods and Paradigms in Education Research Chapter 5 p.68-87
- Full Text: false
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- Description: This chapter outlines a case study of the application of the neo-positivist paradigm in the higher education research field. A small scale evaluative study of an attempt to improve teaching and learning provides the case study. The neo-positivist paradigm involves the objective investigation of an aspect of reality, providing provisional, contemporary understanding of patterns and entities. The ways in which this paradigm informed the research desgin, methodology, and the interpretation of results in a small-scale evaulative study are discussed. The study represents an attempt to conduct a rigorous empirical research project that incorporated random allocation to intervention and control groups; pre- and post-intervention measures of teaching and learning and the use of psychometrically sound measurement tools and qualitative data. The ways in which the ontology. axiology and epistemology of the neo-positivist paradigm impacted on the study and its findings are outlined.
Australia
- Authors: Golding, Barry , Kimberley, Helen
- Date: 2016
- Type: Text , Book chapter
- Relation: International perspectives on older adult education Chapter 3 p. 25-34
- Full Text: false
- Reviewed:
- Description: In the later years of life in Australia, after commitment to paid work or family responsibilities declines as life’s primary motivating factors, learning occupies a different life space and purpose from learning in previous life stages. While learning to cope with the expected and unexpected events in later life is known from research elsewhere to be increasingly important (Cooper et al. 2010; Schuller and Watson 2009), the opportunities and places in Australia to learn formally and informally have been decreasing (Golding and Foley 2011). Our chapter argues that spaces for and purposes of older adult learning are less reflected upon, both by older adults themselves, by the wider Australian society and particularly by policy makers and governments in Australia. The prevailing discourse is more about costs of caring than opportunities during ageing. "From chapter"
Becoming a teacher educator : Voices of beginning teacher educators
- Authors: Swennen, Anja , Klink, Marcel , Shagrir, Leah , Cooper, Maxine
- Date: 2008
- Type: Text , Book chapter
- Relation: Becoming a teacher educator Chapter p. 91-102
- Full Text: false
- Description: 2003008005
Conceptualising literacy in the early childhood setting
- Authors: McLachlan, Claire , Arrow, Alison
- Date: 2017
- Type: Text , Book chapter
- Relation: Literacy in the early years: reflections on international research and practice Chapter 1 p. 1-19
- Full Text: false
- Reviewed:
- Description: This chapter will provide a brief introduction to literacy research with children in the early years (birth to 8 years) and will identify some of the pressing issues and concerns in research on early literacy. The theoretical framework which underpins many of the studies is explored, identifying that much research into early literacy has employed socio-pyscho-linguistic, social practice and cultural historical explanations of how children learn. The unifying theme of early multi literacies is explored. An overview of the chapters in the book is provided, along with comment on how each chapter contributes to the growing body of early childhood literacy research.
Conclusions and future directions: A socio-ecological renewal
- Authors: Wattchow, Brian , Jeanes, Ruth , Alfrey, Laura , Brown Trent , O’Connor, Justen , Cutter-Mackenzie, Amy
- Date: 2014
- Type: Text , Book chapter
- Relation: The Socioecological Educator: A 21st Century Renewal of Physical, Health, Environment and Outdoor Education p. 205-227
- Full Text: false
- Reviewed:
- Description: At the heart of this book has been the acknowledgment that there exist different ways of seeing and, consequently, different ways of knowing the world. The rich and diverse case studies that make up Part II of the book have seen respected authors from the varied disciplines of physical, sport and health education, outdoor and environmental education and early childhood education come together, utilising the multi-disciplinary framework of socio-ecological education. They have done so because of their belief that a socio-ecological theory and requisite methodological approaches offer the opportunity for renewal for researchers and practitioners in their fields. A significant part of this renewal involves reaching beyond disciplinary boundaries, or silos as we called them in the introduction chapter, to forge new connections. Overcoming these ‘invisible’ structures that can govern how we see, think and act is central to the work of the socio-ecological educator and is evident in many of the case studies. To that end we want to spend a little time here, in the conclusion, discussing this issue.
Critical civic engagement from inside an Australian School and its community put at a disadvantage
- Authors: Smyth, John
- Date: 2011
- Type: Text , Book chapter
- Relation: Critical Civic Literacy: A reader p. 141-154
- Full Text: false
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- Description: 2003009322
Cut, paste, publish : The production and consumption of zines
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2002
- Type: Text , Book chapter
- Relation: Adolescents and Literacies in a Digital World Chapter 12 p. 164-185
- Full Text: false
- Reviewed:
- Description: Despite their direct relevance to studies of literacy practices, zines (pronounced 'zeens') have scarcely featured in the literature of educational research. Where zines have been taken seriously as a focus of inquiry it has mainly been within studies of popular/youth culture (cf. Chu 1997; Duncombe 1997; Williamson 1994). This chapter is intended to provide a modest redress of the silence with respect to zines within literacy studies generally and the New Literacy Studies in particular. We believe anyone interested in the nature, role and significance of literacy practices under contemporary conditions has much of value to learn from zines and, especially, from thinking about them from a sociocultural perspective. Indeed, we think their significance extends beyond a focus on literacy per se to pedagogy at large. For immediate purposes we begin from the premise that zines are an important but under-researched dimension of adolescent cultural practices and provide fertile ground for extending our understanding of new literacies and digital technologies.
- Description: B1
- Description: 2003000067
Cyber spaces/social spaces
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2002
- Type: Text , Book chapter
- Relation: Cyber Spaces/Social Spaces : Struggling with Technology in the Global Classroom Chapter 7 p. Jan-17
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000053
Do we have your attention? New literacies, digital technologies and the education of adolescents
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2002
- Type: Text , Book chapter
- Relation: Adolescents and Literacies in a Digital World Chapter 12 p. 19-39
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000072
Early childhood education and care in Aotearoa/New Zealand: History and features
- Authors: Tyler-Merrick, Gaye , Phillips, Joanna , McLachlan, Claire , McLaughlin, Tara , Aspden, Karyn , Cherrington, Sue
- Date: 2018
- Type: Text , Book chapter
- Relation: International Perspectives on Early Childhood Education and Care: Early Childhood Education in the 21st Century Chapter 12 p. 127-142
- Full Text: false
- Reviewed:
- Description: Since the 1990s, New Zealand/Aotearoa has been a leader in providing quality early childhood education (ECE) for children/tamariki and their families/whānau. ECE represents a diverse set of services for children under the age of five. A unique feature of the New Zealand system is the integration of education and care for young children, under the Ministry of Education. Services are licensed as teacher-, whānau- or parent-led, and may be located in centre, community or home settings. A diversity of philosophical approaches to ECE are evident, including services specifically focused on promoting Māori and Pasifika languages and cultures. Recent trends towards increased private, including corporate, ownership and reductions in services offering half-day programmes are also evident. The system is nationally regulated and is monitored and publicly reported by the Education Review Office. The early childhood curriculum, Te Whāriki: He Whariki Matauranga mō ngā Mokopuna o Aotearoa (Ministry of Education, 1996), is holistic, culturally responsive and inclusive of all children and their families. However, there has been no formal evaluation of this curriculum, but recent critique of this document in relation to how equipped teachers and centres are to implement this holistic, competence-based curriculum has been undertaken. Very recently, the Ministry of Education called for an update of Te Whāriki. This chapter will critique the ‘old’ and ‘new’ curriculum in light of the framework, curriculum goals and the cultural gains and restraints the curriculum places on New Zealand parents, teachers and children. Implications for practice and for future research will be explored.
- Description: Since the 1990s, New Zealand/Aotearoa has been a leader in providing quality early childhood education (ECE) for children/tamariki and their families/wh
Education and social class : How did we get to this and what needs to change?
- Authors: Simmons, Robin , Smyth, John
- Date: 2018
- Type: Text , Book chapter
- Relation: Education and Working-Class Youth: Reshaping the Politics of Inclusion Chapter 10 p. 233-259
- Full Text: false
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- Description: This chapter locates the classed nature of education within a critical socio-historical framework, and considers how questions of social class are played out not only in the classroom but also at the institutional and the systemic level. Historical and contemporary debates about the nature and purpose of education are used to challenge the status quo, and present an agenda for change. The chapter argues that re-engaging with social class as a key organising concept is necessary in order to understand the nature of contemporary schooling in western neoliberal societies such as the UK, and to re-imagine young people’s relationship with education. This, it is argued, is necessary to re-engage working-class youth in ways that are not only meaningful but also socially and economically just.
Educational Dissonance: Reconciling a radical upbringing
- Authors: Wilson, Jacqueline
- Date: 2013
- Type: Text , Book chapter
- Relation: Pedagogies for the future: Leading quality learning and teaching in higher education p. 125-139
- Full Text: false
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English as a foreign language curriculum reform in China : A Study in reconstructionism
- Authors: Zeegers, Margaret , Zhang, Xiaohong
- Date: 2016
- Type: Text , Book chapter
- Relation: Spotlight on China changes in education under China's market economy Chapter 4 p. 53-66
- Full Text: false
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- Description: China has experienced a number of reforms in EFL teaching and learning since 1949, when The People’s Republic of China was established after years of struggle between the losing Chiang Kai Shek Nationalists and the winning Mao Zedong Communist forces. Given the association of the English language with the western imperialism that China had just fought so hard against, competence in English was regarded as unpatriotic. A number of English-speaking countries, notably the United States of America (USA) insisting on a strong support of the Nationalist Party which had fled to Taiwan in 1949, did not recognise China. Indeed, the new Chinese government had its own concerns with illiteracy in mother tongues, at the time around 80% (Dietrich, 1986; Ministry of Education, 2002; Yang, 2010). English was hardly a priority for government then, although it had been in schools since the 19th century, the result of China’s encounters with the west at that time (Wang & Gao, 2008). Having eschewed all things western in 1949, the authorities took up Soviet models to inform their activities, receiving economic aid from the Union of Soviet Socialist Republics (USSR) (Yang, 2010). After the enormous upheavals of the revolution itself, China was in a period of reconstruction. The strong political influence of the relationship with the USSR on China’s foreign language education meant that Russian became the dominant foreign language taught throughout the country, with English removed from the secondary curriculum (Hu, 2002). Turning its attention to education, China found itself faced with problems that could be addressed through reconstructionism.
Enhancing tertiary healthcare education through 3D MUVE-based simulations
- Authors: Miller, Charlynn , Lee, Mark , Rogers, Luke , Peck, Blake
- Date: 2011
- Type: Text , Book chapter
- Relation: Teaching through multi-user virtual environments: applying dynamic elements to the modern classroom p. 341-364
- Full Text: false
- Reviewed:
- Description: This chapter focuses specifically on the use of three-dimensional multi-user virtual environments (3D MUVEs) for simulation-based teaching and learning in tertiary-level healthcare education. It draws on a broad range of extant research conducted over the past three decades, synthesizing this with newer developments and examples that have emerged since the advent and proliferation of the “3D Web.” The chapter adopts and advocates a research-informed approach to surveying and examining current initiatives and future directions, backed by relevant literature in the areas of online learning, constructivist learning theory, and simulations. Both opportunities and challenges are discussed, with the aim of making a contribution to the development of best practice in the field.
- Description: 2003008456
Facing the digital challenge far from town
- Authors: Lankshear, Colin
- Date: 2003
- Type: Text , Book chapter
- Relation: Cyber Spaces/Social Spaces : Struggling with Technology in the Global Classroom Chapter 7 p. 85-103
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000273
Globalization and the reshaping of teacher professional culture : Do we train competent technicians or informed players in the policy process?
- Authors: Angus, Lawrence
- Date: 2006
- Type: Text , Book chapter
- Relation: Handbook of Teacher Education: Globalization, Standards and Professionalism in Times of Change Chapter 47 p. 141-156
- Full Text: false
- Reviewed:
- Description: This book provides an international review of the current state of teacher education, with chapters from an international group of teacher educators. It focuses on major issues that are confronting teacher educators now and in the next decade. These include the impact of globalization on the profession of teaching, and how teacher education must deal with changing accountability requirements from governments and establish a set of minimum standards acceptable to enable a person to teach. The work also considers aspects of the three major phases of teacher education: the period prior to commencing in the profession, successful induction into the profession, and the ongoing professional development of teachers. Finally, it identifies ways in which new technologies can be used to improve the training and ongoing development of teachers. Cases from different countries are used to provide a rich base of data to help us understand how the profession is moving onwards.
- Description: B1
- Description: 2003002102
Grid.for.learning@clampdown.edu
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2002
- Type: Text , Book chapter
- Relation: Cyber Spaces/Social Spaces : Struggling with Technology in the Global Classroom Chapter 7 p. 105-135
- Full Text: false
- Reviewed:
- Description: B1
- Description: 2003000274