4,111 results
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2. Research in the Language Classroom: State of the Art. Research Papers
- Author
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Salmani-Nodoushan, Mohammad Ali
- Abstract
New trends in language teaching have resulted in a move towards research in the language classroom. A brief overview of classroom research reveals three distinct but inter-related research paradigms: classroom-centered research, classroom process research, and qualitative research, respectively.
- Published
- 2006
3. Experience and Life History. Roskilde University Life History Project Paper.
- Author
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Roskilde Univ. Center (Denmark). and Salling Olesen, Henning
- Abstract
The Life History Project at Denmark's Roskilde University is a 5-year research project that was initiated in 1998 to examine learning and participation in adult and continuing education from a life history perspective. The project was designed to build on a broad range of qualitative interview studies and case studies into learning processes. The research methodology designed for the project was grounded in the critical theory tradition and in the following premises: (1) the need to adopt a "holistic" approach that takes the learner's perspective; (2) the notion of experience and the specificity of the learning subject; (3) the need to move beyond conventional hermeneutics to "in-depth hermeneutics," which involves looking for meanings and implications going beyond the knowledge or intent of the acting, knowing, or speaking subject; and (4) the notion that a learning subject is a historical product of modernity and the need to relate it to a dynamic-utopian concept of a learning individual. (Contains 12 references.) (MN)
- Published
- 2000
4. Pilot Studies: Beginning the Hermeneutic Circle. ASHE Annual Meeting Paper.
- Author
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Kezar, Adrianna
- Abstract
This paper discusses the importance of pilot studies in the development and implementation of a research project, focusing on the use of a pilot study to revise conceptual and methodological issues in dissertation research on higher education leadership. It examines the hermeneutic circle, as described by M. Heidegger, that stresses the importance of involvement and participation in practical activity as necessary to the development of understanding. The paper then describes the conceptual framework, research focus and goals, and methodology of a pilot study on inclusive higher education leadership models. Finally, it discusses how the pilot study helped to identify methodological changes in the dissertation research project, including the unit of analysis, data collection, the interview process, analysis, and interpretations. The paper illustrates the importance of grounding the research process in practical activity, highlights how reflection can help improve research practice, suggests the value of day-to-day experiences in shaping research, and emphasizes the importance of re-iterative studies and emergent research. (Contains 57 references.) (MDM)
- Published
- 1995
5. Figuring in the Past: Thinking about Teacher Memories. Occasional Paper No. 137.
- Author
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Michigan State Univ., East Lansing. Inst. for Research on Teaching. and Buchmann, Margret
- Abstract
Research on teachers and teacher thinking finds itself subject to tensions between two prevailing factions. The first sees promise of progress in the rejection of frequently conservative, idiosyncratic teachers' thoughts; the second embraces those thoughts as expressions of a sacred, lived truth. Detecting conflicting mythologies at the core of this division, the author considers several means by which teachers' memories can be persuaded to yield their fruits: the fruit of structure, which provides a way to organize and retain experiences; and the fruit of quest, which provides an impetus to examine the fruit of structure in order to extract deeper meaning from those experiences. In the process, the author makes use of literary representations and philosophical investigations, concluding that a candid evaluation of researchers' mythologies will recognize them as varieties of meaning-generating faith. (Author)
- Published
- 1992
6. Critical Workplace Information Literacy: Laying the Groundwork for a New Construct
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Šobota, Dijana
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In this paper, the author explores the prospect of, and the rationale for, the "critical workplace information literacy" (CWIL) construct, by situating it at the junction of critical information literacy (CIL) and workplace information literacy (WIL), the two hitherto discrete frameworks and subdomains of information literacy (IL). This preliminary attempt at the conceptualisation of a new construct was guided by the question of what role CIL can play in empowering workers to attain decent work. The author frames the conceptualisation around the 'decent work' (DW) concept, as a normative goal of the critical workplace information literacy construct, and discusses the rationale for it in the framework of the discussion on the decent work deficits in the contemporary work and information environment. Freire's critical hermeneutics and dialectics of voice and empowerment are drawn upon. The paper argues positively for the role of CIL in attaining decent work and for the need for a new construct that would help fill the knowledge and discursive gap in IL and its subdomains and overcome the current silos in the IL community. The author concludes that developing a concept requires a broad deliberative process informed by both theoretical and empirical research, and gives suggestions for future research.
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- 2023
7. Education as an Open Question: A Hermeneutical Approach to Problem-Based Learning
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Kloeg, Julien
- Abstract
In this paper, this theme of the open question is offered as a hermeneutical approach to problem-based learning. Most of the scientific literature on problem-based learning is in the realm of the behavioral-sciences. To the extent that the latter becomes the exclusive focus of research on problem-based learning, there is a risk of instrumentalization. The hermeneutical approach of this paper is meant to complement this field of research. The subjects of humanities research are not directly available to a humanities scholar, at least not in the way experimental subjects are to a natural scientist. This is Wilhelm Dilthey's epoch-making understanding of the humanities in a nutshell. Philosophical anthropologist Helmuth Plessner, drawing on Dilthey, extends this insight to the historicity of human existence as such, summarizing the latter as an 'open question' that is always impressing itself upon us as human beings, but which at the same time cannot be answered definitively. It is through this process of asking and answering that we leave behind a history in the first place. I use these arguments to show that the theme of the open question yields a series of interconnected educational insights: notably the importance of subjectification, the social and historical context within which education necessarily takes place, and the construction of new knowledge and experience. These educational insights are rendered explicit and put into practice in problem-based learning. I hope in this way to develop a research perspective on problem-based learning as not only a set of behaviors, but as the scene of meaningful action.
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- 2023
8. Comments on a Paper on Alleged Misconceptions Regarding the History of Analysis: Who Has Misconceptions?
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Schubring, Gert
- Published
- 2016
- Full Text
- View/download PDF
9. Sound in the Papers: Musical Hermeneutics in the Age of the Feuilleton
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Hansjakob Ziemer
- Subjects
Literature ,geography ,geography.geographical_feature_category ,business.industry ,General Arts and Humanities ,media_common.quotation_subject ,Musical ,Art ,Musicology ,Intersection ,Hermeneutics ,business ,Sound (geography) ,media_common - Abstract
This article examines the intersection of feuilleton writing and musicology in early twentieth-century Germany. Starting from the contemporary concern that music lacked the capacity to expr...
- Published
- 2021
10. Making History Powerful
- Author
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Abigail Milligan
- Abstract
This research paper explores the effects of promoting empowerment in the key stage three history curriculum. For this research the term 'empowerment' relates to engaging pupils, enlightening them to the world around them and encouraging them to use their voices. Through applying an empowering approach to the history curriculum we can teach pupils the historic challenges that people have faced which help explain current issues, and educate pupils on how and why to use their voices.
- Published
- 2024
- Full Text
- View/download PDF
11. The Problems of Gender Equality: A Reconstruction of Islamic Doctrine
- Author
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Supriyadi, Tedi, Julia, J., and Firdaus, Endis
- Abstract
Women are born to be leaders, yet there still have been many disputations which grounding their arguments based on Al-Qur'an and Sunnah. However, the study on women's leadership needs to be reconstructed arguing that the traditional interpretations are no longer suitable in this changing times. Hence, this paper aims at advocating women position and their leadership in Islam. In addition, this paper also serves as a re-actualisation of the concept of Islam and also interpretation and re-understanding of the Qur'an and al-Hadith to provide opportunities for women associated with the concept of their equality with men. Furthermore, this paper attempts to reconstruct the Islamic doctrine of women's leadership seen from the perspectives of the Qur'an, al-Hadith, "fiqh," "tasawwuf," "siyasah," and history. The consideration of hermeneutical aspect of normativity and historicity is a necessity in the contextual, comprehensive, and holistic interpretation of the text, since it can be stated that there is no compelling reason or argument that can reject women's leadership. Thus, it is found that principally there was no strict prohibition in Islam that could reject women's leadership in various fields.
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- 2019
12. Where Have All the Teachers Gone: A Case Study in Transitioning
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Potgieter, Amanda S.
- Abstract
This paper reports the autobiographical narrative of Mr. L., as case-in-point example of the thresholding moment and the process of transitioning into Academia. The role of the lecturer-mentor and the multi-logic space that facilitates the process are clarified. I use hermeneutic phenomenology and interpretivism as methodological tools. This ex post facto qualitative study was done to elucidate the concepts and iterative processes involved in transitioning. I conclude that the novice student needs a lecturer-mentor guiding him through this life-changing event. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
- Published
- 2016
13. Mathematics: Essential Research, Essential Practice. Volumes 1 and 2. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia
- Author
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Mathematics Education Research Group of Australasia (Australia)., Watson, Jane, and Beswick, Kim
- Abstract
This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is "Mathematics: Essential research, essential practice." The theme draws attention to the importance of developing and maintaining links between research and practice and ties in with the joint day of presentations with the 21st biennial conference of the Australian Association of Mathematics Teachers (AAMT). This special feature highlights the benefits of collaboration between researchers, practicing classroom teachers, and curriculum developers. Volume 1 contains the following papers: (1) The Beginnings of MERGA (Ken Clements); (2) Teaching and Learning by Example: The Annual Clements/Foyster Lecture (Helen L. Chick); (3) Introducing Students to Data Representation and Statistics (Richard Lehrer); (4) Studies in the Zone of Proximal Awareness (John Mason, Helen Drury and Liz Bills); (5) Empowered to Teach: A Practice-based Model of Teacher Education (Janette Bobi); (6) Communicating Students' Understanding of Undergraduate Mathematics using Concept Maps (Karoline Afamasaga-Fuata'i); (7) Primary Student Teachers' Diagnosed Mathematical Competence in Semester One of their Studies (Karoline Afamasaga-Fuata'i, Paul Meyer and Naomi Falo); (8) An Online Survey to Assess Student Anxiety and Attitude Response to Six Different Mathematical Problems (Vincent Anderson); (9) Mathematical Investigations: A Primary Teacher Educator's Narrative Journey of Professional Awareness (Judy Bailey); (10) Describing Mathematics Departments: The Strengths and Limitations of Complexity Theory and Activity Theory (Kim Beswick, Anne Watson and Els De Geest); (11) Three Student Tasks in a Study of Distribution in a "Best Practice" Statistics Classroom (Anthony Bill and Jane Watson); (12) Teacher Researchers Questioning their Practice (Linda Bonne & Ruth Pritchard); (13) Imagined Classrooms: Prospective Primary Teachers Visualise their Ideal Mathematics Classroom (Kathy Brady); (14) Early Notions of Functions in a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill Brown); (15) Collective Argumentation and Modelling Mathematics Practices Outside the Classroom (Raymond Brown and Trevor Redmond); (16) Visual Perturbances in Digital Pedagogical Media (Nigel Calder); (17) Professional Experience in Learning to Teach Secondary Mathematics: Incorporating Pre-service Teachers into a Community of Practice (Michael Cavanagh and Anne Prescott); (18) Young Children's Accounts of their Mathematical Thinking (Jill Cheeseman and Barbara Clarke); (19) Mathematical Reform: What Does the Journey Entail for Teachers? (Linda Cheeseman); (20) Year Six Fraction Understanding: A Part of the Whole Story (Doug M. Clarke, Anne Roche and Annie Mitchell); (21) Teaching as Listening: Another Aspect of Teachers' Content Knowledge in the Numeracy Classroom (Ngaire Davies and Karen Walker); (22) Essential Differences between High and Low Performers' Thinking about Graphically-Oriented Numeracy Items (Carmel M. Diezmann, Tom J. Lowrie and Nahum Kozak); (23) High School Students' Use of Patterns and Generalizations (Jaguthsing Dindyal); (24) The Teacher, The Tasks: Their Role in Students' Mathematical Literacy (Katherine Doyle); (25) Informal Knowledge and Prior Learning: Student Strategies for Identifying and Locating Numbers on Scales (Michael Drake); (26) Documenting the Knowledge of Low-Attaining Third- and Fourth-Graders: Robyn's and Bel's Sequential Structure and Multidigit Addition and Subtraction (David Ellemor-Collins, Robert Wright and Gerard Lewis); (27) Interdisciplinary Modelling in the Primary Mathematics Curriculum (Lyn English); (28) Students' Tendency to Conjoin Terms: An Inhibition to Their Development of Algebra (Judith Falle); (29) Towards "Breaking the Cycle of Tradition" in Primary Mathematics (Sandra Frid and Len Sparrow); (30) Exploring the Number Knowledge of Children to Inform the Development of a Professional Learning Plan for Teachers in the Ballarat Diocese as a Means of Building Community Capacity (Ann Gervasoni, Teresa Hadden and Kathie Turkenburg); (31) Technology-Enriched Teaching of Secondary Mathematics: Factors Influencing Innovative Practice (Merrilyn Goos and Anne Bennison); (32) Supporting an Investigative Approach to Teaching Secondary School Mathematics: A Professional Development Model (Merrilyn Goos, Shelley Dole, and Katie Makar); (33) Identity and Mathematics: Towards a Theory of Agency in Coming to Learn Mathematics (Peter Grootenboer and Robyn Zevenbergen); (34) Categorisation of Mental Computation Strategies to Support Teaching and to Encourage Classroom Dialogue (Judy Hartnett); (35) Student Experiences of VCE Further Mathematics (Sue Helme and Stephen Lamb); (36) Video Evidence: What Gestures Tell Us About Students' Understanding of Rate of Change (Sandra Herbert and Robyn Pierce); (37) The Role of Dynamic Interactive Technological Tools in Preschoolers' Mathematical Patterning (Kate Highfield and Joanne Mulligan); (38) Students Representing Mathematical Knowledge through Digital Filmmaking (Geoff Hilton); (39) What Does it Mean for an Instructional Task to be Effective? (Lynn Hodge, Jana Visnovska, Qing Zhao and Paul Cobb); (40) A School-Community Model for Enhancing Aboriginal Students' Mathematical Learning (Peter Howard and Bob Perry); (41) Benchmarking Preservice Teachers' Perceptions of their Mentoring for Developing Mathematics Teaching Practices (Peter Hudson); (42) Relational or Calculational Thinking: Students Solving Open Number Equivalence Problems (Jodie Hunter); (43) Scaffolding Small Group Interactions (Roberta Hunter); (44) Numeracy in Action: Students Connecting Mathematical Knowledge to a Range of Contexts (Chris Hurst); and (45) A Story of a Student Fulfilling a Role in the Mathematics Classroom (Naomi Ingram). Volume 2 contains the following papers: (1) Secondary-Tertiary Transition: What Mathematics Skills Can and Should We Expect This Decade? (Nicolas Jourdan, Patricia Cretchley and Tim Passmore); (2) The Power of Writing for all Pre-service Mathematics Teachers (Keith McNaught); (3) "Connection Levers:" Developing Teachers' Expertise with Mathematical Inquiry (Katie Makar); (4) Acquiring the Mathematics Register in te reo Maori (Tamsin Meaney, Uenuku Fairhall and Tony Trinick); (5) Teaching Ratio and Rates for Abstraction (Mike Mitchelmore, Paul White and Heather McMaster); (6) Setting a Good Example: Teachers' Choice of Examples and their Contribution to Effective Teaching of Numeracy (Tracey Muir); (7) Developing the Concept of Place Value (Mala Saraswathy Nataraj and Michael O. J. Thomas); (8) Interdisciplinary Learning: Development of Mathematical Confidence, Value, and the Interconnectedness of Mathematics Scales (Dawn Kit Ee Ng and Gloria Stillman); (9) Mathematical Methods and Mathematical Methods Computer Algebra System (CAS) 2006--Concurrent Implementation with a Common Technology Free Examination (Pam Norton, David Leigh-Lancaster, Peter Jones and Michael Evans); (10) A Concrete Approach to Teaching Symbolic Algebra (Stephen Norton and Jane Irvin); (11) Developing Positive Attitudes towards Algebra (Stephen Norton and Jane Irvin); (12) Changing Our Perspective on Measurement: A Cultural Case Study (Kay Owens and Wilfred Kaleva); (13) Enhancing Student Achievement in Mathematics: Identifying the Needs of Rural and Regional Teachers in Australia (Debra Panizzon and John Pegg); (14) The Growth of Early Mathematical Patterning: An Intervention Study (Marina Papic and Joanne Mulligan); (15) Whole Number Knowledge and Number Lines Help to Develop Fraction Concepts (Catherine Pearn and Max Stephens); (16) Identifying and Analysing Processes in NSW Public Schooling Producing Outstanding Educational Outcomes in Mathematics (John Pegg, Debra Panizzon and Trevor Lynch); (17) Teachers Research their Practice: Developing Methodologies that Reflect Teachers' Perspectives (Ruth Pritchard and Linda Bonne); (18) Teacher Professional Learning in Mathematics: An Example of a Change Process (Pauline Rogers); (19) Seeking Evidence of Thinking and Mathematical Understandings in Students' Writing (Anne Scott); (20) Utilising the Rasch Model to Gain Insight into Students' Understandings of Class Inclusion Concepts in Geometry (Penelope Serow); (21) Exploring Teachers' Numeracy Pedagogies and Subsequent Student Learning across Five Dimensions of Numeracy (Jane Skalicky); (22) The Complexities for New Graduates Planning Mathematics Based on Student Need (Carole Steketee and Keith McNaught); (23) Students' Emerging Algebraic Thinking in the Middle School Years (Max Stephens); (24) A Framework for Success in Implementing Mathematical Modelling in the Secondary Classroom (Gloria Stillman, Peter Galbraith, Jill Brown and Ian Edwards); (25) Eliciting Positive Student Motivation for Learning Mathematics (Peter Sullivan and Andrea McDonough); (26) Learning from Children about their Learning with and without ICT using Video-Stimulated Reflective Dialogue (Howard Tanner and Sonia Jones); (27) Dependency and Objectification in a Year 7 Mathematics Classroom: Insights from Sociolinguistics (Steve Thornton); (28) Pedagogical Practices with Digital Technologies: Pre-service and Practicing Teachers (Colleen Vale); (29) Procedural Complexity and Mathematical Solving Processes in Year 8 Mathematics Textbook Questions (Jill Vincent and Kaye Stacey); (30) Designing Effective Professional Development: How do we Understand Teachers' Current Instructional Practices? (Jana Visnovska); (31) "Doing Maths:" Children Talk About Their Classroom Experiences (Fiona Walls); (32) The Role of Pedagogy in Classroom Discourse (Margaret Walshaw and Glenda Anthony); (33) Australian Indigenous Students: The Role of Oral Language and Representations in the Negotiation of Mathematical Understanding (Elizabeth Warren, Janelle Young and Eva deVries); (34) Student Change Associated with Teachers' Professional Learning (Jane Watson, Kim Beswick, Natalie Brown and Rosemary Callingham); (35) Choosing to Teach in the "STEM" Disciplines: Characteristics and Motivations of Science, ICT, and Mathematics Teachers (Helen M. G. Watt, Paul W. Richardson and James Pietsch); (36) Percentages as Part Whole Relationships (Paul White, Sue Wilson, Rhonda Faragher and Mike Mitchelmore); (37) My Struggle with Maths May Not Have Been a Lonely One: Bibliotherapy in a Teacher Education Number Theory Unit (Sue Wilson); (38) Students' Conceptual Understanding of Equivalent Fractions (Monica Wong and David Evans); (39) Statistics Teachers as Scientific Lawyers (Joanne Woodward and Maxine Pfannkuch); (40) Developing Pedagogical Tools for Intervention: Approach, Methodology, and an Experimental Framework (Robert Wright, David Ellemor-Collins and Gerard Lewis); (41) Pedagogy and Interactive Whiteboards: Using an Activity Theory Approach to Understand Tensions in Practice (Robyn Zevenbergen and Steve Lerman); (42) International Perspectives on Early Years Mathematics (Jillian Fox); (43) Early Childhood Mathematics Education Research: What is Needed Now? (Bob Perry and Sue Dockett); (44) Trimangles and Kittens: Mathematics Within Socio-dramatic Play in a New Zealand Early Childhood Setting (Shiree Lee); (45) Children's Number Knowledge in the Early Years of Schooling (Ann Gervasoni); (46) Listening to Students' Voices in Mathematics Education (Brian Doig, Susie Groves, Coral Campbell, Judith Mousley, and Gaye Williams); (47) Students' Pedagogical Knowledge: A Source of Pedagogical Content Knowledge (Brian Doig and Susie Groves); (48) Research Enriched by the Student Voice (Gaye Williams); (49) Listening to Student Opinions about Group Assessment (Judith Mousley and Coral Campbell); (50) Profiles of Thinking Skills and Levels of Motivation in a Problem-Solving Task (Sarah Buckley, Mary Ainley and Pip Pattison); (51) An Investigation of Mathematics Strategies in Traditional School Contexts and Real-World Contexts (Julie Clark and Kathy Brady); (52) Maori Student's Perspective on Their Mathematical Journey Through Maori Medium (Leeana Herewini); (53) Some Methodological Considerations in the Estonian Study about Students' Beliefs in Mathematics: Is Triangulation Necessary? (Kirsti Kislenko); (54) Progress in Mathematics--Learning through Home School Partnership (Denise Smith and Gaynor Terrill); (55) Exploring Data Representation and Statistical Reasoning through Integrated Investigations in a Grade 2 Classroom (Karen Ahearn); (56) Reform and Assessment Practice: The Need for an Investigation (Julie Anderson); (57) Autobiographical Research and Mathematics Curriculum (Andy Begg); (58) Mathematically Gifted Students Managing School Transfer (Brenda Bicknell); (59) Improving Procedures for Effective Teaching (Murray Black, Farida Kachapova and Ilias Kachapov); (60) Using Counter-Examples and Paradoxes in Teaching Probability: Students' Attitudes (Murray Black, Farida Kachapova, Sergiy Klymchuk and Ilias Kachapov); (61) Using Cabri Geometry to Explore the Geometric Properties of Parallelograms in Year 7 Mathematics Classrooms (Sahar Bokosmaty); (62) Defining Teacher Knowledge Needed in the Teaching of Statistics at Primary School Level (Tim Burgess); (63) Year 12 Students' Participation in Higher Mathematics Courses (Mohan Chinnappan, Stephen Dinham, Tony Herrington and Dale Scott); (64) Pre-service Primary Teachers Developing Positive Attitudes towards Teaching Mathematics (Julie Clark); (65) Measuring the Effectiveness and Efficiency of Language-In-Use for Algebra Learning: A Multi-Level Nested Modelling and DEA Approach (Robert de la Serna); (66) Te Poutama Tau (TPT): An Indigenous Response to the Numeracy Development Project 2002-2006 (Wini Emery and Leeana Herewini); (67) "I Have a Fear of Maths and it Does Worry Me a Bit as a Future Teacher:" The Cycle of Maths Anxiety (Gillian Frankcom); (68) Using Electronic Handwriting and Tablet PCs to Enhance Distance Students' Understanding of First Year Mathematics at University (Linda Galligan, Birgit Loch, Janet Taylor and Christine McDonald); (69) Mathematical Modelling in CAS Clothing (Vince Geiger, Rhonda Faragher and Trevor Redmond); (70) The Cognitive and Pedagogical Affordances of Digital Learning Tools on Early Mathematical Development (Kristy Goodwin, Joanne Mulligan and John Hedberg); (71) Revisions and Extensions of a Pirie-Kieren-Based Teaching Model (Peter Hughes); (72) An Insight into Norwegian Students' Thoughts about Mathematics (Kirsti Kislenko); (73) The Impact of Didactical Contract on Students' Perceptions of their Intentional Learning Acts (Troels Lange and Tamsin Meaney); (74) The Impact of an Intervention on the Development of Mathematical Pattern and Structure in the First Year of Schooling (Joanne Mulligan, Mike Mitchelmore, Coral Kemp, Jennie Marston and Kate Highfield); (75) Activity Theory as a Framework to Analyse the Positive Influence of Formative Assessment on Student Learning (Trish O'Toole); (76) Teaching Geometry with CAS in the Junior Secondary Classroom: A Case Study (Warren Palmer); (77) Wanted: One Great Maths Teacher! (Pamela Perger); (78) Building Early Childhood Educators' Knowledge, Skills and Confidence in the Facilitation and Assessment of Young Children's Mathematical Learning (Bob Perry, Elspeth Harley and Sue Dockett); (79) CAS in the Middle Secondary Years: Strengths, Weaknesses, Opportunities and Threats (Robyn Pierce); (80) Myths and Positioning: Insights from Hermeneutics (Steve Thornton); (81) Misconceptions in Locating Negative Decimals on the Number Line (Wanty Widjaja, Kaye Stacey and Vicki Steinle); and (82) Proportional Reasoning: A Global or Localised Development? (Vince Wright). [Individual papers contain references, figures, tables, and appendices.
- Published
- 2007
14. Pedagogy of Discernment, New Wine in Old Skins? A Response to Potgieter
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Nieuwenhuis, F. J.
- Abstract
In his 2014 paper Potgieter presented a number of pertinent questions on education in a post-modern world. In this article I not only challenge some of the views informing these questions but also raise additional questions for debate and critical analysis. Two pertinent issues, both with religious undertones, are addressed, viz.: a) whether the construct, "evil", as employed by Potgieter in his argument, could be used as basis for the development of a theory on education; and b) whether a pedagogy of discernment could be used as a "primus inter pares." Using hermeneutic analysis, I argue that the religious embeddedness of these concepts as well as the relativity of claims made could be problematic in terms of a general theory on pedagogy meant to serve as a "primus inter pares." In contesting Potgieter's argument I therefore pose a number of counter claims for analysis and scrutiny. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
- Published
- 2015
15. Truth and Scepticism: Developing Bildung and Phronesis through Socratic Questioning
- Author
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Nicholson, Gary
- Abstract
This research paper considers the place of the European lifelong-learning philosophical concept of Bildung (self-formation) and how Socratic questioning activities might be used to facilitate its development. Originating with the great philosophical thinkers of the German Renaissance, it is a concept that is again attracting attention because of its focus on developing the "whole" person and its potential for developing phronesis "practical wisdom." The primary source of research data is a podcast in which a diverse group of BAME (Black, Asian, and minority ethnic) learners discuss COVID-19 vaccinations from their own cultural perspectives through a Socratic dialogue. During this process, Bildung was developed by participants recognizing mutual concerns during this process, and Gadamer's (1960/1989) hermeneutic dialectical concept known as the "Fusion of Horizons" was played out. The dialogue identifies "trust" as an essential moral value and one that is needed in any just and stable society. This research suggests an alternative educational paradigm should be realised that lends itself better to developing Bildung and phronesis. The implications of this for teacher training are discussed and why it is important to develop "phronetic" educators. Reference is made to what this might look like in reality by highlighting the use of Socratic questioning in Danish folk high schools and how they have made the philosophical concept of Bildung central to their mission.
- Published
- 2022
16. The Information Society: Digital Knowledge, Contemporary Cultural Profiles and Pandemics
- Author
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Bautista, Claudia Esperanza Saavedra, Figueroa, Claudia, and Cubides, Pedro Alfonso Sánchez
- Abstract
The purpose of this paper is to discuss the digital knowledge emerged in the context of the information society and that has introduced new cultural profiles in young people, called digital natives by the academic literature. It is approached according to hermeneutic theoretical and methodological principles where, through the analysis and reflection of different research experiences, it was possible to unveil these digital knowledges in the teacher training processes to respond to the learning styles of contemporary student profiles. The study allows to conclude that there is a great opportunity for the construction of contemporary cultural profiles, both of university teachers and students, as well as of the university community itself, with an impact on the educational processes when making decisions, in their training from the appropriation of a culture and the good use of information and communication technologies and experiences that have left the pandemic by the COVID-19. This adaptation and innovation have allowed to create and recreate family, academic and work life, looking for alternatives of constant change and where this stage of emergency has been an opportunity for growth in knowledge in science and technology, together with public policies as part of the training processes.
- Published
- 2022
17. Exploring Leadership as a Phenomenon in an Educational Leadership Paper: An Innovative Pedagogical Approach Opens the Unexpected.
- Author
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Giles, David and Morrison, Michele
- Subjects
EDUCATIONAL leadership ,TEACHING ,EDUCATIONAL innovations ,EDUCATIONAL programs ,STUDENTS ,HERMENEUTICS ,TEACHERS - Abstract
Neoliberal ideologies influence both the content and pedagogical approach of educational leadership programmes. This article proposes an alternate pedagogy, one which privileges the experiential nature of the leadership and challenges students to critique prevailing ideologies within education. The authors describe the reshaping of a compulsory, foundational academic paper within a Masters of educational leadership programme to focus on the phenomenon of leadership more explicitly. They illustrate the use of student stories and hermeneutic interpretation to deepen the appreciation of the contextual nature of educational leadership practice. The authors suggest that the influence of this pedagogical approach resides in the sincerity of the pedagogical comportment of the teaching faculty and the elusiveness of the taken-for-granted nature of leadership. They conclude that pedagogical processes that maintain a centrality of concern for the humanity of leadership experiences are a matter of urgency in our present educational context. [ABSTRACT FROM AUTHOR]
- Published
- 2010
18. Hip Hop WAC: Students Redefine Writing in a Junior High School Technology Camp.
- Author
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Wills, Katherine V.
- Abstract
When a University of Louisville Computer Assisted Instruction (CAI) director, a team of graduate students, and an instructor designed a free summer computer camp program for disadvantaged middle schoolers, they imagined that the middle schoolers would respond to the first instruction as if the educators had restrained them in technological and epistemological straitjackets. Middle schoolers refused to behave as the teachers had imagined. The ways of writing the educators had planned were not the ways of writing middle schoolers envisioned. This paper argues that most of the divergence between middle schoolers' behavior and the graduate teachers' expectations were situated in the contact zone between class-bred class differences between Hip-Hop techno black culture and bourgeois values of the educators. The paper provides the following: an overview of the camp; its objectives; participant demographics; how the Hip Hop culturalization manifested itself in certain classroom practices; and what makes an effective good Hip Hop "gansta" writer who knows his or her audience or "posse." It also delineates a "hermenuetics of Hip Hop." The paper concludes that the middle schoolers "wrote across the curriculum" by writing with and about technology. They wrote in color and sound for themselves and their community, and through writing, the middle schoolers took power. Transcriptions from the computer camp are appended. (NKA)
- Published
- 2002
19. HRD in Asia. Symposium 3. [AHRD Conference, 2001].
- Abstract
This document contains three papers on human resource development (HRD) in Asia. "The Experiences of HRD Professionals Participating in Continuing Professional Development in Taiwan" (Yu-Shu [Jason] Chen) reports on a study that was based on the method of hermeneutic phenomenology and conducted to describe and interpret the experiences of Taiwanese HRD professionals participating in continuing professional development. "What Is It Like to Be a Taiwanese HR Practitioner Performing HRD Tasks?" (Ya-Hui [Bella] Lien, Gary N. McLean) discusses the following themes, which were identified during an interpretive study in which seven HRD professionals were interviewed about their daily work experiences as HRD practitioners: (1) HRD is one aspect of human resource management; (2) HRD is equated with training in Taiwan; and (3) HRD success relies on the visions and support of top management. "A Study of Human Resource Development in Indigenous Firms and Multinational Corporations in East and Southeast Asia" (Kenneth R. Bartlett, John J. Lawler, Johngseok Bae, Shyh-Jer Chen, Tai Wai David Wan) presents a comparative study that revealed significant differences in the attitudes of HRD professionals toward provision of short-term and longer-term job-related training in multinational and locally owned corporations in four Southeast Asian countries. All three papers include substantial bibliographies. (MN)
- Published
- 2001
20. The Hermeneutic Dialogic: Finding Patterns midst the 'Aporia' of the Artist/Researcher/Teacher.
- Author
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de Cosson, Alex
- Abstract
This paper considers one researcher's challenge of marking his progress in reading/studying Jacques Derrida's "Aporias" (1993) by what he calls the continual hermeneutic of making meaning. The paper places the "Aporias" reading in the setting of a weekly research group whose research cycle was creating meaning in and out of the work being done and the continuing dialogues with(in) it. One of the paper's segments consists of an (inter)[texture]al performative to be read with an 11-minute video from a 1-hour studio/gallery session edited into approximately seven minutes with four minutes of visual contextual framing entitled, "(Re)searching Sculpted 'Aporia': (Re)learning (Subverted-Knowing) through Praxis." The paper details the researcher's notations from his research journal written before the video sequence at the end of the second week of the gallery exhibition in January 2000. It documents the researcher's difficulty in "holding the three hats of artist/researcher/teacher" to stay afloat--teaching three courses, doing research, and being in the "aporia" of his praxis. The paper concludes that, without the reflexive researcher role, the relationship of the praxis to teaching would be lost from the conscious equation, from the place where it really matters, from the why of the entire thing--what it is--how this triality artist/researcher/teacher connects. (BT)
- Published
- 2000
21. The Symbolic Role of Organizational Message Artifacts in a Communication System Assessment.
- Author
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Meyer, John C.
- Abstract
This paper calls for the inclusion of narrative, thematic, and metaphor analysis as organizational assessment or communication audit methods and discusses some practical means of integrating these symbolic interpretational devices. The paper begins by defining the notion of symbol as the message content important to the organizational member. It then discusses four assessment methodologies: (1) textual analysis, or hermeneutics; (2) symbolic interactionism, or examining roles within organizations; (3) ethnomethodology, which examines construction of knowledge through interaction; and (4) phenomenology, which explores conscious experience. The paper continues by emphasizing three basic methods: observation, questioning, and transcribing organizational text. The paper concludes that, by practicing these methods, researchers will provide more compelling and deeper assessments of organizations. (Contains 16 references.) (EF)
- Published
- 2000
22. HRD in Asia. Symposium 35. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]
- Abstract
This document consists of three symposia papers on human resources development (HRD) in Asia. "The Impact of Action Learning on the Conflict-Handling Styles of Managers in a Malaysian Firm" (Antony Hii, Michael J. Marquardt) presented results of a quantitative study of a three-month action learning program on managers' conflict-management skills. The statistical analysis showed a significant increase in the desired integrative style of handling conflict in the participating group. "What Is It Like To Be an HRD Practitioner in Taiwan?" (Ya-Hui [Bella] Lien) describes the results of an interpretive study of the "lived experiences" of HRD practitioners. The following three major themes about HRD in Taiwanese work culture were introduced: (1) HRD is an aspect of human resources management (HRM); (2) HRD is equated with training; and (3) HRD success relies on the vision and support of top management. The final paper, "Role of Public Sector Agencies in National Human Resource Development: A Study of the Expectations of Singapore-Based Companies" (A. Ahad M. Osman-Gani) describes the importance of strategic HRD in Singapore's transition from an industrial-based to a knowledge-based economy. The study found that involvement from companies in all sectors was crucial for the success of national HRD programs. (The papers contain reference sections.) (CG).
- Published
- 2000
23. Distanciation, Appropriation, and Assimilation as Hermeneutical Making of Meaning in the Work of Paul Ricoeur and Mikhail Bakhtin.
- Author
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McCord, Michael A.
- Abstract
Communication--"real" communication--involves the hearer/reader as much as it involves the speaker/writer. This paper presents some of the ideas regarding the speaker/hearer, writer/reader, and text/meaning relationships in the work of Paul Ricoeur and Mikhail Bakhtin. The paper notes that, though neither of these men thought of themselves as rhetoricians, much of their work has been appropriated by scholars in Rhetoric and Composition Studies precisely because communication has long been a central concern for both Bakhtin and Ricoeur. It also discusses the nature of the relationship between spoken discourse and written discourse, since that relationship is of fundamental importance. The ultimate goal in the paper is to show that, even in theoretical rhetorical systems that are apparently dissimilar, the audience--the reader--is as important in the "construction" of meaning as the reader is in "conveying" meaning. The paper states that there are both differences and similarities between the ideas of Bakhtin and Ricoeur and that, at the outset, their theories will seem incompatible. It then makes an attempt to perform at least a partial synthesis between their ideas. It points to an "intersection" when the two men discuss the importance of the audience in making (as opposed to "taking") meaning from texts. By way of introducing the two theories, the paper offers a simplified "in a nutshell" explanation of to the point of contention. (Contains 14 references.) (NKA)
- Published
- 2000
24. Hermeneutics, Education, and Leadership in Contemporary Society.
- Author
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Zoreda, Margaret Lee
- Abstract
This paper argues that a hermeneutic perspective--the art of interpreting and understanding across differences--should be considered in any educational discussion about leadership. It explains that hermeneutics searches for understanding and creates meaning, not explanation. The paper goes on to examine the educational philosophy of John Dewey, noting that he regarded science and the scientific method as a matter of hermeneutics of shared interpreting and meaning-making. Dewey, instead of favoring narrow specialization, desired those qualities, such as initiative, inventiveness, and readaptability, that would enable education to be a life-long process of growth. It is concluded that hermeneutics and a Deweyan educational philosophy point toward a leadership paradigm in which work groups move toward a horizontal rather than vertical decision-making process, with collegiality--democratic cooperation--instead of a marked polarity between leaders and followers. Authority will be shared because meaning-making and inquiry are shared experiences, and leaders will emerge situationally in a community respectful of individual and communal growth. (Contains 27 references.) (MDM)
- Published
- 1999
25. Looking behind the Veil: Addressing the Enigma of Leadership.
- Author
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English, Fenwick W.
- Abstract
This paper claims that leadership, as a topic, has been disguised in behaviorism and obscured by organizational theory and management. The article examines the theories or metanarratives that have dominated educational administration and shows how they have covered and disguised leadership. It argues that the metanarratives--trait theory, behaviorism, structuralism, behavioral structuralism, broad fields, critical theory, and feminism--submerge leadership as other issues, such as management theory, are pursued. It asserts that all these metanarratives rest on the fallacy of an objectified self, which, even if influenced by language and culture, is believed to be benign so that the veil covering leadership can be lifted. Yet the record in this respect is paltry, and critical theory has not produced any expanded vision for the nature of leadership. The article focuses on the literature of feminism and the argument by postmodernists that one cannot think without prejudice, that is, all perspectives are grounded in certain pre-assumptions that actively shape perception. The article concludes with the work of Jacques Lacan and Howard Gardner and their critique of behavioral psychology, positing that Lacan and Gardner offer an alternative to the obscurantist view of leadership that has become prevalent. Contains 21 references. (RJM)
- Published
- 1999
26. Considering a Pedagogy of Discernment as 'Primus Inter Pares': Implications for Comparative Educationists
- Author
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Potgieter, Ferdinand J.
- Abstract
Making use of hermeneutic phenomenology and morality critique as methodological navigation points, this paper challenges the phantasmatic prestige and power of normative orders and the education systems that are designed to keep them alive. It is suggested that what education needs is not morals and ethics, but a pedagogy of discernment that will teach pupils to keep their eyes open and to recognise the tragic truth that normative systems maintain themselves at the cost of obliterating the onticity of singularisation, mortality and the non-normalisability of the human condition. [For the complete Volume 12 proceedings, see ED597979.]
- Published
- 2014
27. Education as the Possibility of Justice: Jacques Derrida.
- Author
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Biesta, Gert J. J.
- Abstract
This paper is an analysis of the ongoing work of philosopher Jacques Derrida and the immense body of work associated with him. Derrida's copious work is difficult to categorize since Derrida challenges the very concept that meaning can be grasped in its original moment or that meaning can be represented in the form of some proper, self-identical concept. Derrida's "deconstruction" requires reading, writing, and translating Derrida, an impossibility the author maintains cannot be done because translation involves transformation and the originality of the original only comes into view after it has been translated. The sections of the paper include: (1) "Preface: Reading Derrida, Writing after Derrida"; (2) "Curriculum Vitae"; (3) "(No) Philosophy"; (4) "The Myth of the Origin"; (5)"The Presence of the Voice"; (6) "The Ubiquity of Writing"; (7) "Difference and 'Differance'"; (8) "Deconstruction and the Other"; (9) "Education"; (10) "Education beyond Representation: Gregory Ulmer's 'Post(e)-pedagogy'"; and (11) "Afterword: Education as the Possibility of Justice." (EH)
- Published
- 1997
28. Hermeneutics of Integrative Knowledge.
- Author
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Shin, Un-chol
- Abstract
This paper examines and compares the formation processes and structures of three types of integrative knowledge that in general represent natural sciences, social sciences, and humanities. These three types can be observed, respectively, in the philosophies of Michael Polanyi, Jurgen Habermas, and Paul Ricoeur. These types of integrative knowledge are featured in this paper because practically all academic institutions of higher learning today have divisions of natural sciences, social sciences, and humanities, and because these philosophers have greatly influenced interdisciplinary scholarship in the past few decades. The paper's premise is that a whole is greater than the sum of its parts, a notion that is the foundational principle for integrative knowledge. The examination of these three types of integrative knowledge leads to the conviction that what determines integrative studies is primarily the formation process for, not the content of, the structure of integrative knowledge. The act of integration is a dynamic process of achieving an ideal. Integrative studies are the future-oriented studies that examine primarily the dynamic aspects of the integrating process for achieving those ideals. (MAH)
- Published
- 1996
29. Hermeneutics: A Phenomenological Aesthetic Reflection.
- Author
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Slattery, Patrick
- Abstract
According to this document, the postmodern world needs a form of education which does not separate learning from its application to self, but encourages subjective experiencing of the world as self-encounter. The hermeneutical task is not a technical one, solved by logic, but is rather, an aesthetic journey of finding a sense of identity and personal meaning in experiences born in the midst of universal human struggles. The paper is organized in four sections. After an introductory section, the document presents: "Perspectives on Hermeneutics"; "Hermeneutics: A Phenomenological Aesthetic Investigation," which looks at five different approaches to hermeneutics; and "Aesthetics in Hermeneutics," in which phenomenological aesthetics for hermeneutics in education is advocated; the implication being that transformation and learning would be stimulated by a sense of connectedness and awareness of future possibilities. Contains 52 references. (MM)
- Published
- 1996
30. A Critical Examination of Relevance in Science Education Research.
- Author
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Bodner, George M. and MacIsaac, Daniel L.
- Abstract
There is a growing sense of frustration among members of the science education research community that results from the fact that the impact of research in science education on classroom practice has been disappointing. In this theoretical paper, the questions of relevance and accountability in science education research are first reviewed and then addressed via comparison of the two most prevalent research methodologies: causal empirical-analytic, and naturalistic-hermeneutic. Critical theory and action research are proposed as alternative paradigms. A study planned at Purdue University (Indiana) is discussed in terms of the three interpretations. (JRH)
- Published
- 1995
31. Art Education as Folding and Unfolding of Things
- Author
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Komatsu, Kayoko
- Abstract
This paper pays attention to the meaning of things in educational space. Students learn not only from words but also things with which they interact in the learning process. Especially in art education various things such as materials, tools, art works are indispensable. This paper tries to analyze the process of both creation and appreciation of art in the viewpoint of folding and unfolding of things. The methodology is the hermeneutic approach to the relationship between art works and viewers, materials or tools and their users, and created image and creators. In creating art works the process of unfolding things which means the interaction with materials and the learning of skills and tools can emerge only by folding the image of the creator into the things. On the other hand, it is important for appreciation to receive the image of art works by developing it freely in the inner world. As in the case of creation, appreciation needs both folding a new meaning and unfolding the multilayered art works. In conclusion both creation and appreciation of art are so complicated processes that need a high degree of intelligence. Art education can be regarded as the process of fostering intelligence as well as sensibility.
- Published
- 2017
32. Understanding and Applying Research Paradigms in Educational Contexts
- Author
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Kivunja, Charles and Kuyini, Ahmed Bawa
- Abstract
The concept of research paradigm is one that many higher degree research students, and even early career researchers, find elusive to articulate, and challenging to apply in their research proposals. Adopting an ethnographic and hermeneutic methodology, the present paper draws upon our experiences as lecturers in Research Methods over many years, and upon pertinent literature to explain the meaning of research paradigm. The paper elucidates the key aspects of research paradigms that researchers should understand well to be able to address this concept adequately in their research proposals. It offers suggestions on how researchers can locate their research into a paradigm and the justification needed for paradigm choice. With the explicit purpose of helping higher degree research (HDR) students design effective research proposals, the paper also discusses the different research methodologies best suited to conduct research in each of the paradigms discussed.
- Published
- 2017
33. Novels, Scripts, and Natural Discourse: Mediated Models of Language Use and Understanding.
- Author
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Soukup, Paul A.
- Abstract
This paper explores the question of interpreting complex texts, particularly scripts and multimedia presentations. The paper first reviews the literature on natural discourse, noting that although interpreting spoken natural language seems rather straightforward, many scholars have discussed what is required to make sense of discourse. The paper next discusses the discourse of novels, pointing out that writing and print fix language to a page and, in doing so, change an individual's relationship to language, and that the written text does not engage people in the same ways that natural discourse does. The paper cites the rise of hermeneutics, or textual interpretation, and notes that modern scholarship has subjected hermeneutics itself to a struggle for understanding, with outstanding scholars such as E. D. Hirsch and Hans-Georg Gadamer in opposing theoretical camps. The paper then discusses in detail the discourse of scripts, after defining them as "a set of instructions for actors so that they can recreate a human lifeworld." The paper concludes with a postscript about multimedia presentations, which cross the boundaries separating natural discourse, texts, and scripts. The paper concludes that the situation of multimedia throws all interpretation into relief and suggests the fusion of not just two, but multiple horizons. (Contains 23 references.) (NKA)
- Published
- 1994
34. Emancipatory Research: Support for Women's Access to Power. Draft.
- Author
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Brunner, C. Cryss
- Abstract
This paper presents findings of a critical ethnography that examined the relationship between gender and the definition of power, and its use in the politicized role of the superintendent. Based on Stewart Clegg's (1988) conceptualization of power relationships as "circuits of power," the ethnography was conducted in a larger metropolitan area headed by a female superintendent. Data were obtained from nonstandardized interviews with those in male circuits of power, those in female circuits of power, and those related to the superintendent either directly or indirectly. Other data sources included document analysis and nonparticipant and participant observation. Findings indicate that: (1) women define power differently than men; (2) when women operate according to the female concept of power (viewed as "power to" rather than as "power over"), their chances to acquire positions of power increase dramatically; (3) women who attain positions of power are most successful when they adopt female approaches to power that stress collaboration, inclusion, and consensus-building; (4) to become powerful, women must become culturally bilingual (speak the language of males while remaining feminine); and (5) women are normally excluded from the male circuit of power. Contains 70 references. (LMI)
- Published
- 1994
35. Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical 'The Green Crystal'
- Author
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Potgieter, Amanda S.
- Abstract
This paper reports on how participation in a secondary school musical production, within a life skills education programme, may contribute curricularly and pedagogically towards equipping learners for meaningful, successful living in a rapidly transforming society. Using the life skills curriculum for the subject Life Orientation, and employing constructivist hermeneutic phenomenology, I compared the dialogic educative space offered by a musical production with that of an ordinary secondary school classroom context. This comparative study suggests that secondary school musicals, as holograms of life and reality may, curricularly as well as pedagogically, be understood as practice grounds for life skills attainment (including social justice), whereas traditional classroom practice perpetuates monologism. The musical provides a space for discovering and exercising human talents, social interaction, co-responsibility, mutual and reciprocal trust and knowledge and meaning-making whereas the traditional classroom no longer seems to be able to provide a nurturing and safe practice ground for life skills. [For complete volume, see ED567118.]
- Published
- 2013
36. Social media discussion forums, home country and immigrant consumer acculturation: the case of Iranian immigrants in Australia
- Author
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Sepehr, Sorush, Carlson, Jamie, Rosenberger III, Philip, and Pandit, Ameet
- Published
- 2023
- Full Text
- View/download PDF
37. Visual Ethnography in Classrooms: The 'Action of Showing' in Classroom Videos in Contexts of Social Science Teacher Education
- Author
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Jehle, May
- Abstract
Purpose: The paper discusses the camerawork within a historic video case study as a meaningful practice of visualization of classrooms and also as an aspect worth consideration in current contexts of video-based classroom research and teacher education. Design/methodology/approach: The case study combines elements of video hermeneutics and a visual sociology of knowledge to reconstruct "the visual" within historic classroom videos. It discusses these reconstructions based on the theoretical framework of video ethnography as an alternative method of classroom research focused on specific actions of showing within the historical context. Findings: The analysis and interpretation underpin the assumption of relations between camerawork and intentions for the use of the videos and enables insights into practices of documentation, implicit images of teaching practices, and classroom interaction as a part of the history of social science education.
- Published
- 2021
38. In My Secret Life: Reflections on Media Life, Learning, and Research
- Author
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Hodbod , Vojtech
- Abstract
This paper describes a year-long ethnographic, phenomenologically hermeneutically oriented project of research and practical education that focused on a) the media experiences of adolescents aged 15-17, and b) nurturing adolescents' ability to reflect upon their lived media experiences. Autoethnography is used to illustrate a day in the life of a teacher and researcher who takes a holistic approach to media learning and to explore how self-reflection can enrich both students' lives and learning and professional research, in a mediatized world. The author reflects on his own media experiences and exposes an inner dialogue about the role media plays in his life. He questions things that are taken for granted, and reveals his approach to the use of self-reflection in research and educational practice. This article explores self-reflection as a long-term, comprehensive, sensitive, age-adapted approach to media education.
- Published
- 2023
- Full Text
- View/download PDF
39. Iqbal and Modern Islamic Educationists, Part 1: The Perceived Aims and Objectives of Education -- A Comparative Analysis
- Author
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Ali, Muhammad Abid and Hussien, Suhailah Binti
- Abstract
Iqbal views the schooling as well as the Madrassah systems devoid of developing a dynamic Muslim required for the renaissance of Ummah. With this realization, many Islamic educationists in Pakistan have established. Islamic schools in Pakistan. The question is whether their models are dynamic enough to create such Muslims? This research probes into the perceptions and practices of ten Islamic school educationists in Pakistan. It also probes and clearly elaborates Iqbal's educational directives, and finally does a comparative analysis of Iqbal's directives with the Islamic educationists' perceptions and practices. Exploring Iqbal's educational thought includes qualitatively drawing hermeneutical interpretations from Iqbal's two Persian anthologies of Asrar i khudi (Secrets of the Self), and Ramooz i bikhudi (Mysteries of Selflessness). Thematic data analysis was used to draw the aims and objectives for education from Iqbal's said works. It was discovered that though the Islamic educationists carried some visions of education from Islamic perspective, they were largely following contemporary secular frame work of education in attempting to achieve these objectives. The contemporary schooling framework has been severely critiqued by Iqbal and is deplored by many educationists in the west as well for its ineptness to confirm with child's learning psychology. This project was undertaken as my doctoral research and is presented in two parts. The first part elaborates the aims and objectives as conceived by these Islamic educationists, and as derived from Iqbal's educational philosophy. The second part of this paper will elaborate the practices of these educationists with Iqbal's educational directives.
- Published
- 2020
40. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)
- Author
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World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
- Abstract
We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2016
41. Combination of Qualitative and Quantitative Methods in Educational Management Diagnostics
- Author
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Gediminas, Merkys and Gintaras, Saparnis
- Abstract
One of the most significant factors, determining effectiveness of any organization is an optimal management of the system, which is perceived as a social organization. Otherwise strategy errors in management potentially undermine the whole system of the organization. Assuming that management based on authoritarian relations may illusionary create an image of swift and effective management however, as it has been proved by definite studies, it actually stiffens the management however as it has been proved by definite studies, it actually stiffens the organization and drives it towards management and functional crisis (Staehle, 1994). On the other hand, management based on humanistic-democratic relations liberates human resources, fosters social self-expression in an individual and a group, awakens creative and inner motivated potential of an individual. Management of educational institutions, being in between management and education/pedagogy, is a specific for scientific research. It should be noted, that a definite input in research work on management of educational institutions on the background of definite organizations does exist. In spite of some positive input in the research on educational management (e.g. Lenz, 1991, Merkys, 2000; Wissinger, 1996; Hopkins, 1998; Zelvys, 1994, 1999) it has to be stated that one sphere of such research management diagnostics (including educational management diagnostics as well) has been neglected. Research problem: The following questions are the background of the research problem--Which theory, tradition should be prioritized in a concrete research of educational management? Which theory is optimal from the standpoint of educational management practice that helps to emancipate the management as a sphere of social practice? IS it possible to find the optimal theoretical priority by empirical way, using non-standardized questioning? Which management theory that is proven in the other cultural environment could be applied without limits in Lithuania? Aim: To test triangulation procedures of the methods and to assess explorative-heuristic effectiveness of these methods in the conditions of a definite diagnostics in educational management research. The background of the research, which is presented in a paper, illustrates one methodological standpoint point. While studying social attitudes and social behaviour of people (here of school heads) the deeper cognition is possible when there are attempts to combine the quantitative and qualitative methods. (Contains 4 tables.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2004
42. Finding Voice: Teacher Agency and Mathematics Leadership Development
- Author
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Cox, Dana C. and D'Ambrosio, Beatriz S.
- Abstract
In the course of engaging with a Mathematics and Science Partnership (MSP) project, we planned a yearlong Leadership Academy that fit under the "train the trainers" model for professional development. Midway through, teacher leaders rejected a traditional conception of leadership based on expertise, individualism, and the transmission of knowledge. This proved to be a moment of critical mass wherein the project was democratically reinvented around a model of shared leadership where teacher leaders were positioned as ambassadors of a culture of inquiry. We were able to document three catalysts for this shift as well as the conditions that existed such that these catalysts could prove effective at producing change. We present here our findings on what happens when we allow teachers to take power and experience agency in a teacher leadership development program. [For the complete proceedings, see ED583989.]
- Published
- 2015
43. Debunking the Buzz Words Or Can Hermeneutic Analysis Be Used To Evaluate Pedagogically Based Learning Objects Designed from Constructivist Epistemological Ontologies Defined in XML Metadata?
- Author
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Stuckey, Bronwyn, Hensman, Jim, and Hofmann, Tobias
- Abstract
Arguably the biggest "buzz word" of the current year has been "learning or knowledge object". To understand the learning object and why it should be such a highly desirable commodity, it is necessary to unpack not only this concept but more importantly revisit some contributing concepts and constructs (more buzz words) that support the building of truly pedagogically informed reusable objects (Boyle & Cook 2001). The words and relationships explored in this paper are: learning or knowledge objects--the desirable construct in today's E-learning environment; ontologies and ways of expressing them through topic maps as they allow users to define and describe the components of an entity; metadata and XML used to create categorize, label and communicate the value of these objects; and hermeneutics and phenomenology as they refer to the interpretation of experience and events and evaluation of learning events. (Contains 23 references.) (Author)
- Published
- 2002
44. Education as Function of Productivity: An Hermeneutic Study of Standards on Ethics and Integrity in Human Resource Development Texts.
- Author
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Carter, Vicki K., Howell, Sharon L., and Schied, Fred M.
- Abstract
A study examined how the discourse of standards and ethics plays out in texts used in core human resource development (HRD) graduate courses. Its overarching purpose was to expand the continuing discussion of ethics through critical hermeneutic analyses of key literature within HRD. It used the recently developed document of the Academy of HRD, Standards on Ethics and Integrity, as a template. A purposeful sample of texts used in core graduate level courses at universities offering a graduate degree in HRD or a closely related field were analyzed. Research examined complexities involving the core, structure, and context of how academy standards are represented. These representations were hermeneutic because of the inseparability of understanding and interpretation. The most remarkable finding was the absence of discussions on ethics, values, and integrity except in the area of research processes and treatment of human subjects. (Contains 21 references.) (YLB)
- Published
- 2001
45. Playing by Someone Else's Rules: A Phenomenological Study of Vocational Teachers' Lived Experiences under School Reform.
- Author
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Reinsel, Michael D.
- Abstract
The experiences of six vocational education teachers from several high schools in Chesapeake County, Maryland, who "lived under" the educational reforms of the past 2 decades were examined in a phenomenological study. The study, which used the approach designed by Van Manen in "Researching Lived Experience," included consideration of the researcher's personal experience; the experiential descriptions of others; open-ended and repeated conversations with teachers to generate themes and key words or phrases that open up the phenomenon; etymological tracings of words to reveal more about the phenomenon; and experiential descriptions found in literate and art to understand the phenomenon more fully. The teacher's experience under school reform was determined to be similar to the following stages of grief experienced by dying patients: (1) denial and isolation; (2) anger; (3) bargaining; (4) depression; and (5) acceptance. The stories collected during the study provided evidence that sharing their stories of "life under reform" helps vocational teachers feel less alone, enables them to begin imagining and talking about a better future under reform, and allows them to put their pain to good use by understanding how it has transformed them. The importance of school reform and teachers finding ways to draw strength from one another was emphasized. (Contains 24 references.) (MN)
- Published
- 2001
46. Examination of Preschool Teachers' Biased Perception on Gender Differences.
- Author
-
Hyun, Eunsook and Tyler, Mike
- Abstract
Using the theoretical framework of hermeneutics and guided by the conceptual framework of Developmentally and Culturally Appropriate Practice, two studies examined how preschool teachers perceive young children's gender differences in relation to the pedagogical considerations. Participants in Study 1 were 121 early childhood educators attending workshops on gender differences in the classroom. The teachers produced 113 different words to describe preschool boys and 98 to describe preschool girls. A wider range of behaviors were described for boys than for girls and there was a higher level of agreement on the three most common descriptors for boys (active, loud, aggressive) than for girls (quiet, talkative, sensitive). Teachers perceived boys to have more of the qualities of constructivist learners than girls, and more initiative and capacity for independent learning. Study 2 examined the meaning attached to these descriptors by others. Thirty-one early childhood practitioners completed surveys regarding the positive/negative nature of each descriptor and perceptions of children described with the most common descriptors for boys or for girls. The findings suggest that the female teachers tend to be less appreciative of boys' ways of playing, and constructing and using knowledge than those of girls. While many constructivist learner qualities are identified more often for boys than girls, overall the teachers' perception of the boys' group was as less "teachable" and "easy to work with" than the girls' group. (Contains 45 references.) (Author/KB)
- Published
- 1999
47. Revisiting Methods of Literature Synthesis.
- Author
-
Suri, Harsh and Clarke, David
- Abstract
This paper highlights the relative strengths and weaknesses of the contemporary methods of research synthesis and proposes a multistage approach to research synthesis that draws on the strengths of each of these individual methods. In this approach, the decisions at every step of the synthesis process are guided by the nature of the data. The contemporary methods reviewed are: (1) narrative reviews of research; (2) meta-analysis; (3) best evidence synthesis; and (4) synthesis of qualitative research. A key assertion of this paper is that the process of synthesizing research should be inductive and interpretive rather than a rigid set of procedures and techniques. The proposed multistage approach begins with conceptual, rather than methodological, criteria for inclusion of individual studies. Open coding and the categorization of studies into sets and subsets follows, with the synthesis process remaining dialectical and hermeneutic at each stage. Whatever the techniques chosen for the qualitative synthesis, the process of research synthesis should be inductive, interpretive, dialectic, and hermeneutic. (Contains 31 references.) (SLD)
- Published
- 1999
48. The Significance of 'Seikatsu Tsuzurikata' in a Global Age: Contextualizing an Educational Discourse of Liberation, 'Intent Observations' and De-Centering
- Author
-
Shorb, Patrick Naoya
- Abstract
Building upon the recent English-language scholarship (Kawaji, 2017, Miyazawa, 2015; Hiraoka, 2011) on the Japanese pedagogy movement of seikatsu tsuzurikata ("daily life writing," hereafter referred to as DLW), this essay seeks to locate its significance within a broader global context. It is as much a polemic for why DLW should be better known outside of Japanese academic circles as it is meant to be a dispassionate, historical analysis of an education movement per se. The fact that such a large-scale, politically radical grassroots education movement as DLW took place within Japan's highly technocratic and centralized educational tradition is intrinsically interesting. Greater international awareness of DLW can thus serve as a valuable touchstone for a broader reconsideration of 21st century education change. This essay highlights three ways that DLW complicates understandings of modern Japanese education as well as education development more generally. First, the spread of DLW in the 1930s reminds us that discourses of liberation and socio-economic empowerment proved surprisingly enduring, even during the supposed "dark-valley" era of prewar Japan. Second, the essay explores how DLW's critical pedagogy arose from a hermeneutical skepticism of "intent observations" that emerged from a humanistic (particularly Diltheyan) philosophical tradition distinct from the progressive, Anglo-American discourses that have come to dominate contemporary Japanese education (Takayama, 2011). Finally, this paper explores the subversive ways DLW de-centers conventional understandings of educational change, by noting how previously marginalized groups (in terms of geography, class and education status) generated compelling critiques of dominant education discourses. DLW's similarities with later, better-known, movements of critical pedagogy overseas suggest a globalized discourse of educational iconoclasm that is longer-lived and more geographically varied than is often recognized. To give overseas readers a better sense of DLW ideology, this essay includes extended quotes from key DLW writers and documents.
- Published
- 2020
49. Consideraciones sobre la investigacion hermeneutica en la educacion en lenguas y culturas extranjeras (Aspects of Applying a Hermeneutic Approach to Foreign Language and Culture Education).
- Author
-
Zoreda, Margaret Lee
- Abstract
Drawing on writings by recent post-modernist thinkers and semioticians, this paper focuses on a combination of hermeneutic and semiotic viewpoints and applies them to defining the nature of interpretation in an educational setting (e.g., text interpretation), the interpreter, and the essence of the act of comprehension and interpretation. The main examples discussed come from English as a foreign language and blend aspects of Dewey's educational thinking with the hermeneutic approach. (Contains 15 references.) (CNP)
- Published
- 1998
50. Quality through Holistic Simplicity
- Author
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Slabbert, Johannes A.
- Abstract
It seems as though the publication of "The Oxford handbook of philosophy of education" (Siegel, 2009) had evoked considerable discourse in the fields of philosophy and philosophy of education. The tensions and inconsistencies that were exposed between and within these fields prompted the question about the role of philosophy of education in the "practice" of education and teacher education. With a contingent exploration using hermeneutic phenomenology I have attempted to initiate a tentative resolution to this challenge--one that we may trust enough to base our actions upon. It reveals a conceptualisation of education and subsequently teacher education, which holistically encapsulates its quality imperative and its associated concerns like social justice and accountability. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
- Published
- 2015
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