323,042 research outputs found
Robert Grosseteste and theories of education: the ordered human
No full textThis book examines Robert Grosseteste’s often underrepresented ideas on education. It uniquely brings together academics from the fields of medieval history, modern science and contemporary education to shed new light on a fascinating medieval figure whose work has an enormous amount to offer anyone with an interest in our educational processes.
The book locates Grosseteste as a key figure in the intellectual history of medieval Europe and positions him as an important thinker who concerned himself with the science of education and set out to elucidate the processes and purposes of learning. This book offers an important practical contribution to the discussion of the contemporary nature and purpose of many aspects of our education processes.
This book will be of interest to graduate and post graduate students, researchers and academics of educational philosophy, medieval history, philosophy and theolog
Space-times of teachers’ journeys for knowledge
No full textBuilding on a pilot study (Puttick, 2012), this article reports findings from ethnographic research of three secondary school geography departments in England. The focus here is on the space-times of teachers’ journeys for knowledge
Dataset to accompanyto "Identifying the Psychological Processes used by Male and Female Students" (Science Education, Hall et al.)
No full textDataset to accompany Hall, S.S., Puttick, S. & Maltby, J. (in press). Identifying the
Psychological Processes used by Male and Female Students when Learning
about Science Technology Engineering and Mathematics: A Linguistic
Inquiry. Science Education
Recontextualising knowledge for lessons
No full textThis article builds on the descriptions of teachers’
journeys for knowledge previously presented
in this journal (Puttick, 2014) by asking what
teachers do with these sources of knowledge.
There is a substantial tradition of discussing the
transformation of (mainly disciplinary) knowledge
into school curricula, a process described by
Dewey as psychologising; by Bruner as conversion;
and by Schwab as translation (Deng, 2007).
Bernstein (2000) describes this movement as
recontextualisation. Building on his work, social
realism foregrounds the relationship between
academic disciplines and school subjects,
focusing on ‘the boundaries between schools and
professional and academic “knowledge producing
communities”’ (Young, 2009, p. 17). For the
teachers in my study of three secondary school
geography departments in England, the dominant
sources are Google, YouTube, exam specification
websites and textbooks, news websites, and
departmental virtual shared areas. This wide
range of ‘selections and arrangements ... creates
a quite different animal to the discipline’
(Muller, 2009, p. 215). There are different ways
of understanding the relationships between
school subjects and academic disciplines (cf.
Puttick, 2013, pp. 334–335), and concern has
been expressed about the relationship between
academic and school geography; there is a widely
held contention that they are disconnected,
separated by a chasm (Butt and Collins, 2013;
Goudie, 1993). However, concern about this
chasm is mainly based on evidence of formal
representations of school geography. The notion
of ‘disciplined judgement’ discussed below
offers one way of introducing students to the
ways in which powerful knowledge is produced,
judged, and developed. Therefore, understanding
more about recontextualising principles offers
an opportunity to develop the relationship
between school and academic geography through
teachers’ own practice
Mentoring matters: contributing to a more just tomorrow in geography education
No full textMentoring matters because of the ways in which it shapes educational practice, teachers’ experiences, the kinds of geographies children and young people engage with in school, and the futures this makes possible. In this conclusion to Mentoring Geography Teachers in the Secondary School we reflect on how, and why, mentoring matters in and for geography education. We then go on to examine how the themes of justice, agency and voice have been raised – both implicitly and explicitly – in and through this edited collection. Here, we consider why these themes are of critical importance to mentors, beginning teachers and geography education more broadly in developing and enacting a progressive vision of mentoring
Planning in geography education: a conversation between university-based tutors and school-based mentors in Initial Teacher Education
No full textDiffusive author(s), cohesive author: Analysis of S/N (1994)
No full textThis study indicates the ways in which various aspects of the author(s) are brought forth in Dumb type’s performance art, the S/N production. Previous research has suggested a non-hierarchical organization of Dumb type and the absence of a “privileged author” in Dumb type’s collaborative work, S/N. However, the results that I have investigated from member’s interviews on the creative process of S/N along with my analysis of the recorded images of S/N, indicate a different aspect of the author(s). First, S/N was created through, so to speak, the collective ideas of the members of Dumb type. Further, S/N has at least nine quotations from previous performances, installations, and printed writings, besides the work-in-progress technique. Explicating one of the “author functions” as given by Michel Foucault, each text has plural subjects of the author. However, it has been revealed from members’ interviews that Teiji Furuhashi had a decision-making role in selecting the members’ ideas within the performance. Since then, S/N has had plural subjects of creation; however, Furuhashi is one of the subjects of creation along with the “privileged author.” S/N has plural authors (diffusive authors) yet at the same time, it has a “privileged author,” Teiji Furuhashi (cohesive author)
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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