1,721,338 research outputs found
Evolution of the Action Research Planners: Towards Critical Participatory Action Research
No full textThis book is a Festschrift for Emeritus Professor Stephen Kemmis, who has a long and eminent career as an educational researcher and academic spanning over 40 years.No Full Tex
La racionalidad tecnológica de Mario Bunge como oposición al pensamiento crítico de Stephen Kemmis
Full text linkThe best way to proceed when there are problems to solve, in Research, and in Education, always has been a reason of search from thinkers. Is exposed in this text the altitude of two thinkers whose thoughts are divergents. In one of the sides, Mario Bunge, theoretician that chooses the technocratic paradigm, a positivist vision of Research and Education, and in the other side, Stephen Kemmis, that pleads on a critical conception of both. The comparison of both theories be the central point of this written.El mejor modo de proceder a la hora de resolver problemas, de investigar o de educar, siempre ha sido motivo de búsqueda por parte de muchos pensadores. Se expone en este texto el posicionamiento de dos autores con pensamientos divergentes: por un lado Mario Bunge, teórico que opta por el modelo tecnocrático, por una visión positivista de la Investigación y de la Educación, y por el otro Stephen Kemmis, que aboga por una concepción crítica de ambas. La comparación entre ambas teorías será el tema central de este escrito
La racionalidad tecnológica de Mario Bunge como oposición al pensamiento crítico de Stephen Kemmis
Full text linkEl mejor modo de proceder a la hora de resolver problemas, de investigar o de
educar, siempre ha sido motivo de búsqueda por parte de muchos pensadores. Se expone en este
texto el posicionamiento de dos autores con pensamientos divergentes: por un lado Mario Bunge, teórico que opta por el modelo tecnocrático, por una visión positivista de la Investigación y de la Educación, y por el otro Stephen Kemmis, que aboga por una concepción crítica de ambas. La
comparación entre ambas teorías será el tema
central de este escrito.Abstract: The best way to proceed when
there are problems to solve, in Research, and in Education, always has been a reason of search from thinkers. Is exposed in this text the altitude of two thinkers whose thoughts are divergents. In one of the sides, Mario Bunge, theoretician that chooses the technocratic paradigm, a positivist vision of Research and Education, and in the other side, Stephen Kemmis, that pleads on a critical conception of both. The comparison of both theories be the central point of this written
Coming to ‘Practice Architectures’: A Genealogy of the Theory
No full textThis chapter provides an account, from the perspective of one of the authors of the theory of practice architectures, of how the theory came about and has evolved. The theory was first articulated as the ‘theory of practice architectures’ by Stephen Kemmis and Peter Grootenboer in 2008 in the book Enabling Praxis: Challenges for Education. However, it was many years in the making before 2008, and it has continued to be refined since then through Kemmis and Grootenboer’s engagement in research and conversation with other scholars. The narrative presented here provides insights into many of the theory’s key influences, explaining how and why some of its central assertions and ideas have emerged. Thus the chapter builds on explanations of the theory presented in this book and elsewhere.</p
Indigenous staffing in vocational education and training: policies, strategies and performance
No full textStephen Kemmis, Marianne Thurling, Roslin Brennan Kemmis, Peter Rushbrook and Richard Pickersgill explore the extent and distribution of Indigenous staffing in vocational education and training (VET) and various aspects of their employment experience within the VET sector. They note a recent decline in Indigenous staff numbers to below the set targets that, they argue, are in themselves too low. The report offers many suggestions as to how to improve numbers and experiences of Indigenous staff in VET throughout the employment cycle, from position identification through to succession planning
Practice Architectures and Being Stirred into Academic Practices of a Research Group
No full textThis chapter uses the theory of practice architectures to show how particular kinds of arrangements can make particular kinds of academic practices possible. It does this by exploring the authors’ experiences of being stirred in to practices of academia within a particular practice landscape as part of a research group, and the arrangements that enabled and constrained that stirring in. Employing an auto-ethnographic approach, the authors draw on their individual and collective experiences of research and collaboration with Stephen Kemmis and encounters with the theory of practice architectures. Individual narratives are analysed to identify key cultural-discursive, material-economic and social-political arrangements that prefigured our being stirred in, a process which has led to deep and long-lasting research collaborations and commitments that have strong and enduring local and international ties. In sharing our analysis and narratives, we provide a glimpse of how these collaborations and commitments, and the theory of practice architectures (itself a prefiguring arrangement of our practices) have influenced our research into practice in our respective fields. Our discussion offers insights not only into the kinds of practice architectures that make up a university landscape, but also how conditions of possibility can be created for academic practices that resist the de-professionalising effects of troubling university conditions.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
A case study of teacher learning: Professional development policy, practice and praxis
No full textIn a range of professions, professional practice today is under threat. It is endangered, for example, by pressures of bureaucratic control, commodification, marketization, and the standardisation of practice in some professions. In these times, there is a need for deeper understandings of professional practice and how it develops through professional careers. Enabling Praxis: Challenges for education explores these questions in the context of the initial and continuing professional education of teachers. It presents a theory of the development of praxis - morally committed action oriented by tradition - to show the ways praxis is enabled and constrained by the cultural-discursive, material and social-political conditions under which professional practice occurs. It introduces the notion of 'practice architectures' to show how particular conditions for practice shape the possibilities of praxis. The way these processes work is illustrated by detailed exploration of a number of cases of praxis development in a variety of educational settings, at a variety of levels - in teacher education for schools and for vocational education and training, in the continuing professional education of teachers, in educational administration, and in informal, community-based education for sustainability initiatives. The book provides conceptual resources that permit deeper analysis of the character, conduct and consequences of professional practice. It concludes with challenges for education, and for initial and continuing teacher education, suggesting that the contemporary threats to education as a professional practice call for revitalisation of the profession, professional bodies and the intellectual traditions that orient and guide educational practice
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