Visual Research Methods in Educational Research
Visual Research Methods in Educational Research
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教育研究中的视觉研究方法
DOI：
10.1057/9781137447357_7
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Thomson P
中科院分区：
文献类型：
--
作者：
Thomson P
政策制定者对教育质量和公平的关切通常导致采取干预措施，增加使用更具规范性的教学方法，减少教师对内容、方法和评估作出决定的可能性（Gerwitz、Mahony、Hextall和Cribb，2009年）。这已经在教师教育计划中发挥了作用，这些计划越来越多地关注现有国家课程的“交付”，而不是建立可用于适应和发明的教学内容知识基础（Hulme & Menter 2012）。然而，一些学校能够比其他学校更好地控制自己的行为（Ball，Maguire & Braun 2011;哈特，Drummond，Swann & Peacock 2012），这些变化的原因是富裕家庭的学生与低收入社区的儿童和年轻人之间的学习成绩持续存在差距。政策问题通常被认为是教学和学校效率低下，而不是更广泛的社会结构和公共政策不足（Thrupp & Wilmott 2003）。“进步主义”一直被认为是改革的主要障碍。研究人员希望改变这些年轻人不公平的教育结果，如果他们的建议不符合官方指示，他们就有可能受到政治/媒体的嘲笑（Jones 2003; Wallace 1993）。1
Policy makers’ concerns about the quality and equity of schooling have generally resulted in interventions which have increased the use of more prescriptive pedagogical approaches and reduced the possibility of teachers making decisions about content, methods and assessment (Gerwitz, Mahony, Hextall & Cribb 2009). This has played out in teacher education programs which have increasingly focused on ‘delivery’of an existing national curriculum, rather than building a base of pedagogical content knowledge which can be used to both adapt and invent (Hulme & Menter 2012). Some schools, however, have been able to exercise more control over what they do than others (Ball, Maguire & Braun 2011; Hart, Drummond, Swann & Peacock 2012).The rationale for these changes has been the continued gap in learning outcomes between students from wealthy homes and children and young people from low-income neighbourhoods. The policy problem is generally presented as one of poor teaching and school effectiveness rather than wider social structures and inadequate public policy (Thrupp & Wilmott 2003).‘Progressivism’is continually held up as a major blockage to reform. Researchers wanting to make a difference to the inequitable outcomes of schooling of these young people run the risk of significant political/media derision if their suggestions do not mesh with official directions (Jones 2003; Wallace 1993). 1