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Rita Chawladuggan - One of the best experts on this subject based on the ideXlab platform.

  • breaking out breaking through accessing knowledge in a non western overseas Educational Setting methodological issues for an outsider
    Compare, 2007
    Co-Authors: Rita Chawladuggan
    Abstract:

    This paper is concerned with processes of international enquiry. It focuses upon the relationship between a research problem and access to conduct research in a country. It uses data from an ethnographic study of primary education in a Northern Indian District. Conceptually drawing upon the insider‐outsider debate within the sociology of knowledge, the paper raises issues about the relationship between the research problem, accessing knowledge and being an outsider to a research Setting. It considers problems facing a particular form of outsider—a foreigner. The paper maintains that when researchers who are outsiders embark on designing research in non‐western international Educational Settings, then questions considering the relationship between the research problem, access strategies and the culture of the research Setting are vital. Grappling with such questions allows for the development and promotion of new forms of partnership, alongside a deeper understanding of culture and context, when developing...

Karin Lumsden Wass - One of the best experts on this subject based on the ideXlab platform.

  • internal marketisation and teachers defending their Educational Setting accounting and mobilisation in swedish upper secondary education
    Education inquiry, 2011
    Co-Authors: Ingrid Henning Loeb, Karin Lumsden Wass
    Abstract:

    The article shows how, today, internal marketisation processes are intrinsic to Swedish Educational municipal managerialism, and how accounting practices are continual, frequent and dispersed and part of teachers’ professional work. A case study is presented as an outline of a teacher teams’ response to an accounting request and their mobilisation to defend their pedagogic activity for pupils ineligible for regular upper secondary education. The accounting response involves translating, collective editing and inscribing the pupils and the pedagogical activity. We show how teachers have become skilled practitioners of accounting practices. Our case provides an empirical example in line with research on performance management: there is no possibility for teachers not to involve themselves in the techniques in use and employing the right signifiers when defending their pedagogical activity. As accounting practices are dispersed and teachers have acquired accounting skills, the practice of accounting is continuously reinforced and strengthened. Keywords: upper secondary education, internal marketisation, accounting, teacher professionalism, performance management, mobilisation, plot (Published: 1 December 2011) Citation: Education Inquiry Vol. 2, No. 4, December 2011, pp.619–636

  • Internal marketisation and teachers defending their Educational Setting – Accounting and mobilisation in Swedish upper secondary education
    Education inquiry, 2011
    Co-Authors: Ingrid Henning Loeb, Karin Lumsden Wass
    Abstract:

    The article shows how, today, internal marketisation processes are intrinsic to Swedish Educational municipal managerialism, and how accounting practices are continual, frequent and dispersed and part of teachers’ professional work. A case study is presented as an outline of a teacher teams’ response to an accounting request and their mobilisation to defend their pedagogic activity for pupils ineligible for regular upper secondary education. The accounting response involves translating, collective editing and inscribing the pupils and the pedagogical activity. We show how teachers have become skilled practitioners of accounting practices. Our case provides an empirical example in line with research on performance management: there is no possibility for teachers not to involve themselves in the techniques in use and employing the right signifiers when defending their pedagogical activity. As accounting practices are dispersed and teachers have acquired accounting skills, the practice of accounting is continuously reinforced and strengthened. Keywords: upper secondary education, internal marketisation, accounting, teacher professionalism, performance management, mobilisation, plot (Published: 1 December 2011) Citation: Education Inquiry Vol. 2, No. 4, December 2011, pp.619–636

Ingrid Henning Loeb - One of the best experts on this subject based on the ideXlab platform.

  • internal marketisation and teachers defending their Educational Setting accounting and mobilisation in swedish upper secondary education
    Education inquiry, 2011
    Co-Authors: Ingrid Henning Loeb, Karin Lumsden Wass
    Abstract:

    The article shows how, today, internal marketisation processes are intrinsic to Swedish Educational municipal managerialism, and how accounting practices are continual, frequent and dispersed and part of teachers’ professional work. A case study is presented as an outline of a teacher teams’ response to an accounting request and their mobilisation to defend their pedagogic activity for pupils ineligible for regular upper secondary education. The accounting response involves translating, collective editing and inscribing the pupils and the pedagogical activity. We show how teachers have become skilled practitioners of accounting practices. Our case provides an empirical example in line with research on performance management: there is no possibility for teachers not to involve themselves in the techniques in use and employing the right signifiers when defending their pedagogical activity. As accounting practices are dispersed and teachers have acquired accounting skills, the practice of accounting is continuously reinforced and strengthened. Keywords: upper secondary education, internal marketisation, accounting, teacher professionalism, performance management, mobilisation, plot (Published: 1 December 2011) Citation: Education Inquiry Vol. 2, No. 4, December 2011, pp.619–636

  • Internal marketisation and teachers defending their Educational Setting – Accounting and mobilisation in Swedish upper secondary education
    Education inquiry, 2011
    Co-Authors: Ingrid Henning Loeb, Karin Lumsden Wass
    Abstract:

    The article shows how, today, internal marketisation processes are intrinsic to Swedish Educational municipal managerialism, and how accounting practices are continual, frequent and dispersed and part of teachers’ professional work. A case study is presented as an outline of a teacher teams’ response to an accounting request and their mobilisation to defend their pedagogic activity for pupils ineligible for regular upper secondary education. The accounting response involves translating, collective editing and inscribing the pupils and the pedagogical activity. We show how teachers have become skilled practitioners of accounting practices. Our case provides an empirical example in line with research on performance management: there is no possibility for teachers not to involve themselves in the techniques in use and employing the right signifiers when defending their pedagogical activity. As accounting practices are dispersed and teachers have acquired accounting skills, the practice of accounting is continuously reinforced and strengthened. Keywords: upper secondary education, internal marketisation, accounting, teacher professionalism, performance management, mobilisation, plot (Published: 1 December 2011) Citation: Education Inquiry Vol. 2, No. 4, December 2011, pp.619–636

J. E. Kay - One of the best experts on this subject based on the ideXlab platform.

  • Quantifying student engagement in learning about climate change using galvanic hand sensors in a controlled Educational Setting
    Climatic Change, 2019
    Co-Authors: A. L. Morrison, S. Rozak, A. U. Gold, J. E. Kay
    Abstract:

    Teaching climate change is complex because it requires a system-level understanding of many science disciplines and also because students may have preconceptions about climate change. Previous work shows students learn and retain science content better when they are engaged in the learning process. Active learning strategies engage students in learning science, but the engagement impact of active learning has not yet been assessed in a controlled environment using both biometric and self-reporting tools. Here, we analyze 52 university students’ engagement during several common active learning strategies in a controlled research Setting. We collected biometric data from all participants with hand sensors that measured changes in skin conductance as a proxy for engagement. Participants self-reported their engagement as a control. The combined biometric and self-reported data show that skin conductance data matched self-reported engagement, confirming that skin conductance is a robust proxy for engagement. Overall, dialog was the most engaging activity, with engagement levels about 165% above baseline. Non-science majors had higher average engagement than science majors (137% vs. 53% above baseline, respectively). Notably, skin conductance data showed no statistically significant differences based on participants’ political or religious affiliations. In summary, our results demonstrate biometric sensors’ potential to measure and monitor engagement in a learning environment. Relevant for climate education, in-class dialog increases student engagement in learning climate science and is especially effective for non-science majors.

Charles R Beck - One of the best experts on this subject based on the ideXlab platform.

  • social network analysis and whole genome sequencing in a cohort study to investigate tb transmission in an Educational Setting
    BMC Infectious Diseases, 2019
    Co-Authors: Simon Packer, Claire Green, Ellen Brookspollock, Katerina Chaintarli, Sarah Harrison, Charles R Beck
    Abstract:

    Background TB outbreaks in Educational institutions can result in significant transmission and pose a considerable threat to TB control. Investigation using traditional microbiological and epidemiological tools can lead to imprecise screening strategies due to difficulties characterising complex transmission networks. Application of whole genome sequencing (WGS) and social network analysis can provide additional information that may facilitate rapid directed public health action. We report the utility of these methods in combination with traditional approaches for the first time to investigate a TB outbreak in an Educational Setting.