第七辑（中）

11. Educational research in Mainland China: current situation and developmental trends

Author: Sun, M.

Source: Comparative Education, 2011, 47(3): 315-325

Abstract:  The influence of Confucian culture in Chinese Mainland China is reflected in the current situation and contextual trends of educational research content of educational thought of Confucianism, educational issues grounded on theoretical views of Confucianism, and the influence of the inclusiveness of Confucianism. In terms of research method, the current situation of educational research is reflected in empirical research whose methods value the construction of the metaphysical theoretical system, the guiding role of educational theories for educational reform practice, and research that enriches the literature. In terms of research value, the current situation of educational research is reflected in studies that focus on human nature, human relations, thoughts, willpower, emotion, human rights, and benevolence, as well as studies focusing on education that serves politics. In terms of research content, the development trend of educational research is reflected by endeavours aimed at expanding educational research content in the context of Confucianism.

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12. Gamers and gaming context: Relationships to critical thinking

Author: Gerber, S.; Scott, L.

Source: British Journal of Educational Technology, 2011, 42(5): 842-849

Abstract: Gaming is purported to hold promise for education, in part, because it is thought to develop 21st century skills such as critical thinking. To date, there has been a dearth of generalisable research investigating the relationship between gaming and critical thinking. Results of a survey of 121 adults found that gamers and non-gamers do not differ significantly on critical thinking dispositions. However, gamers who play strategy games scored higher on actively open-minded thinking than did other types of gamers. In addition, low compared with high involvement in the gaming community was associated with higher open-minded thinking. Implications for educators and for further research are discussed.

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13.   Ideal knowing: logics of knowledge in primary school curricula

Author: Macknight, V.

Source: British Journal of Sociology of Education, 2011, 32(5): 717-728

Abstract: This paper is written to draw attention to the ideal knower and the logic of knowledge embedded in curricula. New logics and new knowers, I argue, are conjured with the hope they will be capable of succeeding in curriculum designers? imagined future. I frame this discussion in terms of debates about the place of knowledge in the sociology of education. Knowledge and knowers are produced together in curriculum, and it is useful to keep them together in studying classrooms. The bulk of the paper is a detailed comparison of two curricula written for the Australian state of Victoria. I will show that one - the 2000 Curriculum Standards Framework, second edition - follows a logic of truth. The second - the 2007 Victorian Essential Learning Standards - follows a logic of realisation. These contrasting logics require and instantiate quite different types of knower.

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14.  Mapping the Complexity of Public Pedagogy Scholarship

Author: Sandlin, J. A.; O Malley, M. P.; Burdick, J.

Source: Review of Educational Research, 2011, 81(3): 338-375

Abstract: The term public pedagogy first appeared in 1894 and has been widely deployed as a theoretical construct in education research to focus on processes and sites of education beyond formal schooling, with a proliferation of its use by feminist and critical theorists occurring since the mid-1990s. This integrative literature review provides the first synthesis of public pedagogy research through a thematic analysis of a sample of 420 publications. Finding that the public pedagogy construct is often undertheorized and ambiguously presented in education research literature, the study identifies five primary categories of extant public pedagogy research: (a) citizenship within and beyond schools, (b) popular culture and everyday life, (c) informal institutions and public spaces, (d) dominant cultural discourses, and (e) public intellectualism and social activism. These categories provide researchers with a conceptual framework for investigating public pedagogy and for locating future scholarship. The study identifies the need for theoretical specificity in research that employs the public pedagogy construct and for empirical studies that investigate the processes of public pedagogy, particularly in terms of the learner’s perspective. 

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15. Parenting and Academic Achievement

Author: Roksa, J.; Potter, D.

Source: Sociology of Education, 2011, 84(4): 299-321

Abstract:  A growing body of research has examined how cultural capital, recently broadened to include not only high-status cultural activities but also a range of different parenting practices, influences children’s educational success. Most of this research assumes that parents’ current class location is the starting point of class transmission. However, does the ability of parents to pass advantages to their children, particularly through specific cultural practices, depend solely on their current class location or also on their class of origin? The authors address this question by defining social background as a combination of parents’ current class location and their own family backgrounds. Using data from the Panel Study of Income Dynamics and its Child Development Supplement, the authors examine how different categories of social background are related to parenting practices and children’s academic achievement. The results offer novel insights into the transmission of class advantage across generations and inform debates about the complex processes of cultural reproduction and cultural mobility.

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16. Politics, guanxi and the search for objectivity: the intricacies of conducting educational research in Chinese contexts

Author: Nordtveit, B. H.

Source: Comparative Education, 2011, 47(3): 367-380

Abstract: This article discusses how history, the cultural setting, and the political-ideological contexts may influence educational research in China. It seeks to demonstrate a dichotomy between official and popular discourses, and argues that there is a need for the researcher to understand and interpret the language style used in various interview settings and research publications in China. Further, it is contended that ideology and cultural influences push towards a ‘virtuous’ or socially acceptable understanding of reality. These ideological and cultural norms may also affect official research data and statistics. Further, the article seeks to demonstrate that for a researcher in China (whether Chinese or not) it is important to cultivate and make use of guanxi (connections), at the same time as understanding the methodological dangers and intricacies of using it.

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17. Professional Development for Technology-Enhanced Inquiry Science

Author: Gerard, L. F.; Varma, K.; Corliss, S. B. (...)

Source: Review of Educational Research, 2011, 81(3): 408-448

Abstract: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers’ support for students’ inquiry science learning is the focus of the work. A literature search using the keywords technology, professional development, and science identified 360 studies from the past 25 years, 43 of which included multiple data sources and reported results for teachers and/or students. Findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms. In professional development programs of 1 year or less, researchers encountered common technical and instructional obstacles related to classroom implementation that hindered success. Programs varied most considerably in terms of their support for teachers’ use of evidence to distinguish effective technology-enhanced practices. 

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18. Running in Place: Low-Income Students and the Dynamics of Higher Education Stratification

Author: Bastedo, M. N.; Jaquette, O.

Source: Educational Evaluation and Policy Analysis, 2011, 33(3): 318-339

Abstract: The increasing concentration of wealthy students at highly selective colleges is widely perceived, but few analyses examine the underlying dynamics of higher education stratification over time. To examine these dynamics, the authors build an analysis data set of four cohorts from 1972 to 2004. They find that low-income students have made substantial gains in their academic course achievements since the 1970s. Nonetheless, wealthier students have made even stronger gains in achievement over the same period, in both courses and test scores, ensuring a competitive advantage in the market for selective college admissions. Thus, even if low-income students were “perfectly matched” to institutions consistent with their academic achievements, the stratification order would remain largely unchanged. The authors consider organizational and policy interventions that may reverse these trends. 

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19. Schooling, masculinity and class analysis: towards an aesthetic of subjectivities

Author: Mac An Ghaill, M.; Haywood, C.

Source: British Journal of Sociology of Education, 2011, 32(5): 729-744

Abstract: The retreat from social class within the sociology of education has been accompanied by the intensification of socio-economic and cultural inequalities. This paper seeks to draw upon cultural analyses of social class by addressing a classificatory shift of white English working-class males, who have moved from an ascribed primary socio-economic status to an embodied aesthetic performance. We examine the reconfiguration of social class within state schools and historical and contemporary shifting images of white working-class males within the education literature. We suggest the need to engage with a multi-dimensional explanatory frame in order to understand how working-class young men now inhabit a new cultural condition in the post-colonial urban space of inner-city schools. This shift is best captured by exploring the simultaneous articulations of multiple categories of difference - including class, gender, ethnicity, sexuality and generation - in relation to contemporary representations of social class.

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20.  Smart Management in Effective Schools

Author: Hofman, W. H. A.; Hofman, R. H.

Source: Educational Administration Quarterly, 2011, 47(4): 620-645

Abstract: Purpose: In this study the authors focus on different (configurations of) leadership or management styles in schools for general and vocational education. Findings: Using multilevel (students and schools) analyses, strong differences in effective management styles between schools with different student populations were observed. Conclusions: The authors present a description of relevant management factors in different educational contexts. 

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