scholarly journals Editorial: Posthuman Conceptions of Change in Empirical Educational Research

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Linnea Bodén ◽  
Simon Ceder ◽  
Sofie Sauzet
Keyword(s):  
Educational Research ◽  
Research Methodology ◽  
Educational Practice ◽  
Special Issue ◽  
Educational Settings ◽  
Empirical Educational Research ◽  
Emergent Phenomenon ◽  
Wide Range

In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings – ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.

scholarly journals Evidence-informed teaching and practice-informed research

2021 ◽  
Vol 35 (2-3) ◽  
pp. 199-208
Author(s):  
Leila E. Ferguson
Keyword(s):  
Preservice Teachers ◽  
Educational Research ◽  
Teacher Educators ◽  
Research Evidence ◽  
Educational Practice ◽  
Epistemic Cognition ◽  
Special Issue ◽  
Teachers Beliefs ◽  
Roles Of Teacher ◽  
Do So

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

Editorial: Postqualitative Curations and Creations

1970 ◽  
Vol 8 (3) ◽  
Author(s):  
Susan Nordstrom ◽  
Jasmine Ulmer
Keyword(s):  
Educational Research ◽  
Research Methodology ◽  
Special Issue

This special issue of Reconceptualizing Educational Research Methodology offers a series of curations and creations from emergent scholars within the equally emergent field of postqualitative research.

scholarly journals Features of mentoring in an inclusive environment: content and types

2020 ◽  
Author(s):  
В.В. Державина
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Research Methodology ◽  
Children With Disabilities ◽  
Educational Practice ◽  
Qualified Personnel ◽  
Wide Range ◽  
Emotional Burnout ◽  
Oriented Approach

. Повышение качества инклюзивного образования невозможно без трансформации существующей системы. Недостаток квалифицированных кадров в данной сфере и отсутствие личностно-ориентированного подхода к детям с ОВЗ предлагается решить за счет наставнической деятельности. Цель статьи заключается в исследовании особенностей наставнической деятельности в современной образовательной практике инклюзивного образования. В качестве методологии исследования при выявлении особенностей и видов наставничества в инклюзивной среде автором статьи осуществлены анализ и синтез существующих теорий и образовательных практик в наставнической и инклюзивной деятельности. Учитывая факторы быстрого эмоционального выгорания начинающих педагогов инклюзивного образования, автором предложены такие виды наставничества, как социально-воспитательное и учебно-методическое наставничество. Необходимость выделения данных видов наставничества продиктована особенностями существующей образовательной системы. Социально-воспитательное наставничество призвано раскрыть особенности инклюзивной среды, подготовить молодого педагога к работе в рамках усложнения дефектов детей с ОВЗ. Учебно-методическое наставничество направлено на нормативно-правовые, методико-дидактические аспекты преподавательской деятельности. Цель данного типа наставничества в осознании педагогом структуры нарушения ребенка с инвалидностью и в создании, исходя из этого, специальных условий. Статья предназначена для педагогов, работающих в рамках инклюзивного образования, учителей-дефектологов; она актуальна для широкого круга лиц. Improving the quality of inclusive education is impossible without transforming the existing system. The lack of qualified personnel in this field and the lack of a person-oriented approach to children with disabilities are proposed to be solved through mentoring. The purpose of the article is to study the features of mentoring in the modern educational practice of inclusive education. As a research methodology for identifying the features and types of mentoring in an inclusive environment, the author analyzes and synthesizes the existing theories and educational practices in mentoring and inclusive activities. Taking into account the factors of rapid emotional burnout of novice teachers of inclusive education, the author suggests such types of mentoring as social and educational and methodological mentoring. The need to identify these types of mentoring is caused by the features of the existing educational system. Social and educational mentoring is designed to reveal the features of an inclusive environment, prepare the young to work in the framework of complicating the defects of children with disabilities. Educational mentoring is aimed at regulatory, methodological and didactic aspects of teaching. The purpose of this type of mentoring is to make the teacher aware of the structure of the violation of a child with a disability and to create special conditions based on this. The article is intended for teachers working in the framework of inclusive education, teachers-defectologists and is relevant for a wide range of people.

scholarly journals Makers-Philosophers-Researchers: Experimentations with (Dis)placements

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Susan Nordstrom
Keyword(s):  
Educational Research ◽  
Research Methodology ◽  
Special Issue

In 2017, a graduate class became something otherwise. It became an experimental place in which experiences poured through students rather than providing students ready-made experiences. It became a space to encourage the play of difference that challenge our ideas about race, class, gender, ability, sexuality, and so on as frictional events (Puar, 2012). It became a space in which students came to know themselves differently, even subjectify themselves in different ways through experience. By attending to the delicacies of social, material, aesthetic, cultural, historical, and disciplinary forces, the class became a generative space of producing knowledge differently, knowledge that changes us as it much as it changes disciplines (Manning, 2016). It became a space to write and do scholarship differently so as to stay close to the ground to attend to “the sensed social-material-aesthetic atmospherics resonant in a scene, the threshold onto worlds of expressivity in a problematics” (Berlant & Stewart, 2019, p. 34). This Reconceptualizing Educational Research Methodology special issue offers five experimentations that materialized from such a course.

Die kybernetische (Neu-)Ordnung

2020 ◽  
Vol 96 (1) ◽  
pp. 73-88
Author(s):  
Martin Karcher
Keyword(s):  
Educational Research ◽  
Research Governance ◽  
Critical Question ◽  
Central Thesis ◽  
Empirical Educational Research ◽  
Key Features

Abstract The New Cybernetic Order. Thoughts on the Cybernetic Governing of Education After an attempt to determine key features of cybernetics (Chapter 1) and the consideration of the conditions of the cybernetization of the present (Chapter 2) the article takes a closer look at three fields (Chapter 3): empirical educational research, governance and finally the cybernetic self. The three areas coincide in the critical question of the controllability of pedagogical processes and mutually condition and legitimise each other. The central thesis is that these fields are closely connected and that cybernetization of education entails a depoliticization (Chapter 4).

scholarly journals What If the ‘Anthropocene’ Is Not Formalized as a New Geological Series/Epoch?

Quaternary ◽  
2018 ◽  
Vol 1 (3) ◽  
pp. 24 ◽  
Author(s):  
Valentí Rull
Keyword(s):  
Present State ◽  
Executive Committee ◽  
Working Group ◽  
Recent Literature ◽  
Special Issue ◽  
Environmental Sciences ◽  
International Union ◽  
Quaternary Stratigraphy ◽  
Wide Range ◽  
Geological Sciences

In the coming years, the Anthropocene Working Group (AWG) will submit its proposal on the ‘Anthropocene’ to the Subcommission of Quaternary Stratigraphy (SQS) and the International Commission on Stratigraphy (ICS) for approval. If approved, the proposal will be sent to the Executive Committee of the International Union of Geological Sciences (IUGS) for ratification. If the proposal is approved and ratified, then the ‘Anthropocene’ will be formalized. Currently, the ‘Anthropocene’ is a broadly used term and concept in a wide range of scientific and non-scientific situations, and, for many, the official acceptance of this term is only a matter of time. However, the AWG proposal, in its present state, seems to not fully meet the requirements for a new chronostratigraphic unit. This essay asks what could happen if the current ‘Anthropocene’ proposal is not formalized by the ICS/IUGS. The possible stratigraphic alternatives are evaluated on the basis of the more recent literature and the personal opinions of distinguished AWG, SQS, and ICS members. The eventual impact on environmental sciences and on non-scientific sectors, where the ‘Anthropocene’ seems already firmly rooted and de facto accepted as a new geological epoch, are also discussed. This essay is intended as the editorial introduction to a Quaternary special issue on the topic.

scholarly journals Editorial for Special Issue “Industrial Minerals”

Minerals ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 129
Author(s):  
Maite Garcia-Valles
Keyword(s):  
Industrial Minerals ◽  
Special Issue ◽  
Wide Range

Industrial minerals play an important role in keeping our society running, as they are used in a wide range of industrial and domestic applications [...]

scholarly journals Image Segmentation and Object-Based Image Analysis for Environmental Monitoring: Recent Areas of Interest, Researchers’ Views on the Future Priorities

2020 ◽  
Vol 12 (11) ◽  
pp. 1772
Author(s):  
Brian Alan Johnson ◽  
Lei Ma
Keyword(s):  
Remote Sensing ◽  
Image Analysis ◽  
Image Segmentation ◽  
Online Survey ◽  
Accuracy Assessment ◽  
Learning Approaches ◽  
Special Issue ◽  
Object Based Image Analysis ◽  
Object Based ◽  
Wide Range

Image segmentation and geographic object-based image analysis (GEOBIA) were proposed around the turn of the century as a means to analyze high-spatial-resolution remote sensing images. Since then, object-based approaches have been used to analyze a wide range of images for numerous applications. In this Editorial, we present some highlights of image segmentation and GEOBIA research from the last two years (2018–2019), including a Special Issue published in the journal Remote Sensing. As a final contribution of this special issue, we have shared the views of 45 other researchers (corresponding authors of published papers on GEOBIA in 2018–2019) on the current state and future priorities of this field, gathered through an online survey. Most researchers surveyed acknowledged that image segmentation/GEOBIA approaches have achieved a high level of maturity, although the need for more free user-friendly software and tools, further automation, better integration with new machine-learning approaches (including deep learning), and more suitable accuracy assessment methods was frequently pointed out.

Educational research in educational practice [1]

2003 ◽  
Vol 27 (3) ◽  
pp. 247-256 ◽  
Author(s):  
Martin Bloomer ◽  
David James
Keyword(s):  
Educational Research ◽  
Educational Practice

Editorial

2009 ◽  
Vol 11 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Manasi Kumar ◽  
Erica Burman
Keyword(s):  
Millennium Development Goals ◽  
Health Management ◽  
The Political ◽  
Special Issue ◽  
Wide Range ◽  
Critical Approaches ◽  
Development Goals ◽  
Short And Long Term ◽  
Primary Focus

We welcome readers to the first special issue (11.1) of the Journal of Health Management. We hope the readers find the articles and various reviews enriching and provocative, both in terms of the range of ideas and critical approaches addressed. The key theme of this double issue concerns the political limits of mega-development projects such as the Millennium Development Goals (MDGs). The primary focus of the articles collected here is to provide an insightful, constructive and in-depth critique of the United Nations (UN) MDGs along with critical deliberations on their short- and long-term implications not only for health management but also for a wide range of issues around development and social change.

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