Educational Research Association Conference Research Articles

Researching Teaching and Learning: Cultivating Equitable and Racially-Just Teaching in Brazilian Public Schools

This special issue results from of the cultivation and sustenance of a research network in Brazil, which at once attended to empirical research in Brazilian schools and focused on in-depth conceptualizations of equity and justice. The authors of the articles which comprise this special issue submitted funding proposals. and were selected by a team of experts to receive funding from the Lemann Foundation to carry out their research. In addition, two members of each team went to New York for a weeklong intensive on educational research centering equity and justice. Throughout the course of two years they worked in their teams and met as part of the larger research network, engaging in much-needed research, pursuing in-depth questions, and producing research that met international standards. This is illustrated, for example, by their participation in the premier educational research conference in the world in 2020 and then again in 2021, the American Educational Research Association conference. In my introduction to this special issue, I review the context of inequity and racial injustice in Brazilian public schools, offer a conceptualization of equity, and explore (not) belonging and its effects, before illustrating how each of the articles in this special issue urge us to engage in the pursuit of justice.

Birthing the Motherscholar and Motherscholarship

ABSTRACT Though initially introduced in a 2011 American Educational Research Association conference panel, this introduction explicates where the term motherscholar theoretically derives, how motherscholarship has grown, and how to continue the movement. Also, included is a brief synopsis of each article in the special issues.

Speculative Experimentation, Exclusion, and Uneven Material Agencies: A Response to Mirka Koro’s Egon Guba Lecture

This article was presented as a response to Dr. Mirka Koro’s Egon Guba Lecture offered at the 2021 American Educational Research Association Conference.

Friedrich Froebel: a path least trodden

ABSTRACT Friedrich Froebel is well-known for the invention of kindergarten and the pioneering educational philosophy he developed in the 1800s, which respected children’s self activity and women’s capabilities for the role of teacher, while promoting play as the primary medium for learning. His radical ideas and principled approach to early childhood education and care have inspired generations of educators to hold true to creative progressive pedagogies and the integrity of early childhood in its own right. Illustrated by examples from Scotland and Aotearoa New Zealand, a new era in Froebelian education is aligned with the concepts of revolutionary critical pedagogy [McLaren, P. (1999). Schooling is a ritual performance: Toward a political economy of educational symbols. Rowman and Littlefield Publishers Incorporated] and teacher activism [Sachs, J. (2003b). Teacher activism and mobilising the profession. Plenary address presented to the British Educational Research Association Conference. Heriot Watt University, 11–13 September 2003. https://researchgate.net/profile/Judyth_Sachs].

How to Review Conference Proposals (and Why You Should Bother)

This essay provides advice for effectively reviewing conference proposals, including how to write comments that are helpful to proposal authors, how to use the “Comments to Program Chair” box, and issues to consider when assigning proposal ratings and recommending acceptance or rejection. Several benefits of reviewing proposals are outlined along with advice for becoming a reviewer. This essay is situated within the American Educational Research Association conference context and considers how reviewing conference proposals differs from that of journal articles. Still, much of the advice provided is applicable to scholarly reviewing, more generally.

Collaborative learning, face-to-face or virtual: the advantages of a blended learning approach in an intercultural research group

Within Higher Education, current changes in levels of funding available and the increasingly diverse profiles of students participating have placed a greater emphasis on the need for institutions to provide more ‘flexible methods’ of delivery. In addition to traditional face-to-face, collaborative environments, the widespread use of information and communication technologies allows individuals around the globe to participate in collaborative learning. Dillenbourg emphasizes the need to differentiate the ‘notion of culture’ in the context of intercultural group learning, with that of developing a common ground or ‘micro-culture’ through which to successfully interact. The importance of building a micro-culture is echoed by Ashcraft and Treadwell, as the basis for successful collaborative learning. This article highlights the experiences of a university based, intercultural, mixed methods research project at Master's degree level, where student researchers with diverse backgrounds, worked collaboratively to create a tentative conceptual framework, in order to map research trends at the 2010 American Educational Research Association conference. This article suggests that collaborative learning in intercultural groups, rather than benefiting from one approach over another, can actually be enhanced by the combining of methods, resulting in a deeper learning experience for those participating. Furthermore, in the initial stages of negotiating and re-negotiating collective understandings and meaning, face-to-face collaboration can provide a basis for deeper learning and understanding in subsequent online collaboration, as experienced by the intercultural collective research group, which is the case study of this article.

Contestable beliefs in education: fairness and/or neutrality?

This article is the final paper in the symposium which took place at the British Educational Research Association conference in September 2011 and, subsequently, at the American Educational Research Association conference in April 2012, where my report Doing God in education was debated. It constitutes a response to the points made by the other four participants in the symposium. Doing God in education was a sustained critique of humanist responses to the place of religion in education as exemplified in publications emerging from the British Humanist Association. This article first defends, then develops that critique by responding to Richard Norman’s rejoinder, arguing that the root problem lies in humanist attachment to neutrality and its epistemological implications. The article then goes on to respond to Michael Hand’s criticisms of my use of the concept of worldview and his claim that I confuse this with conceptual schemes. Accepting that there is some substance in this criticism I offer a more precise understanding of my use of the term worldview. The article concludes with further reflections on the implications of my position for some current debates about religion and education.

20 Minutes to Change a Life?

Sometimes, there is serendipity in the way an idea comes to us from several different places at about the same time, making it seem like something that really requires our attention. In the last couple of months, I've had three different reminders of the difference that teachers can make to the futures of students, especially in high schools, and often with a remarkably small investment of time and effort. It seems that in many cases as little as 20 to 30 minutes of supportive adult attention can move a student from the wrong path to the right one. My first encounter with this idea was in a conversation with Amanda Cooper, a high school teacher who is now a graduate student at the Ontario Institute for Studies in Education. She recounted talking with colleagues about working with students in difficulty. At one point in their conversation, she asked the group how much time they needed with a student to change that student's trajectory in the school from negative to positive. The group concluded that quite often 20 minutes of concentrated time with a student was enough to make a significant change in the student's attitude, outlook, and behavior. Then, last March at the American Educational Research Association conference, Susan Nolen, a friend and professor at the University of Washington, said she asks teachers working with her to spend 30 minutes out-of-class time--for example, during the lunch hour--just getting to know a student with whom they don't relate very well. She reports that teachers overwhelmingly say this simple step not only gives them a deeper and more positive understanding of the student, but often dramatically alters the way the student engages in their class. Once students feel that the adults involved actually are interested in who they are, their willingness to make a positive contribution increases. The third instance of the same idea was in the September 2008 issue of Educational Leadership. An article on seeing the best in students cited work by Ray Wlodkowski about something he calls a by strategy (Smith and Lambert 2008). For two minutes a day for 10 consecutive days, a teacher has a personal conversation with a difficult or challenging student about something the student is interested in. The authors report that this simple strategy will almost always yield noticeable improvement in the student's attitude and behavior in the class. These are remarkably similar and remarkably encouraging conclusions. When evidence from different sources points in the same direction, it increases confidence that the findings are truly valid. Every time share this finding with educators, get further confirmation. A high school principal in Winnipeg recently told me about that school's graduation, in which each graduate is asked to say something about himself or herself. Very often, graduates name someone--a teacher, a parent, or someone else--whose belief and support they felt was crucial to their success. I could not have made it without X is the typical comment. Occasionally, it's the opposite: This is to show Mr. Y that can do it after all. Further reinforcement comes from studies showing how many adults, decades later, can recall, with considerable emotion, a remark made by a teacher that either was vital in encouraging them or, sadly, sometimes had the opposite effect. All these pieces of evidence support a point that emerges powerfully from the research on dropping out of high school--that the single biggest factor in whether students try or give up, leave or stay, is their sense that somebody in the school knows who they are and cares about what happens to them. Study after study has pointed to the importance of those personal connections in giving students, especially those facing real challenges, the desire to persist. These ideas put a new slant on the effort to improve high school success and graduation rates. Around the world, large-scale improvement has proven to be considerably more difficult in secondary schools than in elementary schools. …

Exploring the Challenges for Nontraditional Male Students Transitioning into a Nursing Program

The nursing profession aims to increase the number of male nursing students and practicing nurses. Although a laudable goal, research on the factors associated with retaining male nursing students is lacking. In addition, research has failed to incorporate the challenges facing nontraditional male students, who represent a significant proportion of men enrolled in nursing programs. This study used a mixed method design to explore challenges experienced by nontraditional male students in a nursing program at a 2-year private college in the northeastern United States. Students cited difficulty balancing school, family, and work as among their greatest concerns. They also described their experiences as a numerical minority and how their life experiences and maturity helped them cope with the challenges they faced.

Radiology Education in the Digital Era

HomeRadiologyVol. 235, No. 2 PreviousNext EditorialRadiology Education in the Digital EraKitt ShafferKitt ShafferAuthor Affiliations1From the Department of Diagnostic Radiology, Dana-Farber Cancer Institute, 44 Binney St, Boston, MA 02115-6084. Received August 10, 2004; accepted August 11. Address correspondence to the author (e-mail: [email protected]).Kitt ShafferPublished Online:May 1 2005https://doi.org/10.1148/radiol.2352041497MoreSectionsFull textPDF ToolsImage ViewerAdd to favoritesCiteTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinked In References 1 Maudsley G. Do we all mean the same thing by “problem based learning”? a review of the concepts and a formulation of the ground rules. Acad Med 1999; 74:178-184. Crossref, Medline, Google Scholar2 Garvin DA. Making the case: professional education for the world of practice. Harvard Magazine 2003; 106:96-107. Google Scholar3 Hutchinson L. Evaluating and researching the effectiveness of educational interventions. 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Google Scholar9 Barrows HS. Problem-based, self-directed learning. JAMA 1983; 250:3077-3080. Crossref, Medline, Google Scholar10 Collins J, Garafalo RS, Albanese MA. Resident conference at the viewbox: an experimental approach. Acad Radiol 1996; 3:962-967. Crossref, Medline, Google Scholar11 Chew FS. The case-based radiology teaching conference for residents: beneficial effect of previewing cases and using answer sheets. Acad Radiol 2001; 8:993-997. Crossref, Medline, Google Scholar12 Irby DM. Three exemplary models of case-based teaching. Acad Med 1994; 69:947-953. Crossref, Medline, Google Scholar13 Schuwirth LW, Verheggen MM, van der Vleuten CP, Boshuizen HP, Dinant GJ. Do short cases elicit different thinking processes than factual knowledge questions do? Med Educ 2001; 35:348-356. Crossref, Medline, Google Scholar14 Copeland HL, Longworth DL, Hewson MG, Stoller JK. Successful lecturing: a prospective study to validate attributes of the effective medical lecture. J Gen Intern Med 2000; 15:366-371. Crossref, Medline, Google Scholar15 Brezis M, Cohen R. Interactive learning in medicine: Socrates in electronic clothes. QJM 2004; 97:47-51. Crossref, Medline, Google Scholar16 Frank MS, Dreyer K. Beyond the electronic textbook model: software techniques to make on-line educational content dynamic. J Digit Imaging 2001; 14(2 suppl 1):108-112. Crossref, Medline, Google Scholar17 Shaffer K, Small JE. Joseph E. and Nancy O. Whitley Award winner: blended learning in medical education—use of an integrated approach with Web-based small group modules and didactic instruction for teaching radiologic anatomy. Acad Radiol 2004; 11:1059-1070. Google Scholar18 Regehr G, Norman GR. Issues in cognitive psychology: implications for professional education. Acad Med 1996; 71:988-1001. Crossref, Medline, Google Scholar19 Su TJ, Shaffer K. Reinventing the apprenticeship: the hot seat in the digital era. Acad Radiol 2004; 11:1300-1307. Crossref, Medline, Google ScholarArticle HistoryPublished in print: May 2005 FiguresReferencesRelatedDetailsCited ByAcademic RadiologyClinical Imaging, Vol. 81Current Problems in Diagnostic Radiology, Vol. 50, No. 1Current Problems in Diagnostic Radiology, Vol. 46, No. 6American Journal of Roentgenology, Vol. 207, No. 6Journal of the Korean Society of Radiology, Vol. 73, No. 5Anatomical Sciences Education, Vol. 7, No. 6Academic Radiology, Vol. 20, No. 3Journal of the American College of Radiology, Vol. 10, No. 8European Journal of Radiology, Vol. 78, No. 3European Journal of Radiology, Vol. 78, No. 3Canadian Journal of Medical Radiation Technology, Vol. 38, No. 1Academic Radiology, Vol. 14, No. 9Dentomaxillofacial Radiology, Vol. 36, No. 6Yearbook of Diagnostic Radiology, Vol. 2006Clinical Radiology, Vol. 61, No. 8Journal of the American College of Radiology, Vol. 3, No. 1Recommended Articles Adapting Scientific Conferences to the Realities Imposed by COVID-19Radiology: Imaging Cancer2020Volume: 2Issue: 4Web-Based Video ConferencesRadioGraphics2020Volume: 40Issue: 5pp. 1309-1317RSNA Diagnosis Live: A Novel Web-based Audience Response Tool to Promote Evidence-based LearningRadioGraphics2017Volume: 37Issue: 4pp. 1111-1118Social Media Tools for Department and Practice Communication and Branding in the Digital AgeRadioGraphics2018Volume: 38Issue: 6pp. 1773-1785Customer Service in Radiology: Satisfying Your Patients and ReferrersRadioGraphics2018Volume: 38Issue: 6pp. 1872-1887See More RSNA Education Exhibits Artificial Intelligence-Driven Imaging for Ultra-Fast MRI: Cutting-Edge Technology and Clinical ApplicationDigital Posters2019Leading a Multigenerational WorkforceDigital Posters2020A Guide to Collateral Pathways in Superior and Inferior Vena Cava OcclusionDigital Posters2019 RSNA Case Collection Hot Quadrate SignRSNA Case Collection2022Carotid WebRSNA Case Collection2020Tuberous SclerosisRSNA Case Collection2021 Vol. 235, No. 2 Metrics Altmetric Score PDF download

Thinking Outside the Box: An Exercise in Heresy

This article argues that the theme of the 2003 American Educational Research Association conference, “Accountability for Educational Quality: Shared Responsibility,” reflects a disturbing move in educational research away from inquiry and interrogation and toward the purpose of serving policy. This is related to wider political and rhetorical moves by which we both construct and are constructed by what Ball described as “global policyscapes” within which “thinking otherwise” becomes almost an impossibility. Our involvement, as educational researchers, in this process represents a form of collusion in our own oppression, the “organization of consent” embedded in Gramsci’s concept of hegemony, and there is an urgent need for a radical rethinking of our roles, rights, and responsibilities as researchers. A plea is made for a determined move toward “thinking outside the box” at a time when, and precisely because, to do so is conceived of as a form of heresy.

From Reflective Practice to Practical Wisdom: Three Models of Liberal Teacher Education

INTRODUCTION For many years, philosophy of education enjoyed a place of honor in schools of education. The foundations of education, as the name suggests, were thought to be fundamental to the edifice of educational practice, and philosophy was thought to be the quintessential foundational discipline. If schools of education have, by now, developed a healthy skepticism towards this idea that practices are generated from and built on theories, the irony is that it was philosophers themselves who took the lead in dismantling the foundational metaphor. This is not to say that the activity of theorization is no longer respected in the world of education: just look at the immense scale of the yearly American Educational Research Association conference. But educational research, whether tilted toward the qualitative or quantitative, is largely understood in social scientific terms. When combined with the general tightening of resources across higher education, this makes the place of humanistic inquiry in schools of education rather precarious.

Critical and Feminist Reconstructions of Early Childhood Education: Continuing the Conversations

Over the past few years, several early childhood educators have engaged in both critical and feminist analyses of the dominant perspectives in early childhood education. Following the work of such scholars as William Pinar and Maxine Greene, they have called for reconceptualizations of the field. In a recent session at the American Educational Research Association conference, a large panel of early childhood educators shared their visions for reconceptualization. Four of those visions are included in this colloquium. Readers are invited to react and provide their own suggestions.

Tasks, Texts and Contexts: A study of reading and metacognition in English and Irish primary classrooms

This paper is an adaptation of a paper presented at the British Educational Research Association Conference in Belfast, Northern Ireland, in August 1998. It reports on a study on reading pedagogy and metacognition in six classrooms in Leeds and six classrooms in Dublin. The evidence is based on 12 teacher interviews, 43 separate lesson observations and school/class, policy/lesson documents. The paper analyses the teachers' thinking and their classroom practices with reference to inter-related themes, tasks, texts and contexts, and it draws out the implications for the development of metacognitive awareness among the 9-year-old children that these teachers teach. It attempts to explain practice with reference to teachers' conceptions of teaching, the learner and reading.

Feminism's fandango with the state revisited

This is a revised version of a paper presented to the American Educational Research Association conference, San Diego, April 1998 as part of a symposium on Feminisms Up from Down Under.

Six 1995 Evaluations of Statutory Assessment in England at Key Stage 2: methods and findings

ABSTRACT The national evaluation of Key Stage 2 assessment in England and Wales was undertaken in 1995 and 1996 by the University of Bath, together with the University of Aberystwyth, for the School Curriculum and Assessment Authority and the Curriculum and Assessment Authority for Wales. During the same time span, other investigations of varying scope and size were conducted on issues associated with the statutory testing of 11‐year‐old children and its impact on schools. The similarities and differences in methodologies and the findings of six such projects, carried out by agencies differing in size and purpose, are explored, revealing a great similarity of results despite a diversity of methods. These findings are reviewed in relation to other contemporary research, and some suggestions relating to future research methods are made. The article is based upon a paper given at the British Educational Research Association Conference at Lancaster in September 1996, as part of a symposium on research into national assessment across the key stages.

Professional’ or ‘competent'? The roles of higher education and schools in initial teacher education

This paper is an adaptation of a paper presented at the British Educational Research Association Conference in Lancaster, England, in September 1996. It describes the third and fourth phases of an investigation into the contribution that initial teacher education [ITE] brings to teachers’ professionalism, undertaken in 50 schools in the South of England, and examines teachers’ opinions on mentoring in schools. The first two phases have been reported earlier. The research developed against the background of changes in the shape of ITE, which led to some key responsibilities for the training of beginning teachers being transferred to schools. The Government, through the Department for Education (now the Department for Education and Employment), has specified competences which newly qualified teachers (NQTs) should have acquired and it was felt that this could lead to a narrowing of the concept of professionalism underpinning ITE courses. If NQTs’ notions of professionalism are being constructed by competency statements, this raises questions about their conception of what professionalism is within the teaching profession, and about what kind of future professionalism will be passed on to NQTs by teachers whose main training has been undertaken within schools, and whose educational theory has been acquired from the teacher(s) who mentored them. Teachers have now taken on a major responsibility for training new teachers and some of the questions that this responsibility raises have been put to teachers themselves in this project. The results from our survey show that teachers still have a varied set of ideas as to what professionalism is, ranging from the competences needed for effective teaching and learning within the classroom, to a wider view which includes attitudes, behaviour and commitment usually attributed to the extended professional. Within these views there is an ambivalent attitude towards the new school‐based arrangements: whilst on the one hand teachers appear to accept the need for a more school‐based approach, believing it to be where most learning takes place, on the other hand they feel their schools are being asked to do too much without being sufficiently resourced, and this might be leading to deprofessionalization of teachers.

National curriculum in the primary school of Norway1

1 This report is built upon a paper presented at the British Educational Research Association conference in Newcastle in August 1989. The main aim of the report is to give a non‐Norwegian audience some understanding of the revised national curriculum introduced in Norway in 1987.

Social justice and the National Curriculum

Abstract This paper, first presented at the British Educational Research Association Conference 1 1 This is a revised version of a paper presented to the annual conference of the British Educational Research Association, Newcastle Unversity, September 1989. 1. This is a revised version of a paper presented in the Social Justice Symposium at the annual conference of the British Educational Research Association, York University, September 1997. at Newcastle University in September, 1989, reports the results and analysis of documentary research that examined the first four National Curriculum documents to be made public: the TGAT Report and the Mathematics, Science and English Reports. It considers, in particular, the 1988 Education Reform Act's reconceptualization of schooling and the associated process of curriculum reformulation in relation to issues of social justice. First, it explores the historical background and current context of equal opportunities in education noting what has been achieved so far. Then it examines how social justice has been addressed in the 1988 legislation by providing a textual analysis of TGAT, and the Mathematics, Science and English documents. Third, it identifies the assumptions underlying current official thinking in order to explore, finally, the strategies needed to place social justice on the educational agenda of the 1990s. It focuses, in particular, on what have been seen as the two main debates about social justice in British education in the late 1980s ‐those concerning sexual and racial inequality.

Pupil profiling: some policy issues from school‐based practice∗

The article looks at the school‐based development of pupil profiling. It presents data from case studies of four secondary schools’ profiling projects. The research context is described; the progress of development work is outlined, and the views of teachers involved together with issues of concern to them are presented. Finally, the article raises issues for consideration by those in positions to formulate policy on assessment. It is argued that workable policies on educational assessment and recording can be formulated only when the conceivers are well informed about the conditions necessary for producing the desired changes. The article concludes by posing a question which is fundamental to the debate on new initiatives in assessment: do current changes in practice and policy embody changes in values?. ∗This article is based on a paper given at the 12th Annual British Educational Research Association Conference at Bristol University, 4‐7 September 1986. It derives from research funded through an ESRC l...