University Departments Of Education Research Articles

An Analysis of the Turkish Flute Works Most Frequently Performed by Flute Teachers

The present study aims to determine the state of the Turkish flute works played by flute teachers working at Fine Arts and Sports High Schools and Music Education Departments of universities in Turkey and to perform an analysis of the most frequently played common works. The data of the study was collected through a questionnaire administered to flute teachers. Based on the results of the questionnaire, the first three flute works that were most frequently performed by flute teachers were analyzed based on the analysis method stated in the book by Aydıner (2009) entitled “Makamsal Yapıdaki 10 Piyano Eserinin Müziksel Analizleri ve Teknik Güçlüklerine Yönelik Alıştırma Örnekleri”. It is considered that these analyses will contribute to the process of practicing the aforementioned flute works by teachers.

Mission Possible: A Literacy Support System for Adolescent Readers in the Content Areas

The task appeared to be one that even highly trained secret agents would deem daunting. A middle school principal had requested assistance from a faculty member of a university education department to participate in a form of scholastic subterfuge. The concern expressed by the building site administrator revolved around an intense level of reluctance by the content area teachers to directly address reading challenges exhibited by their early adolescent or transeunt population. Therefore, the principal suggested using the middle school classrooms as a type of academic laboratory thereby allowing preservice teachers an opportunity to explore the effectiveness of various literacy-based strategies on early adolescents in the seventh and eighth grade enrolled in curricular-based courses.

Research cultures in English and Scottish university education departments: an exploratory study of academic staff perceptions

The paper reports the findings of a small-scale qualitative investigation into academic staff perceptions of research cultures across 10 English and Scottish university education departments. The study sheds light on four interrelated issues: the nature of research cultures, perceived facilitators, perceived constraints and the emotional landscape of working within a research environment. The findings indicate that perceptions vary according to staff academic and scientific capital, largely determined by career background and the type of university institution in which they work. While there is evidence of a culture of performativity and intensification, there is also evidence of widespread commitment to (and enjoyment of) educational research, especially where its value is broadly conceived to include outputs of applied research (including action research) as well as basic and strategic research. It is concluded that a broader policy conception of what constitutes value in research, coupled with a deeper...

Learning from the experts: working with the education profession during the development of a health education programme for children and young people

AimTo describe collaborative working with experts in childhood education and their influence on the delivery of health education to a group of children and young people (CYP).BackgroundHealth education should meet...

Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered. The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.

Feudalism and academia: UK academics' accounts of research culture

Our knowledge of research cultures in university education departments is still evolving, particularly in connection with the departments which have achieved a high ranking in the UK government's Research Assessment Exercise (RAE), and also the conditions under which ‘knowledge workers’ operate are under‐researched, although this is beginning to change. The purpose of this empirical study is to explore and describe characteristics of a research‐intensive university education department in the UK through the accounts of five academics, with the aim of contributing to our knowledge about academic labour. Social anthropological and historical notions are utilised to illuminate and theorise their accounts. The analysis conceptually recasts Halsey's thesis about the decline of academic autonomy through the prism of feudalism. It is conjectured, using ethnographic analogy, that contemporary academics are akin to a twenty‐first century peasantry in a feudal order where academic freedom to pursue independent research is subject to prescriptive transformations emanating from neo‐liberal policies.

Inside research, inside ourselves: teacher educators take stock of their research practice

This paper tells the story of how a group of teacher educators in a university education department used action research to examine their research situation, and what conclusions they reached. Some recent historical background puts the study in context, identifying tensions between university expectations and time‐heavy teaching demands that operated as obstacles to research activity. This context is shared by many academics who provide training for practitioners in UK universities that seek substantial funding through their performance in national research quality assessments. The project was initially organised in Spring 2007 by new research staff who had investigated staff perceptions of and interests in research through semi‐formal interviews, observations and documentation. An invited group turned to action research as a possible way forward. They asked the question ‘What kind of research culture do we want, and how can we get it?’ Over a year, all participants gathered at semi‐formal meetings for collaborative reflection and discussion, engaged in a diversity of micro‐researches that experimented with ways of researching around the barriers, and wrote a collaborative paper about what they had learned. This gave rise to a series of national and international conference presentations that drew several of the group members into the wider research community. The group members grew to realise that the kind of research that they perceived the institution to value was not necessarily a kind that was readily built into their identities as teacher educators. But this realisation itself was empowering, exposing previously opaque assumptions that had left a felt irreconcilability that had been difficult to articulate.

Parent Involvement in the College Planning Process: A Case Study of P-20 Collaboration

Parents who have not had opportunities to attend college themselves have neither experience with the process of college preparation and college going nor sufficient access to needed information.This article describes a collaborative venture between a university department of education and a cluster of local schools designed to help parents of first-generation students become active participants in their children’s college preparation and planning, shedding light on the importance of parental involvement in the college-going process.

Godfrey Thomson and the rise of university pedagogical study: a recorded lecture delivered at the University of Edinburgh in November 1950 by Godfrey H. Thomson: a transcript with commentary

Professor Sir Godfrey Thomson is one of the key foundational actors in the history of the educational sciences in the UK. At a time when educational studies and the study of educational psychology were very closely linked, in the decades of the mid‐twentieth century, Thomson was a crucial figure in education research. He is known for his work on intelligence, factorial analysis and the validation and production of intelligence tests (the Moray House tests). However, he viewed himself as a teacher in his work as a professor at the University of Edinburgh and as director of Moray House teachers’ college. He managed closely an ambitious plan to develop an advanced school of education, combining the university department of education, teacher training and a demonstration school, and supervised and taught on many of its courses. This paper is based on a unique resource, an audio recording of Thomson teaching in the early 1950s. It considers the distinctiveness and the research value of this audio source in relation to complementary oral and documentary sources.

‘Fade to Grey’: Older women, embodied claims and attributions in English university departments of education

This article explores the experiences of a small number of older women who work in university departments of education. The article starts with a brief review of some of the research that documents the experiences of women who work in departments of education. The article then considers the ways in which the older woman's body has become a focus for action, suppression and, above all, a site for constant work. Women are exhorted by the mass media to be vigilant in order to combat the embodied signs of passing time and to work on the project of the (ageing) body. The article then explores some of the ways that older women in education departments may be positioned/position themselves in relation to these pressures and some of the ways in which they disrupt these discourses.

Problems of Interdisciplinarity: Evidence‐Based and/or Artist‐Led Research?

AbstractArt education as a distinct academic discipline is relatively recent and closely related to the growth of specialist teacher qualification programmes in university education departments. Opportunities for art teachers to engage in research were first provided in advanced diploma courses and specialist masters programmes set up in university education departments. Later these were followed by specialist doctoral degrees. Since the majority of such programmes are located in education departments, research training has tended to be social science based. Recently there has been a flurry of publications by art and art education specialists devoted to explaining and extolling the idea of art practice as an alternative paradigm. This article analyses and discusses this development and the status of research in the specialist field, drawing on the author's recent experience of carrying out two systematic reviews of studies in art education. It examines strengths and weaknesses in the two research paradigms and suggests ways forward for improving training in art education research.

Analysis on Correspondence of Curriculum between Departments of Classical Chinese Education in Universities and Middle/High Schools

Analysis on Correspondence of Curriculum between Departments of Classical Chinese Education in Universities and Middle/High Schools

Investigating Mechanisms of Marginal Settlement Life Improvement

The main purpose of this research was to investigate mechanisms to improve marginal settlement life in Koohdasht County in Lorestan province. This research was a sort of the survey studies and a questionnaire was compiled for collection of data. Statistical population of this study was included 1560 households; also sampling method was a sort of random sampling. Number of sample size was estimated 85 households. Questionnaire's reliability was confirmed through computing Cronbach's alpha coefficient which was 0.85. Face validity of questionnaire was confirmed by some Tehran university agricultural extension and education department scientific board members. Also data analyzed by WINspss 11.5. The results of research revealed that marginal area residents had not good financial situation but they undertook great supporting burden and in point of view access to services and life conditions had not good situation. Therefore improvement of life conditions of marginal settlement life such as fundamental infrastructure include communication systems and sanitation offloading system recognized as the most important mechanisms of marginal settlement improvement according to results of priority setting of marginal settlement situation mechanisms. Also the results of factor analysis showed that 7 main mechanisms were be effective in term of marginal settlement life improvement that in order to importance were included servicing and life condition improvement, credit-economic, civil and legal, control and prevention, population and migration control, infrastructures improvement and hygiene situation.

The Upper Room: A University-Archdiocesan Partnership to Develop Leaders for Catholic Schools

In Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium, the United States Conference of Catholic Bishops (USCCB; 2005) calls on Catholic colleges and universities to work with diocesan educational leaders to prepare leaders for Catholic schools. In response, the Creighton University Education Department and the Archdiocese of Omaha’s Catholic Schools Office formed a task force that held a series of meetings in the “Upper Room” on Creighton’s campus to create a framework for leadership in Catholic schools and develop a preparation program that fulfills the framework. This article describes the task force process, framework development, and the Catholic School Leadership graduate certificate that resulted. The article concludes with observations related to the Omaha experience and thoughts about what comes next.

To Care or to Understand? Women Members of the British Psychological Society 1901–1918

This paper presents initial data on the sixteen women who were elected to membership of the British Psychological Society between its formation in 1901 and the dramatic expansion of membership in 1919. Born in the second half of the nineteenth century, they came predominantly from middle-class backgrounds. The proportions that married and/or had children, though low by current standards, are higher than those for women academics in general during this period. Most sought further qualifications after their first degree; half were awarded doctorates (again a relatively high proportion). They showed flexibility and diversity in their career paths. They were productive as authors and some at least received due recognition for their work. The most striking feature of the sample is the high proportion (almost half) employed as lecturers in teacher training colleges or university departments of education. This underlines not only the relative accessibility of university teaching as a profession for women in the early twentieth century but also the key role that departments of education played in providing employment opportunities for women in higher education prior to the development of university departments of psychology in Britain.

About the curriculum change of the Japanese education departments in Korean universities:

About the curriculum change of the Japanese education departments in Korean universities:

Diversity and pedagogic practice: reflections on the role of an adult educator in higher education

Based on a model developed by Brookfield (1995), a deliberately reflective approach is taken in this paper to the relationship between the author's earlier work in a department of adult education and her current teaching on a course for new university lecturers. As increasing numbers of mature students are being encouraged into universities, she wonders whether the principles and practices of adult education have a place in the pedagogic practices of higher education. She summarises the development of adult education departments in British universities, and draws attention to different pedagogic approaches in adult and higher education. Looking through various ‘lenses’, the author concludes that there is a need for a new professional agenda in higher education - where commonality and difference provide the starting points for mutual exploration and self-understanding - and that the traditions of adult education have a significant contribution to make to this agenda.

Research and teaching work within university education departments: fragmentation or integration?

This article raises some questions about the current policy context of debates on the link between research and teaching in academic work, specifically within university education departments. It draws selectively from a research project which investigated education academics' perceptions and experiences in Scotland and England but focuses exclusively here on the Scottish institutions. Research activity as it is commonly defined and articulated, particularly as part of the selectivity mission driving the Research Assessment Exercise (RAE) in the UK, is increasingly perceived as the preserve of elite research‐intensive universities and has served to fragment and differentiate research and teaching work within university departments. Using a communities of practice model, this article focuses on investigating the possibilities of creating a community of scholarly knowledge‐building practice within these education departments, which can help to develop the research potential of academic staff previously not research‐active as well as the student teachers being taught within these departments. Evidence from the project shows that at least within university education departments there is enormous potential to invigorate and innovate research and teaching work and for this to have beneficial implications for education professionals across the education sector.

Can ICT usage make a difference on student teachers' information literacy self-efficacy

This study looks at whether the information literacy self-efficacy of student teachers in departments of primary education in Turkish universities varies according to their Information and Communication Technologies (ICT) usage level, duration of ICT experience, gender, and grade. The survey was conducted with 1702 student teachers using the Information Literacy Self-Efficacy Scale. Results showed that student teachers' level and duration of ICT usage were determining factors for information literacy self-efficacy. Significant differences among grades show that training during university education has an important role in increasing information literacy self-efficacy.

The status of undergraduate educational policy in university departments of education in Greece

The status of undergraduate educational policy in university departments of education in Greece