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Monthly Archives: July 2016
EDEV_506 Week 3_3
You ask some very intriguing questions about my teaching context. To answer them all fully would take a monograph, and as this week is about policy, I’ll try to relate my answer to the limited scope of how policy effects … Continue reading
EDEV_506 Week 3_2
When educators create policies to address and promote student educational goals, interests and needs (GIN), the policies are based on data, assumptions, or other evidence that was generated through consultation with students or they are based on projected GINs derived … Continue reading
EDEV_506 Week 3_1
Kurt Lewin gave us these two inspirational sentiments: “There is nothing so practical as a good theory.” “If you want truly to understand something, try to change it.” (Van Vliet, 2013) As theory underpins all social science research (Gray, 2004; … Continue reading
EDEV_506 Week 2_4
Your third point about student employability raises questions about the nature of vocational and general study. Yesterday, the OECD blog (van de Werfhorts, Forster & Bol, 2016) addressed the question that if vocationally trained students have a head-start on career opportunities, might they lose out … Continue reading
EDEV_506 Week 2_3
Your idea of getting more students to join the professional association seems like a good one. My local teachers’ association has a special rate for trainee teachers and actively encourages students to attend meetings at reduced rates. It is an … Continue reading
EDEV_506 Week 2_2
“The dream of reason did not take power into account” (Starr, 1984, p. 3). I read your post with interest as it highlighted many issues that undergird the power bases that inform policy and also as a case study of … Continue reading
EDEV_506 Week 2_1
Your experience of globalisation has been a positive and powerful one. That you could develop your outlook to include an international perspective was evident in your successful publishing experiences. Congratulations! You will note that I used both ‘globalisation’ and ‘international’ … Continue reading
EDEV_506 Week 2 Initial Post
For the next two weeks the cohort members collaborated (or cooperated–take your pick, there were elements of both working styles evident) on a joint report that described some of the major influences on policies relating to student achievement in HEIs. … Continue reading
EDEV_506 Week 1_8
Thank you for the graphic and the introduction of Ghemwat’s (2011) work. It is instrumental in adding some critical depth to this conversation. I believe that a productive conversation cannot happen if buzzwords are bandied around without any critical analysis. … Continue reading
EDEV_506 Week 1_7
Thanks for your questions: they allow me to escape from what has been so far the ennui of negativity this week. You ask about relationships, and what you heard is indeed correct: the in-group tendencies in Japan result in trust … Continue reading
