关键词： Students  

摘要： Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness. Practitioner Notes What is already known about this topic? Drop-out rates and underachivement is a significant issue at most Western universities. Learning analytics have been shown to predict student performance and risk of dropping out. Interventions based on learning analytics have emerged in recent years, some reportedly successful. What this paper adds The paper also reviews and synthesizes the evidence on the effectiveness of learning analytics interventions targeting student underperformance, experience and discontinuation. The paper compares and contrasts past and current learning analytics methods and foci, and makes recommendations for the future

关键词： Reciprocal learning   PISA   Pedagogy   High-performing education systems   Singapore  

摘要： Employing Connelly and Xu's (this issue) conceptualisation of reciprocal learning, the article explores the potential for reciprocal learning about pedagogy provided by a body of PISA-inspired literature on high-performing education systems. I argue that the opportunities for reciprocal learning provided by that body of literature is rather limited and problematic because of its uncritical acceptance of the OECD's basic premises about PISA and because of its employment of the 'best practices' approach to policy borrowing. Using Singapore as a case, I contend that reciprocal learning needs to be informed by the cultural historical narratives behind the development of an education system and a theory of pedagogy that locates the practice of teaching within a broad social, institutional, and instructional context of schooling. I discuss lessons from and for Singapore concerning the purposes of schooling, institutional norms and arrangements, and pedagogical practice.

关键词： Critical theory   decoloniality   emancipation   epistemology   pedagogy  

摘要： This study starts from contemporary scholarship in decolonial theory as well as from the seventeenth century political thinker Guaman Poma de Ayala, whose critique of colonial society in Peru enacted an epistemological displacement of colonial authority in its own method and perspective. On this theoretical basis, and by means of a contrast with the accumulative drive that has partly characterised both capitalism and Western critical theory, I argue that interrogating the Eurocentric architecture of emancipatory praxis from a decolonial standpoint necessarily involves a project of inversion that disrupts modernity's developmentalist imaginary, and that restores historical agency to the marginalised while exposing the corruption of power's supposed virtue. Extrapolating from Guaman Poma and contemporary theorists of decolonisation, the paper argues that rather than a dialectical process of progression, emancipatory theory and practice must be thought of first of all as a process of unwinding, in which the catastrophe of colonialism is reckoned with and what has been taken is restored. In education, both on the terrain of curriculum proper as well as in the process of subject formation in schools, this means a radical reconstitution of the values underwriting canon, rationality, and ways of being - as they are lived within the school and in its relationship to the communities around it.

关键词： Multimodality   social semiotics   technology   higher education   engineering education   discipline-based pedagogy  

摘要： This paper examines semiotic technologies, both in terms of the resources they harness and the practices developed around their use. It draws on data collected as part of an ethnographic investigation into the meaning-making practices deployed within civil engineering study. The data is used as a case study for examining semiotic technologies as socially situated resources for disciplinary practices. Using a multimodal social semiotic approach, we argue that technologies are not self-evident, and that their use constitutes specific social practices that require development in the classroom. In order to deploy technologies in pedagogically effective ways, we need to understand the semiotic resources they draw on (including embodied resources). Awareness that technologies are not neutral or value-free, but are socially situated and ideologically laden, may enable meta-level understanding of the discipline, thus creating the possibility for improved pedagogical practices.

关键词： Radical pedagogy   volunteer tourism   international volunteering   activism   post-tour  

摘要： Volunteer tourism has propelled more than a few students into graduate programs to further interrogate their volunteering (i.e. Hammersley, [8]; Jakubiak [12], p. 16; Rao [20], p. 19; Zahra [28], p. 91). For a facet of volunteer tourism which is so close to home, the transition from volunteer to (radical) academic or activist remains woefully understudied. Social spheres are as important for contention as consciousness raising - the implication for volunteer tourism is that any PSJ would be utterly lacking if it did not carry on after the volunteers return home (Park, [19]). Radical pedagogy, volunteer tourism, international volunteering, activism, post-tour. [Extracted from the article]

摘要： Ron Johnston and James Sidaway provided valuable feedback on the draft manuscript. Thanks are owed to Heike Jöns, the RGS-IBG History and Philosophy of Geography Research Group, and Kerstin Potthoff, editor-in-chief, Norsk Geografisk Tidsskrift–Norwegian Journal of Geography for facilitating this dialogue with Arild Holt-Jensen.

关键词： Sustainability   pedagogy of death   ecopsychology   ecological crisis   death education  

摘要： Loss, impermanence, and death are facts of life difficult to face squarely. Our own mortality and that of loved ones feels painful and threatening, the mortality of the biosphere unthinkable. Consequently, we do our best to dodge these thoughts, and the current globalizing culture supports and colludes in our evasiveness. Even environmental educators tend to foreground 'sustainability' whilst sidelining the reality of decline, decay, and loss. And yet, human life and ecological health require experiencing 'unsustainability' too, and a pedagogy for life requires a pedagogy of death. In this paper we explore experiences of loss and dying in both human relationships and the natural world through four different types of death affording situations, the cemetery, caring-unto-death, sudden death, and personal mortality. We trace the confluence of death in nature and human life, and consider some pedagogical affordance within and between these experiences as an invitation to foster an honest relationship with the mortality of self, others, and nature. We end by suggesting art as an ally in this reconnaissance, which can scaffold teaching and learning and support us to courageously accept both the beauty and the ugliness that death delivers to life.

关键词： 翻转课堂   高校教育   运用措施   探寻  

摘要： 教育的变革和改进直接影响了各个高校的教育进程,其中变化较大的就是翻转课堂的高效引用。翻转课堂把学生放在了课堂教育的首位,为其创造了学习氛围浓厚的带有趣味性的学习环境,极大的增强了高校教育教学效果。而且翻转课堂在高校课堂中的运用也表示着信息技术在高校教育课堂中的广泛普及。因此,此文从翻转课堂的基本含义以及在高校教育中使用的现实意义入手,积极探索了翻转课堂在我国各个高校的具体应用策略以及最终得到的教学效果,基于此,强化了我国高校教育教学的发展进程。

关键词： 高师教育学   问题意识   培养  

摘要： 在目前的高师教育学教学中,学生常常不知道如何发现问题并对这些问题进行思考,也就是说学生的问题意识较差。这显然与新时代对师范生的要求不相符,因此,各高校必须对学生尤其是师范生进行问题意识培养。只有当学生在学习中学会发现问题,提出问题并找到问题的解决方案,才能真正发挥教育学这门课程的功效。

关键词： 特殊教育学   学科建设  

摘要： 特殊教育学以各类特殊儿童的特殊教育活动、现象为研究对象,目的是探寻现象背后的本质联系和规律,并力图寻求更有效的教育方法。特殊教育学作为一门学科,学科建设非常重要,主要从重点建设一支高素质的科研队伍,开拓研究方向,加强科学研究,注重人才培养,建立更多的实验基地,明确特教的责任制,积极进行学术交流等发面进行分析。