Archives - Page 2

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  Territorial Specificities of Teaching and Learning

  Vol. 3 No. 2 (2015)

  Guest Editors
  Roser Boix-Tomàs [Universitat de Barcelona, Spain]
  Pierre Champollion [ECP – Lyon, ESO – Caen and Université Joseph Fourier, France],
  António M. Duarte [Universidade de Lisboa, Portugal]

  The links between education and territory are multiple and complex. No part of schooling can entirely free itself from the territorial context in which the school action plan is included: formal schooling, academic achievement, vocational orientation, didactics, pedagogy, etc. are all more or less according to the territories, more or less according to the educational systems concerned. Thus, the territory can have an external effect on school education as an impact factor, but can also be and/or intend to have a full educational role. It may also impact on education as a whole, even a systemic impact as it is the case in some rural and mountain areas (...)

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  Critical, Cultural and Historical Perspectives on Arts Education

  Vol. 3 No. 1 (2015)

  Guest Editors
  Catarina Silva Martins [Universidade do Porto, Portugal]
  Thomas S. Popkewitz [University of Wisconsin-Madison, United States of America]

  The contributions included in this special issue focus on critical, cultural and historical perspectives on arts education, from its 'reason' in schooling to curriculum, pedagogy, the sciences of education and artistic research. The editors invited international scholars for a conversation that breaks conventions in thinking about arts education as an event that engages a broader and simultaneously focused theoretically discussion around problems that directly affect today's arts education disciplinary field. Theoretical yet at the same time historical and 'empirical' through detailed attention to things of the world; an 'act' that itself has repercussions into the very tissues of contemporary thinking about method as distinct from theory; and the real as somehow a distinction field that separates and makes the material as in opposition rather than in relation to language and discourses. The authors provide a family of resemblance to constitute a share common feld of study, commonly referred to as post-structuralism, and therefore operations dedicated to language as embodying historical inscribed systems of reason understood in their productive effects.

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  One Planet Residency: Perspectives on Globalisation and Education

  Vol. 2 No. 3 (2014)

  Guest Editors
  Laura Colucci-Gray, Donald Gray [University of Aberdeen, Scotland]

  The contributions included in this special issue of Sisyphus engage with such examination by looking closely at the tacit assumptions that are regulating social and educational systems; the extent to which such assumptions have contributed to the sedimentation of a worldview which has proved to be unsustainable and provide some suggestions for moving away from a destructive path towards new and desirable scenarios. The five papers contained in this issue bring together perspectives from the North and the South of the world; interrogate different aspects of the relationship between globalisation and education and altogether, provide an informative overview of current and topical reflections on education for a "one planet residency".

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  Science Education in the 21st Century: Challenges and Concerns

  Vol. 2 No. 2 (2014)

  Guest Editors
  Rachel Mamlok-Naaman, Dvora Katchevich [Weizmann Institute of Science, Israel]

  (...) The issue consists of six papers. In all the six studies there has been done an effort to find out what should be the best ways to motivate students to study science, and to gain inquiry skills. Some studies (e.g. Fraser, 1982) revealed a positive correlation and a causal relationship between achievement in science and attitude constructs, whereas others revealed no clear (or negative) relationship between attitudes towards learning science and achievement (Osborne & Dillon, 2008). International studies have shown that students’ attitudes towards scientific disciplines depend on the extent of their active participation in the learning process.
  The main topics of the six studies of this issue are: (1) The link between formal and non-formal learning in science education, (2) students’ linguistic heterogeneity in science, (3) poster exhibition as an effective means of support for teachers to introduce contemporary chemistry topics to high school students, (4) argumentation in the chemistry laboratory, (5) chemistry, industry, and the environment in the eyes of the individual and society, and (6) the inclusion of students with special needs in science classes teaching them inquiry-based activities. All the papers deal with studies which have the similar objectives: How can we involve as many students as possible in science studies? How can we bridge the gap between formal and non-formal education? How can create a productive and encouraging learning environment?

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  Frameworks of Regulation: Evidence, Knowledge and Judgement in Inspection

  Vol. 2 No. 1 (2014)

  Guest Editors
  Jenny Ozga, Martin Lawn [University of Oxford, United Kingdom]

  This issue of Sisyphus draws on work in the research project ‘Governing By inspection: school inspection and education governance in England, Scotland and Sweden’. That research seeks to fill a gap in the literature on the governing of education by examining the ways in which inspection regimes may be understood as governing education-in this case in the three national education systems of Sweden, England and Scotland. (...)
  

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  The Professional Practice and Professional Development of Mathematics Teachers

  Vol. 1 No. 3 (2013)

  Guest Editor
  João Pedro da Ponte [Universidade de Lisboa, Portugal]

  Didactics of mathematics has developed internationally as a scientific field of studies in the late 1960s in the wake of the modern mathematics movement. Particularly important landmarks in this development were the creation of the journal Educational Studies in Mathematics by Hans Freudenthal in 1968, and the establishment of the Journal for Research in Mathematics Education in 1970, with David Johnson as its first editor.
  In Portugal, didactics of mathematics began as a research field between 1980 and 1990 when the first graduates had obtained their PhDs from foreign universities and when master’s degree programs were set up at Portuguese universities. The national research journal Quadrante was established in 1992. Since then, the mathematics teacher has been one of the subjects to receive the most attention from local and international researchers studying teacher conceptions, knowledge and professional practices, as well as teacher education, development and identity. In the last ten years, the focus on the teacher has clearly been centred on the professional practices, together with institutional conditions and teacher education processes that may promote their transformation in order to further students’ learning.

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  Youth: The Right to a Place in the Sun?

  Vol. 1 No. 2 (2013)

  Guest Editors
  Ali A. Abdi [University of Alberta, Canada]
  Candido Alberto Gomes [Universidade Católica de Brasília, Brazil]
  Célio da Cunha [Universidade Católica de Brasília & Universidade Federal de Brasília, Brazil]
  Ranilce Guimarães-Iosif [Universidade Católica de Brasília, Brazil & University of Alberta, Canada]

  One of the most crucial issues today is that of economic growth without a corresponding increase in jobs, especially jobs for youth. The problem is especially acute in countries still affected by the 2008 economic crisis, whose already waning economies have been exacerbated by substantial government and company job cuts. The unemployment queues naturally include a large number of younger people. Yet even when the economic climate was more favourable, young people had already come to realize that securing employment was not only difficult, but often impossible.
  As a result, today’s youth have begun to realize that the investment both they and their parents made in their education is unlikely to produce a corresponding financial return. What we have now, therefore, is a high percentage of young people who are not studying, training or working.
  With the above-mentioned scenario as a backdrop, this issue of Sisyphus focuses on today’s global youth, with special emphasis on youth education and employment. (...)

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  The European Educational Space: New Fabrications

  Vol. 1 No. 1 (2013)

  Guest Editors
  Martin Lawn [University of Edinburgh, United Kingdom]
  António Nóvoa [Universidade de Lisboa, Portugal]

  This special issue of Sisyphus brings together five contributions on new fabrications in the European educational space (by Martin Lawn, Thomas S. Popkewitz & Catarina Silva Martins, Anne Corbett, Vita Fortunati, and António Nóvoa). All of them seek to describe the educational problems facing Europe today and analyze the complex issues that underlie the European debate on education. We have also decided to include Francisco Ramirez’s revealing reflection on universities. Though it centres on an analysis of American universities, Ramirez’s essay nevertheless explains many of the developments that are taking place in European universities and in the European Higher Education Area.