Learning Beyond the Classroom: Archaeological Sites and Schools

Corbishley, Mike; Fordham, Jennie; Walmsley, D A; Ward, Julie

doi:10.1179/175355208x404367

Cited by 6 publications

(3 citation statements)

References 2 publications

(1 reference statement)

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“…In the classroom, the teacher creates a friendly environment for students to discuss and participate in the learning process (Beaman et al, 2006;Hennessy, 2018;Kim et al, 2000). This process of communication in the classroom is essential for the development of practical and intellectual skills among school students (Corbishley et al, 2008;Hargreaves et al, 2018;Kvalsund, 2004). These skills motivate them to perform in the examination and future as well (Marunda-Piki, 2018;Nasser-Abu Alhija & Amasha, 2012;Räihä et al, 2014;Sandberg, 2017).…”

Section: Results In Tablementioning

confidence: 99%

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Shoaib

Ullah

2021

Education and Urban Society

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The current research examined the effects of teachers and classrooms environment on girls’ learning skills in girls’ high schools. The main objective of the study was to analyze the classroom as a key academic and learning site in which the nature of interaction between teachers and students and among peers have a strong impact on students’ learning skills. The study covers 271 girl students from four high schools (two government and two private schools) from district Gujrat, Pakistan. A proportionate random sampling technique was employed to draw a sample from the population. A quantitative cross-sectional survey method was conducted. The measurement tool consisted of eight different measurements of teacher, classroom, and learning skills respectively. The study findings reveal that the classroom environment has been positively associated with the learning skills of the girl students. We experiment with different formulations of the dependent and independent variables, taking full advantage of our data and additional analyses using Structural Equation Modeling (SEM), allowed us to better ascertain and quantify the causal pathways in the relationship between classroom and girls’ learning skills in high schools.

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Section: Results In Tablementioning

confidence: 99%

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Shoaib

Ullah

2021

Education and Urban Society

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“…First, we include in our fieldwork schedule visits to schools located close to the sites at which we work (cf. Corbishley et al 2008). The aim is to introduce students and teachers to the idea that the remote past is worthy of study, and can be studied systematically and empirically.…”

Section: How To Avoid Ethics Dumping In International Archaeology?mentioning

confidence: 99%

Over-research and ethics dumping in international archaeology | Nghiên cứu mang tính lối mòn và sự tha hóa về mặt đạo đức trong khảo cổ học quốc tế | ိုင်ငံတကာေရှးေဟာင်းသုေတသနပညာရပ်မှ မဆီေလျာ်ေသာ သုေတသနများှင့် မသင့်ေလျာ်ေသာ ကျင့်ဝတ်များ

Marwick

Pham²,

Ko³

2020

SPJ

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Among public health researchers two ethical concerns have recently stimulated discussion: “overresearch” and “ethics dumping”. Over-research refers to a situation where the host community are not benefiting from research activity conducted by outsiders. Ethics dumping refers to doing research deemed unethical in a researcher’s home country in a foreign setting with laxer ethical rules. We briefly review the origins of these terms and explore their relevance for archaeology, with special consideration of Southeast Asia. To minimize over-research and ethics dumping in archaeology we propose some modest, specific activities that should be possible for all archaeologists to do to increase the benefit of their research to local communities, and to ensure their work is consistent with international ethical standards.Tóm tắt: “Trong những điểm chung về tính lành mạnh của các nhà nghiên cứu, hai mối quan tâm về mặt đạo đức gần đây đã thúc đẩy thảo luận về: “nghiên cứu mang tính lối mòn và sự tha hóa về mặt đạo đức”. Nghiên cứu mang tính lối mòn ám chỉ tới một trạng thái mà cộng đồng sở tại không được hưởng lợi từ các hoạt động nghiên cứu đã tiến hành bởi người ngoài. Sự tha hóa về đạo đức ám chỉ tới việc thực hiện nghiên cứu phi đạo đức không theo một số quy tắc đạo đức ở chính quê hương của mỗi nhà nghiên cứu khi thực hiện nghiên cứu ở bên ngoài quốc gia của họ vì các quy tắc lỏng lẻo về mặt đạo đức. Chúng tôi sẽ xem xét ngắn gọn một số căn nguyên của các thuật ngữ này và tìm hiểu sự liên quan của chúng đối với khảo cổ học, bằng cách xem xét cụ thể ở Đông Nam Á. Để có thể giảm thiểu việc nghiên cứu mang tính lối mòn và sự tha hóa về mặt đạo đức, chúng tôi đề xuất những hành động cụ thể và trong chừng mực mà các nhà khảo cổ học có thể thực hiện nhằm gia tăng lợi ích nghiên cứu của họ đối với các cộng đồng sở tại, và cũng là để củng cố việc làm của họ sao cho phù hợp với các tiêu chuẩn đạo đức quốc tế.မဆီေလျာ်ေသာ သုေတတန (over research) ဟုဆိုလိုရာတွင် သုေတသနြပလုပ်ေသာ ိုင်ငံ (သို) ေနရာသည် ၎င်းသုေတသန၏ အကျိးေကျးဇူးအား ခံစားခွင့်မရှိဘဲ သုေတသနလာေရာက်ြပလုပ် ေသာ အဖွဲအစည်းမှ အကျိးအြမတ်အားလံုးကို ရရှိခံစားြခင်းကို ဆိုလိုပါသည်။ မသင့်ေလျာ်ေသာ ကျင့်ဝတ်များ (ethics dumping) ဆိုသည်မှာ ိုင်ငံတကာကျင့်ဝတ်များကို ေကျာေထာက်ေနာက်ခံထား၍ သုေတသနြပလုပ်ရာတွင် ၎င်းတိုထက် ေလျာ့နည်းေသာ ကျင့်ဝတ်များှင့် သုေတသန လက်ခံလုပ် ေဆာင်ေသာိုင်ငံတွင် ကျင့်သံုးြခင်းဟု မှတ်ယူိုင်ပါသည်။ အေရှေတာင်အာရှိုင်ငံများကို အထူးထည့် သွင်းစ်းစားြခင်းအားြဖင့် က်ုပ်တိုသည် အထက်ေဖာ်ြပခဲ့ေသာ အေကာင်းအရာများ၏ မူလရင်းြမစ်ှင့် ၎င်းတိုှင့် ဆက်စပ်ေနေသာ ေရှးေဟာင်းသုေတသနလုပ်ငန်းရပ်များကို အကျ်းချံးြပန်လည် သံုးသပ် ထားပါသည်။ ေရှးေဟာင်းသုေတသနတွင် မဆီေလျာ်ေသာ သုေတသန ှင့် မသင့်ေလျာ်ေသာ ကျင့်ဝတ် များအတွက် ေခတ်မီ၍ တိကျေသာ လုပ်ေဆာင်ချက်များကို အကျ်းချပ်၍ တင်ြပလိုက်ပါသည်။ ေခတ်မီ၍ တိကျေသာ လုပ်ေဆာင်ချက်များကို ဆိုလိုရာတွင် ေရှးေဟာင်းသုေတသနပညာရှင်အားလံုးတို သည် သုေတသနြပလုပ်ေသာေဒသအတွင်း အကျိးစီးပွါးတိုးတက်မကို အမှန်တကယ် အေထာက်အကူ ြဖစ်ေစရန် ှင့် ၎င်းတို၏ သုေတသနလုပ်ငန်းများသည် ိုင်ငံတကာ ကျင့်ဝတ်များှင့်အညီ တသတ်မတ် တည်း လုပ်ေဆာင်ရန် ရည်ရွယ်ပါသည်။

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“…Education needs archaeology if society is to have access to our knowledge and ideas. Yet only a few writers have explored archaeology in education (Corbishley et al 2008(Corbishley et al , 2012Cracknell and Corbishley 1986;Henson et al 2004Henson et al , 2006Jameson 2003;Planel 1996;Stone and MacKenzie 1990).…”

Section: Introductionmentioning

confidence: 99%

Key Concepts in Public Archaeology

2017

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This publication was made possible by funding from Jisc as part of the 'Institution as e-textbook publisher' project: https://www.jisc.ac.uk/rd/projects/institution-as-e-textbook-publisher.This book is dedicated to Tim Schadla-Hall who has led the teaching and study of public archaeology at UCL for two decades, and inspired and supported a generation of public archaeologists. vii AcknowledgementsThis book has been a long time in the making, and I must first express my thanks to everybody involved for their formidable patience. The collection of papers originates in the MA Public Archaeology at UCL, devised and taught over many years by Tim Schadla-Hall and others. Most of the contributors to this volume have taught on the MA course and several are graduates, while others carried out doctoral research within what is becoming known as the 'London school' of public archaeology. This is the appropriate place to acknowledge the leadership and vision of the late Peter Ucko, whose understanding of archaeology as a politically engaged practice entangled in everyday life gave rise to the teaching programme in public archaeology at UCL Institute of Archaeology at both undergraduate and graduate level, as well as the creation of the journal Public Archaeology, still hosted in that department. The Ucko tradition of public archaeology as both scholarship and practice has been maintained over the last two decades by Tim SchadlaHall, Neal Ascherson, Nick Merriman, Ulrike Sommer, Andrew Reid and many others in the Institute of Archaeology, and continues to this day. The publication of this volume has been guided with great patience and vision by Lara Speicher of UCL Press and her colleagues and I am grateful for their faith in the project. Public archaeology is founded upon the belief in breaking down divisions between professionals or academics and the wider world: UCL Press' commitment to Open Access publishing is a beacon in this broader campaign to share knowledge freely beyond the pay-walls and prohibitive prices of traditional elite academic publishing. Finally, my thanks to Maria Phelan and my family who have endured my moaning about this book for too long.

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Learning Beyond the Classroom: Archaeological Sites and Schools

Cited by 6 publications

References 2 publications

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Key Concepts in Public Archaeology

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