共查询到20条相似文献，搜索用时 31 毫秒
1.
Rachael R. Baiduc Robert A. Linsenmeier Nancy Ruggeri 《Innovative Higher Education》2016,41(3):237-254
Today’s science, technology, engineering, and mathematics (STEM) graduate students and postdoctoral fellows are tomorrow’s new faculty members; but these junior academicians often receive limited pedagogical training. We describe four iterations of an entry-level program with a low time commitment, Mentored Discussions of Teaching (MDT). The program is designed to introduce participants to pedagogical issues and literature in STEM disciplines and foster related discussions. It consists of group meetings, classroom observations, and discussions with faculty members. Program components were generally highly rated and valuable, even for those with prior teaching experience. We have found that this program is also an effective way to engage faculty members in the teaching aspects of students’ professional development. 相似文献
2.
This article presents a case study evaluation of an entrepreneurship education (EE) program for Tibetan refugees in India. In the context of both calls for and critiques of entrepreneurial support strategies for refugee communities, the authors of this study used mixed methods and ethnographic approaches to reflect upon the delivery and reception of the Tibetan Entrepreneurship Development initiative’s preincubation training program during its third cycle. Two innovative features of this program—its use of the material and intellectual resources of a university to support the refugee-entrepreneurs and its pedagogical emphasis on self-regulated learning—might serve as a model for similar initiatives among refugee groups in South Asia and beyond. Examining the participants’ evolving entrepreneurial visions of themselves and their community, we offer critical reflections on the program’s successes and areas for improvement. 相似文献
3.
对嘉兴学院的调查结果显示,约60%的学生对辅导员的工作基本满意,但对辅导员工作不同方面的满意度有差异。满意度最高的是工作态度,最低的是深入学生情况。学生对辅导员工作最迫切的的需求是职业规划和就业指导,需要建立规范的学生事务管理体系、科学的辅导员管理体系和有效的辅导员培训体系,不断提高辅导员工作的水平和能力,以提高大学生对辅导员工作的满意度。 相似文献
4.
Dr. Faydra L. Shapiro 《Journal of Jewish Education》2013,79(1):46-56
This article offers a general examination of the Israel, Jews, and Judaism displayed to North American Jewish youth on an Israel experience program, called Livnot U'Lehibanot ("To Build and to be Built"). My focus is an analysis of the program's pedagogical techniques. Based on detailed interviews and participant observation, I analyze participants’ responses to aspects of the program, to determine the effects of Livnot's teaching style and goals. This article demonstrates that Livnot's educational emphasis on “the personal” is credited by participants as a very significant factor in transforming their attitudes toward and understanding of Israel, Jews, and Jewish religious tradition. 相似文献
5.
Jörgen Ödalen Douglas Brommesson Gissur Ó. Erlingsson Johan Karlsson Schaffer Mattias Fogelgren 《高等教育研究与发展》2019,38(2):339-353
ABSTRACTDo pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact. 相似文献
6.
张群芳 《湖州师范学院学报》2014,(9):95-100
针对独立学院学生学习特点,对独立学院英语专业大一学生综合英语课程,从了解学习认知和策略认知、目标制定和计划制定、自我监控和自我评价等三方面进行元认知策略培训。通过定性和定量研究总结元认知策略培训结果及成效。研究结果表明,元认知策略培训融入英语教学过程中是可行的且富有实效的;有效的培训可提高学生元认知意识,提升学生自主学习意识。此项研究对于普通高校英语教学也有一定的借鉴意义。 相似文献
7.
黄莉玲 《福建工程学院学报》2015,(5):433-426
结合大学英语写作教学现状和过程写作教学法的写前构思阶段,采用定性和定量研究方法,设计头脑风暴写作训练课并在福建某高校开展实证研究,以探讨该教学策略对我国学生外语写作能力发展产生的功效及学生对这一策略的态度和看法。结果显示:头脑风暴写作训练能有效地提高学生写作构建能力和写作水平,学生对该教学活动有较高的认同度。该研究对中国大学英语写作教学具有一定的借鉴意义。 相似文献
8.
Anatoli Rapoport 《Teachers and Teaching》2013,19(3):225-238
International exchange and training programs play a significant role in the development of international cooperation between educators from different nations. More and more teachers and school administrators participate in exchange programs and implement new curricular and instructional practices in their institutions. The objectives of this interpretive exploratory case study were (a) to investigate the impact of international exchange and training programs on pedagogical practices of Russian school teachers and administrators and (b) to find out how participants of international programs apply, implement, and transfer their experiences and knowledge that they obtain during their programs. The data were collected through personal interviews, observations, and materials from several debriefing sessions in 2005. The study demonstrated that the participation in international programs significantly impacts educators’ pedagogical practices, expands the range of their instructional approaches, makes program alumni more culturally sensitive and perceptive, and influences their interpersonal relations in schools, their professional growth, and social status. This research can be of interest to perspective participants of international programs and practitioners who develop and organize international programs for educators. 相似文献
9.
“Student voice” (SV) refers to listening to and valuing students’ views regarding their learning experiences, as well as treating them as equal partners in the evaluation process. This is expected, in turn, to empower students to take a more active role in shaping their learning. This study explores the role played by digital technologies in creating a space for SV in academia. The qualitative study was conducted in an academic course, which combines face-to face, synchronous lessons with a variety of asynchronous self-directed and group learning activities. The participants were 54 Master’s students in education. We analyzed the pedagogical design of the course, as well as interpretations of teaching, learning, assessment, and the role of technology as experienced and presented by the students. The findings demonstrated that students functioned as co-designers of the course content, co-creators of teaching and of their own learning experience. Students perceived the requirements of active learning, teamwork, and community participation (i.e., an advanced way of conveying SV—leadership; Mitra International handbook of student experience in elementary and secondary school, Springer Publishers, The Netherlands, 2007), as both challenges related to overload and stress, and benefits related to the gains of meaningful learning, innovative pedagogical design, and diverse instructional methods. The equalization effect of the digital environment, which diminishes status cues changed the power dynamic, promoted students’ active participation and their pedagogical partnership with the instructor. Based on the findings, our conceptualization of SV and its implications for academia includes: (1) co-design of content, (2) co-teaching, (3) co-creation of learning experience and outcomes, and (4) embedded co-assessment for learning. 相似文献
10.
The Program for Excellence in Teaching (PET) conducted in Israel aspires towards training excellent teachers but also towards creating agents of change within the educational system. This qualitative study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their professional expectations and the disparity between intentions and implementations that happens as the beginning teachers encounter the reality in schools. The article suggests three factors that address this disparity: the participants’ positive conception of the educational system, the isolation of the beginning teachers, and the induction process they must undergo. This article proposes various innovative recommendations for coping with this situation. 相似文献
11.
EDDY N. FORTE MARIA H. K. WENTLAND FORTE ERIK DUVAL 《European Journal of Engineering Education》1997,22(1):61-74
ARIADNE is a concept of computer-based and telematics-supported educational schemes. It relies primarily on a number of interconnected knowledge pools and suitable strategies for using them, in academic education—either classical or at a distance—and for certain types of corporate continuing training. In ARIADNE, the term ‘knowledge pool’ refers to a large, indexed, storage of pedagogical elements and the set of tools, methodologies and infrastructures necessary for maintaining and exploiting it, to build and distribute structured curricula. This concept is meant to address the weaknesses of many ‘open’ training schemes advocating the usefulness of unlimited and free access to the World Wide Web (WWW). In our view, this immense—but scarcely structured— document repository can all too easily become a maze and offers, in itself, little incentive to serious learning. On the other hand, ARIADNE will use a WWW based net-interface, suitable for—and inter-operable with—most platforms commonly in use by would-be learners. ARIADNE addresses two categories of users: those who contribute to the knowledge pool system and develop training curricula (professors and pedagogical engineers) and those who may enlist in and follow these curricula (students and trainees). The system's design accounts for the need for collaboration and communication between (a) trainers, to create, customize, share and reuse pedagogical documents; (b) trainers and learners, for coaching/tutoring activities and supervision of learning; and (c) students/trainees, in peer-supported learning or group work. Long-term survival of any such technology-supported education system depends primarily on motivated participants: teachers and trainers, students and trainees, academic institutions and corporations should all find some practical advantage in its use. In this paper (Part 1), we present an overview of the ARIADNE concept, describing its pragmatic educational approach and its specific approach to authoring of pedagogical material and construction of usable curricula. In a forthcoming paper (Part 2), we will address its technological approach and present a brief review of the tools needed to implement the concept as a viable computer-based and telematics-supported distance—but also open or even classical— educational system. 相似文献
12.
《Journal of College Student Psychotherapy》2013,27(3):218-228
This article reports on the integration of psychotherapy in a comprehensive dropout prevention program developed at the Dean of Students’ office of Ben-Gurion University of the Negev in Israel. The program’s psychologists conducted psychotherapy with a subset of dropout prevention program participants who had reacted with emotional turmoil to the risk of university dismissal or whose academic status had deteriorated due to emotional problems. Although these psychologically distressed students were presumably more vulnerable than others in the dropout prevention program, with the assistance of psychotherapy their rate of retention matched that of the rest of the program participants. The article includes a detailed case study of one program participant’s psychological treatment. 相似文献
13.
The present study aims to critically interrogate the role of Critical Thinking (CT) in English language education in Chile through the analysis of teacher educators’ and postgraduate students’ perceptions and understandings of CT in relation to their academic trajectories through university. Five postgraduate students and five teacher educators from three different Masters of Teaching English as a Foreign Language (MTEFL) programs agreed to take part in the research. Informed by a qualitative paradigm, semi-structured interviews were conducted aimed mainly at (1) unpacking teacher educators’ and postgraduate students’ understandings of CT; (2) investigating postgraduates’ views of the place of critical thinking in their English teacher education training; (3) examining the ways in which teacher educators deal with CT in their pedagogies; and (4) identifying students’ preparedness to approach reading and writing critically, as viewed by both groups of participants. Analysis of responses revealed, on the one hand, students’ recognition of CT skills as necessary to succeed in academic life and, on the other, great concerns for the limited importance accorded to teaching these skills in teacher education courses. Teacher educators’ responses generally showed an increasing interest in trying to incorporate the teaching of CT skills in their pedagogies, but admitted to an overall lack of consistency in the implementation process. The paper concludes with critical questions about the perceived pedagogical mismatches between teacher educators’ and postgraduate students’ perceptions of the role of CT in their academic journeys, and about the role of Chilean teacher education programs in addressing these issues. 相似文献
14.
ABSTRACT The role of academic advisors in work-integrated learning courses is crucial to student success, yet poorly understood. This research aimed to understand the role and support needs of academic advisors by conducting interviews, a survey, and a focus group within a service learning program in Queensland, Australia. Participants identified rewards in observing student transformation and supporting students to contribute to social justice causes. However, the role had high demands in terms of pastoral support. Although academic advisors reported strong support mechanisms, they identified gaps in supporting them to meet the needs of international students and students with mental health issues. Academic advisors need strong mentoring or supervisory support to deal with diverse student issues, clear processes for tracking and managing students, training and resources to deal with special needs students, and opportunities for team building and bonding. Supporting academic advisors could help to better support students to successfully complete internships. 相似文献
15.
This study describes research examining the expectations and experiences of PhD students undertaking a PhD in off-campus research institutes and hospitals that are affiliated with an Australian research-intensive university. Much of our knowledge of the expectations and experiences of PhD students in Australia stem from those that undertake research training in the classical university structure and that progress towards research training directly from their undergraduate studies. However, increasing numbers of research higher degree students are based in off-campus research institutions, which are becoming increasingly fertile training grounds for research higher degree students in the sector. While participants’ experiences and expectations were largely consistent with our current understanding of the Australian PhD experience, many reported a perceived lack of support programmes. Workload and time commitments, pressure to produce results and their off-campus location potentially conspire to reduce access to on-campus support services offered by the university. Opportunities therefore exist for student advisors, service providers and university leaders to increase accessibility to academic development programmes and pastoral care, including both online and off-campus provision as appropriate, to enhance the PhD experience for this growing cohort of students. 相似文献
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Annette Hilton 《International Journal of Science and Mathematics Education》2018,16(1):145-165
Research on the impact of the integration of technologies such as iPads on primary students’ attitudes and engagement in mathematics is limited. Further, there have been claims that teachers’ pedagogical choices can strongly influence the effectiveness of iPads for engaging students in mathematics. This paper presents an investigation of the influence of teaching and learning mathematics with iPads on students’ attitudes and engagement in mathematics. The participants in this study were students in a large urban primary school, implementing an iPad program for teaching and learning across the curriculum. Surveys with five-point Likert-type items were used to measure students’ attitudes to mathematics. Students from Years 2 to 6 completed the survey at the beginning and end of two consecutive school years. Survey results suggested that iPad use in mathematics has the potential to impact positively on students’ attitudes to mathematics. At the end of the second year of the study, semi-structured interviews were conducted with teachers and students. The interview responses confirmed that iPads had a positive influence on students’ engagement and attitudes to mathematics, and that the pedagogical approaches utilised by teachers for embedding iPads in their mathematics lessons contributed positively to these outcomes. 相似文献
19.
Lior Hameiri 《Journal of Jewish Education》2018,84(1):56-78
The current field of Israel engagement has been significantly challenged by young North American Jews’ reported alienation from contemporary Israel. Literature in the last decade has addressed this challenge in depth, offering a wide variety of theoretical analyses and recommendations for program development. The present study is the first to thoroughly focus on one of these programs, the young emissaries (shinshinim) program, a joint initiative between the Jewish Agency for Israel and a growing number of Jewish communities around the world. Data were collected in the Greater Toronto Area, out of which the local Jewish Federation operates the largest shinshinim program worldwide. Levels of emotional, behavioral, and cognitive engagement with Israel were assessed in 47 local institutions’ representatives, 84 host families, and 197 high school students in relation to their interaction with shinshinim. Changes in attitudes toward Israel, Jewish tradition, and peoplehood, following their Year of Service, were also assessed in 36 shinshinim. All data were collected using questionnaires developed especially for the purposes of this study. Results show that the shinshinim program has a significant and positive impact on host families’ level of Israel engagement and that the Year of Service has a significant and positive impact on the shinshinim inclination to adopt Jewish traditions and to affiliate themselves with a Jewish Peoplehood. Results also show that the program is positively associated with Israel engagement among students and Jewish institutions’ representatives. Theoretical and practical implications are discussed. 相似文献
20.
Zeev Greenberg 《International Journal of Inclusive Education》2017,21(8):833-848
The current study gives voice to a group of remarkable returning college students whose lives are defined by multidimensional marginality. These students are single mothers who grew up in traditional families in the outer periphery of Northern Israel, where they still lived at the time of this study. Drawing on the women’s life stories gathered from in-depth interviews, the purpose of the study was twofold: to examine their multidimensional marginality in the context of the complexity of social situations they are required to face and to understand the impact of higher education upon that marginality and upon their lives. The findings demonstrate, quite powerfully, the impact of the participants’ student status on their discourse with their previously excluding family of origin, and the significance of their status for their personal growth process and for their relationship with their children. The process of matriculating into a higher education degree programme, and their continued progress in the programme, enabled these women to become proactive in moving from the margins towards a more central position of affecting and becoming a role model for their children, their families of origin and their communities. 相似文献