共查询到20条相似文献，搜索用时 15 毫秒
1.
Christine Hockings Liz Thomas Jim Ottaway Rob Jones 《Teaching in Higher Education》2018,23(2):145-161
Independent learning is one of the cornerstones of UK higher education yet it is poorly understood by students and is seen by politicians as a poor substitute for face to face teaching. This paper explores students’ understandings, approaches and experiences of independent learning and how they may become more effective independent learners. This large scale qualitative study, funded by the HEA, included students-as-researchers, independent learning diaries, and student-led interviews. Findings suggest that students initially use low level reinforcing and organising skills and in later stages of their courses develop higher level extending and applying skills. Clearer guidance, clearer tasks and in-course support are amongst the students’ recommendations for enhancing independent learning. However the most powerful influence on their independent learning was the support, collaboration and advice of other (more experienced) students in non-assessed scenarios. These findings have implications for staff involved in induction, student support, curriculum design and for staff and officers in Students’ Unions. 相似文献
2.
晓晨 《中学生(作文版)》2004,(11)
~~ C. not be honest on the Net D.make friends with those you believe in [答疑解惑] 1. D 这是一道主旨题。根据全文,咱们可以看出,本文是作者对孩子们上网的“安全建议”。 2.C 这是词义题,需要联系上下文。根据文意,“由于你看不见他们,甚至听不见他们的声音。”咱们可以确定,“有些人很容易假冒身份”。当然,“假冒”只是大概的意思。看选项C,“给出一个错误的描述”大体跟咱们推断的意思相近,就选它吧!(事后别忘了查字典哟。“misrepresent”,动词,“表述失实”、“歪曲”之意。) 3.B 这是推断题。根… 相似文献
3.
Anabel Moriña 《Journal of Further & Higher Education》2017,41(2):215-226
The partial results of ongoing research in the ‘University Barriers and Aids Identified by Students with Disabilities’ Project are presented. This four-year study (2011–2014) was carried out by a University of Seville research team with lecturers from a variety of fields and areas of knowledge (Educational Sciences, Economics, Health Sciences and Experimental Sciences). The general aim was to discover, from listening to the students themselves, barriers and aids they identified as affecting access, academic performance and overall perception of their higher education experience. The biographical narrative method, which allows the participants to talk freely about themselves without silencing their subjectivity, was used. This information was acquired by data collection techniques, such as in-depth interviews, observations, photographs and interviews with key persons in the life of each student. A structural analysis was implemented using an inductive system of categories and codes included in the MaxODA10 data analysis program. This study revealed the most personal and private feelings of the participants as they discussed such things as their perception as students, identification of disabilities or their strategies for facing ‘adversities’. The discourse revealed higher education as a privileged scenario in which they are socially included and able to reinvent an identity that may have deteriorated during other stages of their education. 相似文献
4.
You may get lost when you are on a camping trip or hike. Here is some good advice to remember. 相似文献
5.
Majella McSharry 《Irish Educational Studies》2017,36(3):341-356
This article focuses on the inequalities experienced particularly by girls who attend co-educational secondary schools where specific male sports dominate school life. The research was undertaken in the Republic of Ireland in three schools known for the participation and success of boys’ teams in Gaelic football, hurling and rugby. Through a Bourdieusian account of ‘masculine domination’, this article examines how girls (and some boys) attending these schools have experienced inequalities in obtaining recognition in sport, and discrimination in accessing male-orientated sports, as well as unequal opportunities, resources and support. School management, teachers and students (both male and female) will be shown to often protect this male preserve by strategies that maintain the exclusion of girls through the normalisation of gender binaries. The article will also show how girls reflect upon their experiences and attempt to mobilise change. 相似文献
6.
Padmini Iyer 《Gender and education》2019,31(2):222-239
This paper explores young people’s understandings of gender and sexual violence in New Delhi, India, based on multi-method research conducted with young people (aged 15–17) in three co-educational secondary schools. Fieldwork took place shortly after the 2012 Delhi gang rape that sparked widespread debates about violence against women in India, and so sexual violence became an important frame for students’ discussions around gender and sexuality. Young people’s understandings are considered within gender narratives – of ‘can-do’ and ‘vulnerable’ girlhood, and of ‘hero’ and ‘good boy’ masculinities – which already shaped their day-to-day experiences of schooling. Findings suggest that tensions arising from these often contradictory narratives led to frustrations among girls, while the dominance of conversations about sexual violence led to confusions in both girls’ and boys’ understandings of sexuality. Reflections are offered on ways schools can better support young people as they learn about gender and sexuality from diverse and contradictory sources. 相似文献
7.
8.
Denis Feather 《Journal of Further & Higher Education》2017,41(5):706-716
The purpose of this study is to understand how lecturers delivering college-based higher education viewed their workloads, and how this (if at all), influenced their engagement in scholastic activities, which may then enable them to become more knowledgeable in their chosen field of study. The research was of a qualitative nature, whereby semi-structured, in-depth interviews were undertaken with 26 individual lecturers employed at different further education colleges throughout the Yorkshire and Humber region. It was found that lack of time and onerous administrative responsibilities on top of their current workload were two of the major issues these lecturers were facing in their current roles. As a result, it is recommended that an independent audit be conducted to ascertain FE lecturers’ contact time with students and that ways in which to reduce their administrative duties be considered. 相似文献
9.
This article examines the extent to which Access to Higher Education courses can be defined as communities of practice. Other studies have already revealed the importance of mutual engagement and supportive relationships between students and between students and tutors in facilitating learning. While previous studies carried out on Access to HE (AHE) courses in England and Wales have largely focused on single colleges, the study that this article draws on was carried out in three urban further education (FE) colleges using a linked case studies design and a social interactivist lens. It investigated mature students’ perspectives of their changing learning identities through their developing relationships with their tutors and with each other during their AHE courses. Qualitative data was collected from five to six self-selecting AHE students in each college using focus group interviews and from their tutors using individual interviews. The findings suggest that the AHE students in this study generally participated and interacted in a supportive and collaborative way, guided by their tutors, and how and why they did this. This mutual engagement around particular core values helped to construct communities of practice, although some students remained peripheral participants. Within these communities were considerable inequalities of power, largely sustained by the institutional structures and professional discourses within which the AHE courses were located. 相似文献
10.
11.
《Journal of Further & Higher Education》2012,36(3):320-335
Team supervision of PhDs is increasingly the norm in Australian and UK universities; while this model brings many improvements on the traditional one-on-one research supervision, it also introduces new complexities. In particular, many students find the diversity of opinions expressed in teams to be confusing. Such diversity in supervisor feedback is often experienced as unsettling, and the study indicates that students generally seek consensus from their supervisory team. The power dynamics existing in the relations between team members in this situation need to be carefully considered, and supervisors must be alert to the ways in which doctoral students can be effectively and productively inducted into the norms of academic debate and collaborative research projects. The paper explores the implications of diversity in feedback in relation to developing a pedagogy of supervision. 相似文献
12.
13.
14.
Samuel A. Chambers 《Educational Philosophy and Theory》2013,45(6):637-646
Abstract This article examines the significance of Jacques Rancière’s work on pedagogy, and argues that to make sense of Rancière’s ‘lesson on the lesson’ one must do more but also less than merely explicate Rancière’s texts. It steadfastly refuses to draw out the lessons of Rancière’s writings in the manner of a series of morals, precepts or rules. Rather, it is committed to thinking through the ‘lessons’ of Rancière in another sense. Above all, Rancière wants to ‘teach’ his readers something absolutely crucial about teaching. In making this claim the article emphasizes the extent to which Rancière advocates an utterly radical pedagogy, one that completely reconceives all the central elements of ‘schooling’, including teacher, student, intelligence and knowledge. Rancière thinks it possible to teach without knowing; he believes that the best schoolmasters can operate not on the assumption of their expertise, but on the equality of intelligence; and this means ultimately that Rancière contends that we can ‘teach what we do not know’. The best schoolmasters are ignorant schoolmasters. Rancière’s radical pedagogy depends upon, just as it consistently advances, a thoroughgoing resistance to a certain form of epistemological and ontological mastery. The rejection of mastery—of schoolmasters who would know it all, and convey this knowing to their students—forms the very backbone of all of Rancière’s writings and critical investigations. This is the chief reason why Rancière is, in a way, always talking about pedagogy, even when his subject matter appears to be something else entirely. 相似文献
15.
BackgroundResearch about online child sexual exploitation material (CSEM) users focuses on psychological assessments, demographics, motivations, and offending rates. Little is known about their understandings of children in CSEM.ObjectiveFrom an anthropological perspective, examine CSEM users’ constructions of children and childhood online and offline, and explore how these factor into their crimes.Participants and settingCSEM users in UK group programs.MethodsIn-depth ethnography, including 17 months of participant observation in group programs with 81 CSEM users, 31 semi-structured interviews with group participants, and inductive analysis of themes illuminated by childhood theory from anthropology.ResultsWhen referring to children offline, many participants claimed to align with Euro-American norms and constructions surrounding children’s learning, protection, irrationality, inexperience, asexuality, and innocence. However online, many constructed children differently: as less or not “real,” and as sexualized. This rendered children in CSEM fundamentally different, which facilitated offending, assisted in overcoming barriers, and allowed participants to hold conventional beliefs about children and childhood while engaging in incongruent online activity. Vital in this process was Internet use and associated distancing, detachment, anonymity, and cultural othering. The program used victim empathy to restore dominant norms to online children, for which participants invoked feelings, recognized their role in abuse, extrapolated consequences for victims, and reinforced norms.ConclusionsConstructions of children and childhood were central in offending. The complexities of negotiating “real” versus “not real” in both offending and victim empathy are discussed, as are conceptual distinctions between “constructions” and “cognitive distortions,” and implications for treatment and prevention. 相似文献
16.
Mark Andrew Thompson 《Quarterly Journal of Speech》2019,105(2):156-181
In the mid 1950s, the House Committee on Un-American Activities was a rhetorical colossus. Within the closed doors of a hearing, committee members displayed a rhetorical mastery of procedural, topical, and logical moves that left even the best-prepared witnesses sputtering. HUAC used institutional narrative authority as a major rhetorical resource. This strategy rhetorically produced a narrative “reality” conducive to achieving institutional goals. Having established the “official” version of events, the committee situated further argumentation within a value hierarchy that placed national security above “secondary” values that witnesses attempted to invoke in their defenses. A notable exception to the committee's rhetorical dominance came in the 1956 testimony of Paul Robeson, an African American singer and activist who had been called before the committee to answer for pro-Soviet statements he made while traveling abroad. Using a number of rhetorical tactics to disrupt the institutional narrative, Robeson was able to recontextualize his comments within an interpretive framework of racial justice in America – a debate the committee was less prepared to handle. This article contributes to ongoing studies of institutional rhetoric, especially rhetorical argumentation that takes place within institutional settings. 相似文献
17.
18.
Science educators have yet to identify ways to enable inner city African American high school students to experience success
in science. In this paper, we argue that understanding the ways in which cultural practices from fields outside of school
mediate what happens inside classrooms and contribute to the learning of students is crucial to addressing current disparities
in science performance. Specifically, we explore the significance of movement expressiveness dispositions to the lives and
the learning of economically disadvantaged African American youth. These particular dispositions have been repeatedly observed
in our research, and they can be important resources for the creation of individual emotional energy, collective solidarity,
and heightened engagement in learning activities since they provide resources for the (re)shaping of identity. Thus movement
expressiveness dispositions hold potential for transforming the teaching and learning of these students.
相似文献
| Gale SeilerEmail: |
19.
《Ethnography and Education》2013,8(4):448-464
ABSTRACTSchool choice is associated with increased educational inequality and across-school segregation. This article documents the organisational practices and logics affecting school segregation and inequality. Through an institutional ethnographic study of principals’ responses to school choice within the context of immigration in Malmö, Sweden, I find that principals work to align their schools with generalised conceptions of a ‘good’ school – a ‘Swedish’ school without many immigrants. Principals pursue the image or reality of ‘Swedishness’ through choices about the presentation of the school, approaches to managing enrolment, selection of programmes of study, and even decisions about where schools are located. Through their administrative work, principals write presumed preferences for Swedishness into the structure of the school system. The results suggest that, when addressing the link between school choice and equality, group preferences of school choosers cannot be considered independently of the organisation of schooling accomplished by principals and other organisational actors. 相似文献
20.
This case study explores student perceptions and experiences of advising at a New Zealand university. It considers the implications arising from the students’ responses and also investigates the influence of students’ demographic characteristics on perceptions of advice. Both first‐ (n = 191) and final‐ (n = 171) year cohorts of students were surveyed to determine why they chose particular courses, what advice they received and how aware they were of various support services. Although students were happy overall with the advice received, many had little or no expectations of the type of advice they should be receiving. The main sources of advice were the University enrolment pack, family and University School’s Liaison Officers. Academic advisers were less well used as a source of advice, even during later years of study. Advisers need to be educated about particular advising issues related to first‐generation students, part‐time students and international students. Many students had a career path in mind so it is important to provide holistic developmental academic advice that includes future career options. 相似文献