共查询到20条相似文献，搜索用时 703 毫秒
1.
‘Who do you think you’re talking to?’—the discourse of learning and teaching strategies 总被引：2，自引：0，他引：2
Karen Smith 《Higher Education》2008,56(4):395-406
As part of the ongoing enhancement and assurance of quality in the UK higher education sector, universities have been required
by the Higher Education Funding Council of England to prepare learning and teaching strategies since 1999. As part of an institutional
strategy development process, an investigation of currently available strategies was carried out. The research reported here
uses a critical discourse approach to analyse a sample of UK learning and teaching strategies. The results show a set of highly
impersonalized texts, where staff are largely absent and students are objectified. Such findings raise questions about whether
the learning and teaching strategy discourse disengages the very people who ‘make and shape’ policy, thus inhibiting institutional
enhancement of learning and teaching practices. 相似文献
2.
I will never forget that morning when I wokeup to find my Dad sitting in front of thetelevision. To my surprise, I saw tears shining inhis eyes. Then I was told that China had beenchosen to be the host of 2008 Olympic Games.Before that day, Olympic was ju… 相似文献
3.
文章以申奥的成功给作者带来的启示为核心展开论述，表达了作者的企盼、激动之情。题目以设问的形式吸引读者的眼球，写作手法由远至近，围绕主题，能用连贯的句子表达自己的观点和态度。文章首尾相应，层次较分明，能运用拟人、倒装等修辞，语言流畅，但句子与句子、段与段之间缺少过渡词的衔接。 相似文献
4.
Despite entering higher education in good numbers, candidates from some black and minority ethnic groups are concentrated in less prestigious institutions. A similar pattern is evident in candidates’ applications, raising important questions about the role of ‘self-exclusion’. Statistical analysis confirms that candidates from some minority ethnic groups tend to target lower-ranking institutions, but these differences are almost entirely explained by other variables, particularly academic attainment, type of school attended, number of A-levels taken and subject mix. It follows that some minority ethnic groups appear to be indirectly disadvantaged by patterns of schooling that do not prepare candidates for elite higher education. Similar processes are evident in relation to social class, although candidates from less privileged family backgrounds remain less likely to target high-status institutions even when other variables are taken into account. 相似文献
5.
《Ethnography and Education》2013,8(4):428-447
ABSTRACTThis study explores the multilayered meanings of classroom seating order – a crucial spatial element of school life – and its influences on children’s experiences. Drawing on fieldwork in a secondary school in northwest China, I ethnographically examine how school educators impose a hierarchy of seats in moral terms. My study shows that classroom seating arrangements in China’s underprivileged public schools are perceived as a hierarchy. Teachers motivate students to take learning seriously by strategically assigning the students to hierarchical seating locations and manipulating the proximity of their seats. I contend that classroom seating order has been transformed into a symbolic hierarchy to cultivate students’ attitude, a moral attribute considered crucial for achieving educational success. This study contributes to the emerging literature on the space in relation to educational processes. By situating the classroom seating into broader social-cultural-economic processes, it also demonstrates the methodological value of ethnographical examination of classroom. 相似文献
6.
Leonardo Franchi 《欧洲师范教育杂志》2016,39(2):147-158
Initial teacher education programmes in universities must meet the needs of varying constituencies. Politicians, school leaders and academics, for example, understandably seek to influence how these programmes should look. Given the importance of well-qualified teachers for the building of effective schools, it is right that a range of stakeholders should have their say. The Donaldson Report on teacher education in Scotland (2011) has much to say regarding the academic content of teacher education programmes. It offers food for thought for those wedded to the ‘craft’ model of teacher education. Academic rigour and breadth of experience cannot be seen as inimical to the need to ensure that newly qualified teachers are, indeed, ready to teach. The rediscovery of liberal approaches to education studies and the value of the liberal arts can be key components of a reimagined teacher education process. 相似文献
7.
Julia Morgan Tumendelger Sengedorj 《International Journal of Research & Method in Education》2015,38(2):200-218
This paper draws on data from a project undertaken with children (N?=?72) in Mongolia and Zambia. The research is distinctive in bringing together diverse children, ranging from those living on the street to those in mainstream education and involving them in discussions about educational research. Being conscious of critiques of adult-initiated research as well as being influenced by work on participatory action research and research on understanding children's perspectives, we were keen to hear the views of children about research and how research should be carried out. This included enabling children's participation in discussions about potential research areas that could be focused upon as well as discussions about ethical issues and methodology. In this paper we report on our experiences of involving children in discussions about research and explore the numerous insights that the children provided. We conclude that while understanding children's perspectives on research and including children in the research process is important there are many issues which arise from doing so and which need to be reflected upon. These include issues around power and identity, the importance of the context, including local expectations of children as well as children's prior experiences, including how ‘vulnerable’ children are represented. 相似文献
8.
Charlotte E. Rees Lynn V. Knight Jennifer A. Cleland 《Assessment & Evaluation in Higher Education》2009,34(4):455-467
Current perspectives in cognitive linguistics highlight the conceptual nature of cognition and how the conceptual metaphors we hold affect ways we think, talk and act. This study examines medical educators’ metaphoric talk to understand ways in which assessment relationships with students are conceptualised in order to understand why educators might ‘fail to fail’ underperformance in medical students. We conducted 10 focus groups with 70 educators at two UK medical schools. The audiotapes were transcribed and analysed using systematic metaphor analysis. The analysis revealed six over‐arching metaphors associated with the target domain of assessment relationships, i.e. assessment relationships as journey, war, sport, parentalism, machine and medicine. While medical educators conceptualised students’ academic failure in relatively innocuous ways (e.g. students’ failure to arrive at their destination; journey), they also conceptualised failure in harmful ways (e.g. students’ death; war). If medical educators hold the concept of assessment relationships as war, it is perhaps unsurprising that they are reluctant to fail students. We discuss these findings in light of existing literature and provide recommendations for designing training sessions through which assessors can address reluctance to fail underperformance. Such faculty development may aid assessors in identifying and using alternative metaphors to conceptualise the assessment relationship. 相似文献
9.
Education ministries in the Caribbean countries have directed considerable attention over the last decade to ‘solving’ the ‘problem’ of boys’ underachievement. Rather than considering such interventions, our central concern in this paper is to revisit debates about the interpretation of the issue, to explore whether boys’ underachievement is indeed a ‘problem’, in the sense of both an empirical reality and an issue requiring political attention. In this paper, we explore contestations over the reality and complexity of educational underachievement and whether this relates to broader political–economic marginalisation (or privileging) of boys. We turn then to explore the relationship between material realities and gendered subjectivities. Overall, we argue that boys’ underachievement should neither be ignored nor be the exclusive focus of attention and that a move from ‘boys’ underachievement’ to a broader analysis of ‘gender and education’ is needed, to place the debate in a gender relational context. 相似文献
10.
Rebekah Willett 《Gender and education》2008,20(5):421-434
This article reports findings from a study in which 26 girls aged 12‐ to 13‐years‐old took part in workshops at a specialist ICT centre connected to a school in inner‐city London. The girls explored and discussed fashion as presented online, and they produced their own interactive fashion design webpages, making decisions about body shapes, types of clothing and audience. The article analyses interview data, looking at statements girls made in the context of discursive practices around body image, pleasures of play and self‐confidence. The analysis examines the role of structure and agency in girls’ discussions about fashion media and argues that the agency offered to girls is structured by neoliberal discourses. As girls draw on these discourses, they enter into complex and often conflicting negotiations, rendering themselves as seemingly active agents who are making politicised arguments, and at the same time restricting their possible subject positions. 相似文献
11.
12.
13.
《Teaching and Teacher Education》2001,17(3):321-331
This study was designed to examine the nature and accuracy of teachers’ judgments about students’ motivation related to mathematics. Seventeen fourth- through sixth-grade teachers and 100 of their students participated in this study. Teachers were asked to rate six target students’ motivation four times during the school year. At each of these times students also rated their own motivation. Teachers’ ratings were more stable over time and across mathematics topics and were less differentiated across motivation dimensions than were students’ ratings. The findings suggest that teachers need to pay careful attention to evidence related to children's motivation that might contradict their perceptions and therefore support more effective interventions. 相似文献
14.
15.
16.
杨战伟 《中学课程辅导(初二版)》2005,(4):44-46
同学们，你们好!让我们一起进入第七单元的学习。在本单元，我们将学习使用“would you mind doing…“来向别人提出建议及要求；谈论自己所抱怨的事，对别人的抱怨表示道歉；了解各个国家的礼仪、社会行为标准的相同点或不同之处。在上学期第十一单元中，我们学习了如何有礼貌地请求别人作某事及向别人提出建议。为这一单元的学习打下了基础，我想同学们一定会学好这一单元的，一定要有信心哦!OK，首先我们来关注一下本单元的语法知识。 相似文献
17.
Ⅰ.看图完成下列广告。Advertisement(广告)Can you1?Can you2?Welcome to our school3and4club.Do you like5?Do you like6?Then welcome to our78.If you like9,you can10our1112.And our school bandneeds students who can play1314and1516.If you17tolearn to18,youcan19our school20club.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.Ⅱ.选择填空。()1.you have a long ruler?A.Can B.Do C.Are D./()2.—Are you a musician?—No,I.A.can B.am C.can’t D.am not()3.Can Mary?A.sing B.singing C.to sing D.sings… 相似文献
18.
19.
Susan Wallace 《Journal of Further & Higher Education》2014,38(3):346-360
This paper is based on a one-year research project in the UK designed to investigate teachers’ strategies for motivating learners and managing non-compliant behaviour in the further education sector. Carried out in collaboration with 203 teachers in three colleges of further education, the inquiry set out to identify, through the use of observations and focus groups, the learner behaviours most commonly identified by teachers as ‘challenging’, and the methods teachers employ to successfully address these. It also sought to capture teachers’ theories about the possible causes of non-engagement, with a view to incorporating findings about both theorising and practice into sessions for initial teacher training and continuing professional development. Drawing on these data, this paper suggests that lack of motivation in the 14–19 age group is a common phenomenon across this range of colleges, manifesting in behaviours such as lack of punctuality, failure to submit coursework and refusal to remain on task; and that experienced teachers are no more effective in managing such behaviours than teachers new to the profession. The implications in terms of teacher education and development are discussed in the final section, which points to evidence that, although positive teacher–learner interaction is found to be productive in addressing the immediate symptoms of disengagement, participants in the study consider the root causes to lie beyond their control. 相似文献
20.
Katelyn Barney 《高等教育研究与发展》2013,32(4):515-528
Indigenous Australian postgraduate students experience different barriers from those encountered by non-Indigenous students. In the transition from undergraduate to postgraduate study, Indigenous students are more likely to come from disadvantaged socioeconomic backgrounds, have lower personal incomes and lack family and other networks supportive of engagement with tertiary, and especially postgraduate, study. While there is a growing literature on Indigenous participation in higher education, with the exception of a few notable examples, there is little known about the effectiveness of support mechanisms and issues for Indigenous students undertaking postgraduate study. Drawing on interviews with current and past Indigenous postgraduate students at The University of Queensland, this paper problematises the postgraduate experience for Indigenous Australian students, identifying common themes in their accounts. It also discusses one of the outcomes of the project along with planned future developments that aim to provide better support for Indigenous Australian postgraduate students at The University of Queensland. By knowing and acting upon the kinds of mechanisms that can assist Indigenous postgraduate students, the disparity between Indigenous and non-Indigenous student participation in postgraduate study can begin to be addressed. 相似文献