共查询到20条相似文献，搜索用时 656 毫秒
1.
Computer‐based clinical supervision of counselors‐in‐training is becoming more prevalent (M. Reisch & L. Jarman‐Rohde, 2000); however, its use is still in its infancy, and ethical standards have not been established regarding its practice. There exists a dearth of literature focusing on the ethical practice and development of supervisees when using computer‐based supervision. This article (a) explores ethical practice when using technology to facilitate counselor supervision, (b) reviews specific types of computer‐based applications, (c) presents potential advantages and disadvantages of computer‐based supervision, and (d) offers implications for counselor educators and supervisors. 相似文献
2.
Michel Cordonnier 《Higher Education in Europe》1997,22(1):85-89
The system of university‐industry relations of the Technological University of Compiègne (UTC) is described. Since the founding of this institution in 1972, its provision of know‐how, services, and goods to the surrounding community has evolved into a very structured system. Representatives of the business community hold membership in all the decision‐making bodies of the University. Some of its components have formed a Law‐of‐1901 ‐type organization and others, a limited liability company, to provide services on either a non‐profit or a profit basis. The whole university and its components have formed the UTC Group. The result is described as a very successful symbiosis of a public institution and privatized components. 相似文献
3.
《师资教育杂志》2012,38(1):71-92
This paper discusses some of the conditions that have facilitated the use of a customised virtual learning environment as part of a blended learning approach on a part‐time postgraduate initial teacher training programme for prospective primary school teachers. It is based on data gathered as part of a study of the impact of e‐learning on students following a part‐time flexible postgraduate route to Qualified Teacher Status. It concludes that the success of these particular virtual communities can be attributed to the balance, on the programme, between face‐to‐face and e‐learning together with the nature and structuring of the e‐learning tasks; the focus on professional learning with the immediacy of its application in the work‐place; its focus on independent and student‐led interaction; and the motivation and personal circumstances of the students involved. 相似文献
4.
5.
6.
《Journal of Further & Higher Education》2012,36(2):155-167
In 1998, when University College Northampton (UCN) selected WebBoard as its campus‐wide virtual learning environment (VLE) and encouraged its adoption, e‐learning became a central feature of the French Department's learning and teaching strategy. By September 2003, all the campus‐focused modules in French had become VLE‐resourced. In April 2004, we conducted a paper‐based survey to measure our students' views on (1) ‘e‐novation’ in general; and (2) computer‐assisted language testing (CALT) in particular, with a view to (1) evaluating the French Department's e‐ffectiveness; and (2) making student‐informed decisions for 2004–2005. This paper concerns itself, initially, with the origins of e‐learning in our French Department, the latter's evolving range of web‐based learning offerings as well as the educational principles underpinning our e‐learning strategy. It then presents selected results of our investigation and offers some tentative conclusions with regard to ‘e‐ffectiveness’. 相似文献
7.
The article proposes that the proper status for teacher education, both historically and in terms of its research‐demonstrated importance, is one of full professionalism alongside other professional training regimes in universities. It proposes furthermore that the many reviews and reports of the past quarter‐century have been attempting to move the field in this direction. It has been the failure of governments, policy makers and other stakeholders to grasp this agenda that has left teacher education exposed to ongoing criticism for its perceived status and lack of effect. The article argues that, in spite of this failure professionalism has been achieved, evidenced by the demand for university places in teacher education and the international demand for its graduates. The article concludes with a case study that illustrates the long‐term benefits of a fully‐professionalized, university‐based program over and against the populism around notions of apprenticeship. 相似文献
8.
《Educational Philosophy and Theory》2013,45(7):888-899
Most scholarly fields, at least in the humanities, have been asking the same questions about the politics of encounter for hundreds of years: Should we try to find a way to encounter an other without appropriating it, without imposing ourselves on it? Is encountering‐without‐appropriating even possible? These questions are profuse and taken up with intense interest in scholarship about the personal essay, specifically, which has often been credited as a philosophical form. Within debates about the ethics of the personal essay, the most significant concern is about the traditionally accepted relationship of the writer‐represented‐on‐the‐page. For example, the notable rhetoric and composition scholar, David Bartholomae, argues that students of what he calls ‘“creative nonfiction” or “literary nonfiction”’ (1995, p. 68) write ‘... as though they [are] not the products of their time, politics and culture, as though they could be free, elegant, smart, independent, the owners of all that they saw’ (p. 70). In other words, the personal essay, as a subgenre of creative or literary nonfiction, allows for the perpetuation of the fallacy that a writer can be ‘free’ of social influences, ‘independent’ of a society and of its politics, and ‘owners’ of their own perspectives and experiences—of those the writer expresses on the page, specifically. Consequently, if the writer is not conscious and critical of the social influences acting on him/her, if s/he believes the text to be the singular and uninfluenced production of his/her own self, then the topic taken up in the essay is tyrannized by the self‐centered (and dangerously un‐critically‐conscious) perspective of the writer. However, the personal essay also has its strengths as a philosophical form: in its privileging of skepticism; in its attention to complexity and complication; and even in its existence‐as‐evidence of some quality of its writer. Too, very often essays pay homage to works of other essayists, as in the case of Gass's ‘Emerson and the Essay’, instead of mowing down other works in order to establish its own reign. Despite these ethically responsible characteristics, though, I show, using Gass's essay about Emerson's work, that the personal essay continues to be devalued because of its reliance on and celebration of its transparent relationship to its author. In general, essayists don't complain in their work about the belief in this transparent relationship; they advocate it. Thus, my purpose is not to suggest that there is no relationship between the essayist and the essay. Rather, I will, in the latter half of the article, turn to the work of philosopher Emmanuel Levinas, which describes and enacts an approach to an other (writer/text) that does not hinge on the assumption that writer and text are in a transparent relationship to each other. I hope that in presenting this possibility for re‐thinking the essay (and its relationship to its writer), writers, scholars, and teachers of the essay—and even its opposition—will give it new attention and explore further the possibilities that it may provide for engagement, for encounter. 相似文献
9.
Infants’ transfer of information from pictures to objects was tested by familiarizing 9‐month‐olds (N = 31) with either a color or black‐and‐white photograph of an object and observing their preferential reaching for the real target object versus a distractor. One condition tested object recognition by keeping both objects visible, and the other tested object representation by hiding both objects. On visible trials, infants reached more for the distractor, indicating they recognized the target object from its picture. On hidden trials, infants reached more for the target object, suggesting they formed a continued representation of the object based on its picture. Photograph color had no effect. Infants thus show picture‐to‐object transfer by 9 months with preferential reaching, even with black‐and‐white pictures. 相似文献
10.
Michael Huberman 《Teachers and Teaching》2013,19(2):193-211
Abstract ‘Professional development’ has become a password to a variety of activities ranging from self‐directed experimentation in the classroom to full‐blown research projects with peers and, occasionally, with external sources of expertise. From its initial, more restrictive and individual sense of in‐service training, it has taken on institutional, even systemic dimensions, and has been identified as a pre‐condition for thorough‐going school reform. Even in its present form, however, the concept is problematic. The claim is made here that (a) it does not take into account the more ‘artisan’ or ‘craft‐centered’ nature of work in the classroom, (b) that it is overly school‐centered, and (c) that it under‐estimates the real gradient of instructional change. A research‐based, cross‐school alternative for reflection and change is proposed, with a focus on bridging the gap between peer exchanges, the interventions of external resource people, and the greater likelihood of actual change at the classroom level. 相似文献
11.
The Key Stage 3 Strategy is a complex and evolving government strategy intended to improve the education of 11‐ to 14‐year‐olds in England. This paper provides a snapshot of its development by early 2004, drawing on our evaluation of the pilot phase which began in 2000. The evolution of the Strategy, with its phased introduction of both subject and cross‐curricular strands, is described. We then examine the policy intentions and evidence base which underpin it before considering what the Strategy offers in terms of curricular and pedagogical reform. While the Strategy seeks to improve schooling for 11‐ to 14‐year‐olds, it has struggled to offer a coherent approach, though recent changes in emphasis may help. We conclude that a more radical approach to the learning needs of 11‐ to 14‐year‐olds is needed and draw evidence from international trends in middle years education. 相似文献
12.
Anneli Niikko 《Scandinavian Journal of Educational Research》2013,57(5):431-445
This study was conducted during the academic year 2002–2003 in a municipality in Eastern Finland. It focuses on pre‐school education assessing its quality factors from the parents’, teachers’ and children’s points of view. Theoretically, the study focuses on analyses of the purposes of the national core curriculum and pedagogical issues that are related to understanding quality in pre‐school education. According to this study, parents, pre‐school teachers, and children are satisfied with pre‐school education in general. They all emphasize its importance for children’s development in the areas of cognitive and social skills and development. Results clearly show that pre‐school education should be revised to meet the needs of improvement in the area of co‐operation, the expectations of modern society, and the aims of the national curriculum. In addition, pre‐school education is still searching for its own cultural position in the area of Finnish school and daycare systems. 相似文献
13.
Tania Ferfolja 《Asia-Pacific Journal of Teacher Education》2008,36(1):5-18
This paper reflects on a new pre‐service teacher education initiative, Classmates. Classmates is a collaboration between the University of Western Sydney (UWS) and the New South Wales Department of Education and Training (DET), South Western Sydney Region. Classmates aims to prepare pre‐service teachers to work in challenging, hard‐to‐staff schools. These contexts typically have socially disadvantaged populations and annually experience teacher shortages and high teacher turnover, particularly amongst beginning and early career teachers. Classmates seeks to produce beginning teachers who are highly prepared for, confident and mentally and emotionally equipped to work in such environments. This discussion focuses on some of the positive attributes about the initiative, particularly its practicum structure; its nurturing of pre‐service teachers to work in challenging contexts; and its strong focus on networking and development of ongoing support structures. 相似文献
14.
John Arthos 《Quarterly Journal of Speech》2013,99(2):193-208
Rhetoric has claimed Chapman's Coatesville address as its own, but the hermeneutic tradition adds to our understanding of it. As a speech act it was intentionally a non‐event, a memorial for its own failure. This was its strange rhetorical purpose and its claim on a posthumous textual life. In a strange way, it is more a hermeneutic than a rhetorical act, an anticipation of its own future life after death. The open‐ended strategy of the speech is a self‐reflexive enactment. Chapman's Coatesville address is a textual model, illustrating the passage from autobiography to rhetorical engagement, from self to community. Because its community is the nation that as yet has not dealt with its darkest problem, the narrative identity of the speech's audience is an identity in process. Caught up in the reception of the speech, we are still being invited to respond to that lynching at Coatesville. 相似文献
15.
《Journal of Education & Work》2012,25(3):5-15
Abstract TVEI in its pilot phase seeks to ‘test and explore’ new approaches to the education and training of 14‐18 year‐olds. Quantitative performance indicators can be used to assess its impact in two ways. ‘Whole‐school’ comparisons contrast the performance of TVEI schools with other schools nationally, and with their own performance in earlier years. ‘Within‐school’ comparisons contrast TVEI with non‐TVEI students from the same schools. Whole‐school comparisons, based on the year group which included the first Scottish pilot TVEI cohort, found no impact of TVEI on examination attainment, truancy, staying‐on at 16 or the employment of early leavers. Within‐school comparisons found a favourable (if problematic) effect on truancy, but found no significant average effect across the Scottish projects on the other outcomes. However the effects of TVEI on all outcomes varied across schools or projects. The true test of the success of the TVEI pilot is its ability to learn from this variation, and will be measured in respect of later cohorts. 相似文献
16.
郑芫 《合肥教育学院学报》2014,(6):22-26
翻译是一种跨语际和跨文化的信息传播。商标翻译则是品牌向另一种语言文化传达其特色的方法。其目的在于吸引消费者并且促成消费。因此,为了达到目的,翻译必须符合目的语文化,顺应消费者心理,翻译策略也由目的来决定。针对奢侈品中译案例里出现的富贵式翻译方法,从目的论三法则角度进行辨析,探讨翻译目的论在奢侈品牌营销领域的体现,及其对于具体翻译方法的指导。 相似文献
17.
Part of the main: a project for English 总被引：1，自引：0，他引：1
Ken Jones 《English in Education》2006,40(1):80-91
The teaching of English in England has been transformed over the last two decades by powerful, top‐down orthodoxies, that in turn relate to a European‐wide shift in education towards market‐orientated, neo‐liberal policy goals. One of the effects of this reshaping is that the openness of English to popular cultures has been lessened and its links to the interests of social movements attenuated. Yet, unlike its conservative predecessor, present‐day policy orthodoxy seeks not so much the obliteration of the cultural interests that sustained English than their translation into a new form, in which ideas of ‘creativity’, ‘personalisation’ and ‘innovation’ are reinterpreted in neo‐liberal terms. The article considers how, in such complex conditions, the principles of a new project for English can be developed. 相似文献
18.
Olena Fimyar 《教育政策杂志》2013,28(6):571-594
Educational policy‐making in the Commonwealth of Independent States (CIS) is still building upon the ambivalences and uncertainties of post‐communist transformation. The international support, expertise and discourses – coupled with communist legacies, stalled democratic developments and national discourses – produce unique effects on education in each of these countries. This paper is an attempt to conceptualise educational policy‐making (with its disparities between ‘democratised’ discourses and ‘Sovietised’ practices) as a form of emerging governmentality or governmentality‐in‐the‐making on the level of the state, using Ukraine as a case study. Analysing policy‐making through the perspective of emerging governmentality brings into focus the genealogy of post‐independent reforms, which is (as a part of the technologies of government) threaded into a broader governmental project of restructuring the state and legitimising its rationality. The final empirical part of the paper presents a discourse analysis of selected curriculum choice and assessment policy documents (1999–2003) and embedded in them the complex interplay of internal and external discourses, which work together to construct and justify the emerging governmental rationality of post‐communist Ukraine. 相似文献
19.
Denis Gleeson Jenifer Davies Eunice Wheeler 《British Journal of Sociology of Education》2005,26(4):445-460
This paper examines the changing nature of professional practice in English further education. At a time when neo‐liberal reform has significantly impacted on this under‐researched and over‐market‐tested sector, little is known about who its practitioners are and how they construct meaning in their work. Sociological interest in the field has tended to focus on further education practitioners as either the subjects of market and managerial reform or as creative agents operating within the contradictions of audit and inspection cultures. In challenging such dualism, which is reflective of wider sociological thinking, the paper examines the ways in which agency and structure combine to produce a more transformative conception of the further education professional. The approach contrasts with a prevailing policy discourse that seeks to re‐professionalise and modernise further education practice without interrogating either the terms of its professionalism or the neo‐liberal practices in which it resides. 相似文献
20.
Richard Marsden 《Distance Education》1996,17(2):222-246
This paper challenges the lingering tendency to understand distance education in terms of the ‘real thing’, that is, face‐to‐face, classroom teaching. It critiques distance education's implicit theory of text, space and time, ontology and epistemology, and examines its connections to the current practice of teaching‐at‐a‐distance. These arguments are developed in response to the questions: who teaches? who is the student? and who or what is ‘distant’ in distance education? On this basis, drawing on the philosophy of critical realism, an alternative model of distance education is presented and its implications for course design, and the role of editing, are considered. 相似文献