共查询到13条相似文献，搜索用时 546 毫秒
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Peter Mayo 《International Journal of Lifelong Education》2013,32(4):513-516
This paper examines how local knowledge is employed in environmental adult education in a community‐based ecotourism project in an island community in southern Thailand. The study is based on field research and analysis of project websites, media reports and documents. Situated at the intersection of global tourism and a local Thai–Malay Muslim fishing community, the ecotourism project functions as an alternative tourism development model challenging dominant practices of mass tourism. In the project, tourists stay as guests in local homes, and learn firsthand from family and community ecotourism guides. The informal ecotourism ‘curriculum’ for tourists centres on local knowledge of tidal and marine ecosystems, environmental conservation efforts, local culture, and traditional livelihood activities. Tourists learn experientially to understand and appreciate this local knowledge, and in the process, contribute to the sustenance of the community, to the preservation of culture, and to the conservation of the marine resources upon which the community depends. Members of the ecotourism project, for their part, have engaged in a wide range of adult learning over the project’s lifespan. This learning includes skills and knowledge in ecotourism management, environmental conservation, cross‐cultural exchange and political activism. Although the advent of mass tourism on the island now threatens to overwhelm the local community, the capacity for environmental adult education, adult learning and political activism built up over many years by members of the ecotourism project will likely help to moderate, if not control, the deleterious effects of future commercial development. 相似文献
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Dr. Holger Gärtner 《Zeitschrift für Erziehungswissenschaft》2013,16(4):693-712
The overview article deals with the interaction of internal and external evaluation within the current paradigm of school governance. The actual practice of both approaches and the current state of research about the effects on school development is described. Both evaluation approaches are less focused on aspects of school output such as student performance, and more on school processes such as school management or the quality of teaching. External evaluation in the form of school inspection mainly fulfills the function of accountability and the identification of weak schools. Internal evaluation is probably a better way to achieve school development. However, the necessary competence to use internal evaluation as a systematic process of quality management for which each individual school takes responsibility is currently underdeveloped. Considerations about the future relationship between internal and external evaluation focus on using external evaluation as a kind of “meta-evaluation”. But before external evaluation can build on results of internal evaluation in this way, a broad capacity building in schools and a different understanding of the role of inspectors are necessary. 相似文献
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Wanda Watson 《Equity & Excellence in Education》2013,46(3-4):362-377
In this critical case study, I draw on endarkened feminist epistemology and a legacy of politicized womanist care to explore how three contemporary black women educators in New York City public schools enact a spiritual and politicized care rooted in their understandings of the sociopolitical contexts where their students live and learn. Semi-structured interviews were conducted and analyzed to reveal a praxis of politicized care characterized by three main components: (1) Soulful and politicized purpose driving high expectations; (2) Building relationships through vulnerability, encouragement, communication, and recognition; and (3) Redefining success and envisioning paths for the future. Examining such praxis provides insight into approaches educators can take to create connections with students that are responsive to their material lives and helps them feel grounded in their educational and professional pursuits. 相似文献
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This paper explores whether and in what way “dual learning” can develop understanding of the relationship between structure/judgement and explores audit student’s perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand, and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students’ experiences and understanding of the relationship between structure and judgement. 相似文献
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Anna Gamper 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(1):2-10
In Zusammenhang mit wissenschaftlichen Arbeiten ist immer wieder von so genannten "Selbstplagiaten" die Rede, womit die Wiederverwertung eigener Arbeiten ohne Hinweis auf die Originalarbeit gemeint ist. Der folgende Beitrag beleuchtet das Thema des "Selbstplagiats" unter dem Blickwinkel des Universitätsgesetzes 2002 sowie der einschlägigen Standards zur Sicherung der "guten wissenschaftlichen Praxis". Dabei wird untersucht, unter welchen Voraussetzungen überhaupt von einem "Selbstplagiat" gesprochen werden kann und ob dieses rechtlich pönalisiert ist. 相似文献
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Petra Hetfleisch Dr. Annika Goeze Prof. Dr. Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2014,17(2):297-322
There is growing interest in evidence-based interventions that can improve student teachers’ professional development. But how can these interventions be implemented into everyday teacher education practice by teacher educators themselves—without losing their initial, lab-tested effectiveness due to teacher educators’ practical educational autonomy? Through a quasi-experimental field study the following question is investigated: What is the impact of different degrees of educational autonomy (low/middle/high) that 19 teacher educators are granted while implementing an experimentally proven concept into their teacher training courses on the development of the competence to diagnose classroom situations among 261 student teachers? ANCOVAs using planned contrasts indicate that the effectiveness of the concept can be sustained in ‘the real world’ of teacher education practice, even if practitioners—no longer researchers—are responsible for the concept realization; thereby, the highest increase in student teachers’ competence occurred when low educational autonomy was granted, i.e., the concept was implemented closely to the original. 相似文献
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Alison G. Dover 《Equity & Excellence in Education》2015,48(3):361-372
A growing body of research explores theoretical models of teaching for social justice in P-12 classrooms and in teacher education. However, many of these models fail to account for the relationship between teachers’ social justice frameworks and their classroom practices. In this article, I use vignettes drawn from a recent study of secondary English Language Arts teachers to illustrate how differences in social location and sociopolitical emphasis affect teachers’ approaches to justice-oriented curriculum, pedagogy, and social action. This article concludes with implications for teaching and teacher education, including strategies for using these findings in preservice classrooms. 相似文献
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After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective
systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation
to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet
dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E × 2
(read “4E by 2”) Instructional Model provides such a model for learning that links strong conceptual understanding of content
with inquiry learning experiences. The 4E × 2 Model integrates what we know and understand about inquiry-based teaching and
learning with effective assessment and metacognitive reflection. These three constructs, formative assessment, inquiry instructional
models, and metacognitive reflection, are foundational to the Model. A synthesis of research tied to these three constructs
provides the justification of both the need for and the value of such a model. An argument for the formation of the 4E × 2
Instructional Model is made based on the coherence and the resulting synergy that occurs when these three learning constructs
are united. 相似文献
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Sofia A. Villenas 《Educational Studies A Journal of the American Educational Studies Association》2015,51(1):72-84
This article invites imaginings of democracy and education with and through “other” knowledges. It argues for the possibilities of working across difference as articulated in the transnational, border, and decolonial perspectives of Chicana/Latina feminisms. Specifically, it explores Gloria Anzaldúa's notions of nos/otras (we, we/they, us/them), and conocimiento (knowledge with wisdom) as an example of thinking with other knowledges in civic praxis. Notions of community and civic engagement are then examined through a personal testimonio stemming from early memories of participation in a civic organization's sponsored essay contest, “What my community means to me.” Testimonio is used to critique civic exclusions but also to reimagine and animate other knowledges in the development of conocimiento for redefining community and civic participation. Lastly, this article briefly explores one example of how local activists are building communities of civic praxis for racial justice. Latina/Chicana feminisms are useful for reflecting on practices of community and coalition building across difference in a cross-race, cross-class coalitional context. 相似文献
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史春梦 《苏州教育学院学报》1993,(3)
HauptinhaltErfahrungen zu Sammeln,Eigentuemlichkeiten zu Entwickeln,Neue TreppeHinaufzugehen——Zustand und Entwicklung des Arbeitstechnikunterrichtsder Mittelschulen in SuzhouSchrittweise Erhoehung,Systematische Entwicklung——ElementarcForschung nach der Richtung der Arbeitstechnikerziehung in Jiangsu,Zhejiang 相似文献