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1.
Alan Jenkins 《International Journal for Academic Development》2013,18(1):50-62
Abstract This paper grows out of my academic journey from a long period teaching and researching geography to recently taking on the role of an educational developer. For most staff, their primary allegiance is to their discipline. In my experience, educational developers often fail to recognize and value staff's focus on their discipline ‐ or see it as an obstacle to improving the quality of their teaching. My central argument is that, to have a significant impact on the broad mass of staff, educational developers should work with these discipline‐based concerns. I detail how this can be achieved, drawing on much good practice from the UK, Australia and North America. Approaches include recognizing particular curricular and pedagogic concerns of the disciplines; helping staff to develop as scholars in the teaching of their discipline; for some staff to develop careers in the teaching of their discipline; and for educational developers to work with disciplinary organizations to promote discipline‐based teaching initiatives. 相似文献
2.
Diana Laurillard 《Open Learning》2013,28(1):10-12
Education and Training are adapting cautiously and clumsily to incorporate computer‐based learning. Potential benefits of CBL are enormous. It is possible, now, to produce a framework for successful development, requiring collaboration between computer manufacturers, professional trainers and teachers, institutions and national agencies. Diana Laurillard of the Open University Institute of Educational Technology (and currently Visiting Fellow at the University of Melbourne) offers such a framework. 相似文献
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David Fortus Joseph Krajcik Ralph Charles Dershimer Ronald W. Marx Rachel Mamlok‐Naaman 《International Journal of Science Education》2013,35(7):855-879
Design‐based science (DBS) is a science pedagogy in which new scientific knowledge and problem‐solving skills are constructed in the context of designing artifacts. This paper examines whether the enactment of a DBS unit supported students’ efforts to construct and transfer new science knowledge and ‘designerly’ problem‐solving skills to the solution of a new real‐world design problem in a real‐world setting. One hundred and forty‐nine students participated in the enactment of a DBS unit. Their understanding of the curricular content was assessed by identical pre‐instructional and post‐instructional written tests. They were then given a new design problem as a transfer task. There was a statistically significant increase on scores from pre‐test to post‐test with an effect size of 1.8. There was a stronger correlation between the scores of the transfer task and those of the post‐test than with those of the pre‐test; we use this finding to suggest that the knowledge that was constructed during the unit enactment supported the solution of the transfer task. This has implications for the development of science curricula that aim to lead to the construction of knowledge and skills that may be useful in extra‐classroom settings. Whether participation in consecutive enactments of different DBS units increases transfer remains to be investigated in more depth. 相似文献
4.
Tony Harland 《Teaching in Higher Education》2013,18(2):219-230
Abstract This paper is based upon the reflections of teachers and students as they experience problem‐based learning (PBL) for the first time. A PBL exercise was integrated into a curriculum‐based Biology field course to meet specific learning requirements of students. The exercise created a new learning environment for both students and teachers, and PBL was evaluated as an educative strategy. The exercise could have been improved through more effective student support. Our experiences of PBL have encouraged us to look for other areas of the curriculum where problem‐based approaches could be incorporated to enrich student learning. 相似文献
5.
Frank A. Schmidtlein 《Tertiary Education and Management》2013,19(2):159-174
Abstract Interest in ‘performance budgeting’ is growing despite a lack of research on its effectiveness. U.S. states have largely used ‘incremental’ and ‘formula’ budgeting processes to fund higher education. However, more than half of them are experimenting with some form of ‘performance budgeting’. There have been similar attempts to reform budget practices in the U.S. in the past, but most of these processes have been largely abandoned. Governmental ‘performance budgeting’ for higher education assumes policy objectives are stable, complex decisions on budget trade‐offs can be made at governmental levels on the basis of data, institutions operate as bureaucracies, resources can be linked to outcomes, outcomes are identifiable and can be agreed upon, accountability can be achieved through budget policies, and current practices create incentives to enrol unqualified students. These assumptions are not realistic. Consequently, ‘performance budgeting’ will not meet proponents expectations and will suffer the fate of past budget fads. 相似文献
6.
Research methods courses typically require students to conceptualize, describe, and present their research ideas in writing. In this article, the author describes her exploration in using arts‐based techniques for teaching research to support the development of students’ self‐study research projects. The pedagogical approach emerged from the author’s sociocultural theoretical perspective in using symbols and dialogue as mediating tools. Three arts‐based research projects were utilized to assist doctoral students in articulating research interests, framing research proposals, and reflecting on their development as researchers. Data included students’ implementation and assessment of projects; the instructor’s teaching logs; and students’ course evaluations. The projects served to illuminate the subtleties of research interests, self‐understanding and understanding of other’s research, and learning about self‐study by practicing it. Research methods instructors are prompted to consider what happens when students are asked to demonstrate their understanding of research using the arts and when they study the ‘so what’ of using them. 相似文献
7.
The problem of education‐based discrimination 总被引：1，自引：0，他引：1
Stuart Tannock 《British Journal of Sociology of Education》2008,29(5):439-449
While the research, theory and policy literature on race, class and gender discrimination in education is extensive, the problem of education‐based discrimination itself has been widely overlooked. Indeed, the dominant ideologies of meritocracy and human capital (into which we are inculcated throughout our lives by schools, media and the state) proclaim that higher levels of education are and should be linked with greater reward. In a world where education is regularly invoked to legitimate inequality, it can appear nonsensical even to raise concern about education‐based discrimination as a matter of social injustice. We need, however, to challenge those who have taught us not to see what has essentially become an elephant in our living room. Otherwise, we will find ourselves unable ever to use our public systems of education for universal emancipation and empowerment. 相似文献
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Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long‐term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case‐based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case‐based science teaching approach. The research accompanied the PD program throughout its 3‐year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case‐based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case‐based team projects, to interdisciplinary, active classroom teaching using the case studies they developed. 相似文献
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Nick Dowrick 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):16-25
This paper examines trainees' perceptions of the impact, on secondary mathematics trainees, of collaborative school‐based work involving small groups of trainees, a university tutor and a class teacher. The findings suggest that trainees' become better able to plan and deliver a coherent yet diverse sequence of lessons, that their awareness of children's learning styles and misconceptions was raised and that preconceived notions about teaching and learning were challenged and mediated. A few trainees found the experience unhelpful and threatening. The role of the tutor was found to influence trainees' responses to the program and, to an extent, moderate the effects of variations in teacher involvement. Some implications are discussed. 相似文献
12.
We examined web‐based ratings and open‐ended comments of teaching‐award winners (n = 120) and research‐award winners (n = 119) to determine if teaching‐award winners received more favourable ratings and comments on RateMyProfessors.com. As predicted, students rated teaching‐award winners higher than research‐award winners on measures of teaching quality (i.e. helpfulness and clarity). A higher percentage of teaching‐award recipients relative to research‐award recipients received positive open‐ended comments about competence, use of humour, clarity, appearance and personality as well as both positive and negative open‐ended comments about level of course difficulty. We discuss implications of these findings for lending credibility to the RateMyProfessors.com indices and for promoting published faculty evaluations at post‐secondary institutions more generally. 相似文献
13.
Sirpa Lehti Corresponding author Erno Lehtinen 《Scandinavian Journal of Educational Research》2013,57(3):297-324
The purpose of this research was to look for possible benefits and drawbacks of the use of computer‐supported simulation in the teaching and learning of experimental research methodology and statistics. In the study three research methodology groups were compared. The results show that there were significant differences in favour of the computer‐supported simulation group, called the ALEL group. During the course the conversations of two students' in the ALEL group were audiotaped. Although the ALEL students performed better than the other students and showed an improvement during the course, the conversations analysed showed that their learning outcomes should be still better in order to meet the learning goals of the methodology and statistics curriculum. An inadequate knowledge base was shown in the post‐test and also in the discussions of the pair during the course. 相似文献
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Action research as a practice‐based practice 总被引：1，自引：1，他引：0
Stephen Kemmis 《Educational Action Research》2013,21(3):463-474
Action research changes people’s practices, their understandings of their practices, and the conditions under which they practice. It changes people’s patterns of ‘saying’, ‘doing’ and ‘relating’ to form new patterns – new ways of life. It is a meta‐practice: a practice that changes other practices. It transforms the sayings, doings and relating that compose those other practices. Action research is also a practice, composed of sayings, doing and relating. Different kinds of action research – technical, practical and critical – are composed in different patterns of saying, doing and relating, as different ways of life. This paper suggests that ‘Education for Sustainability’, as an educational movement within the worldwide social movement responding to global warming, may be a paradigm example of critical action research. 相似文献
16.
Kathy Cabe Trundle Ronald K. Atwood John E. Christopher 《International Journal of Science Education》2013,35(5):595-616
Fourth‐grade students’ knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post‐test data for 48 students were used to address the research question related to observable moon phases and patterns of change. Interviews were conducted with 10 students on a post‐only basis to provide data on understanding the cause of moon phases. The researchers used the constant comparative method to analyse data. Pretest results indicate these students had not met the expectations expressed in the U.S. Science Education Standards for lunar concepts. Post‐test results reveal a very positive performance on observable moon phases and patterns of change, as well as the cause of moon phases. Interpretation and implications of these findings are provided. 相似文献
17.
Sue Heath Alison Fuller Brenda Johnston 《British Journal of Sociology of Education》2010,31(4):395-411
This paper explores whether and in what ways young people's perceptions and experiences of higher education (HE) can facilitate the transmission within their social networks of social capital both upwardly (from child to parent) and horizontally (from sibling to sibling), and thus can potentially provide bridging capital to family members, especially in families with little or no prior experience of HE. It utilises data from a project that explored the embedded nature of decision‐making about HE amongst a group of ‘potentially recruitable’ adults and their wider networks. The study researched 16 networks, and the resultant sample of 107 individuals included six teenagers and 15 young people in their twenties. The paper concludes that, despite the general emphasis within existing theoretical approaches to network capital on the downward transmission of social capital, the educational experiences of younger generations can be critical in shaping the perceptions of other (including older) network members, albeit not always in ways that encourage formal educational participation. 相似文献
18.
Past research on new teacher induction has focused on changes in retention. Keeping people in the profession is important, but new teachers may need help in learning about curriculum and students in order to be effective instructional leaders. New teachers may also need assistance in learning how to interact with colleagues. We asked new teachers through an on‐line survey what they learned from mentors about curriculum, student diversity and collegiality. In addition, achievement gains of classes taught by new teachers and experienced teachers were compared. The results of the study are discussed in terms of implications for teacher training, organizational change, and data usage by districts. 相似文献
19.
Pekka Risku 《Scandinavian Journal of Educational Research》2013,57(2):137-159
Schon (1987) has criticized the normative curriculum of professional schools including technical colleges: at first basic science (mathematics, physics, etc.), then applied science, and finally technical skills of day‐to‐day practice. In Schön's opinion, the tradition of professional education is an obstacle to changing teaching methods from drill and practice to open‐learning environments. Solomon (1986) presents the different approaches which teachers take in computer‐based instruction in stages from drill and practice to open‐learning environments. This paper reports a six‐year case study, inspired by the work of Schön and Solomon, on the impact of, and the teachers’ role in, the use of computers and Mathcad in the mathematics instruction of technical colleges. The teaching experiment was started with 51 first‐year students during the academic year 1988‐1989 at the Technical Institute of Jyvaskyld. The class of mechanical engineering had 162 and the class of electrical engineering 206 lessons of mathematics during the first experimental year. Two senior lecturers of mathematics taught the classes. Before the experiment, computers had never been used in mathematics instruction at the institute. The various ways of using Mathcad were classified on the basis of the forms filled and files saved by the teachers, as well as on the notes made by the researcher. The teachers’ ways of using computers in our experiment during the years 1988‐1995 clearly showed the existence of stages. Some of the stages were the same for both teachers, but there were also some differences. Both teachers started by fitting an open computer‐based environment into the traditional instruction. 相似文献
20.
Abstract This paper describes a discipline‐based academic development project based upon a tripartite relationship between departmental staff, work‐based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the ‘reflective practitioner’, to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work‐based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships. 相似文献