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1.
Rev. Dewitt D. Forward 《Religious education (Chicago, Ill.)》2013,108(4):378-379
This article reports the ways five leaders situated within academic institutions widened the imagination of the role of religious education. From their own contexts and evolving vocations, they led a conversation hosted by the Forum on Religious Education and Academic Institutions. As they shared challenges and opportunities they see, they also showed how their lives prototyped diverse roles for religious educators. In so doing, they create multiple pathways for others to imagine new ways of adapting the field. The author ends with her own conclusions about how robust conversations such as this—across multiple religious traditions and diverse contexts of practice—might contribute meaningfully to the vocational identities of individual religious educators and to new, adaptive networks that may express collective vocations evolving within the field. 相似文献
2.
Robert K. Martin 《Religious education (Chicago, Ill.)》2013,108(1):43-64
Abstract In every faith community, worship and education should be conceived and practiced as interdependent, interpenetrating dimensions of ecclesial life. Too often, however, worship and education are separated and compartmentalized to the detriment of both. This article explores a way to understand the inherent unity of worship and education and proposes a structure of ecclesial life in which each is necessary to the other. Putting education and worship in conversation yields new clarity regarding the liturgical nature of ministry and the micro- and macroscopic perspectives of education. Significant implications are drawn, especially with respect to the important insights that an educational perspective can bring to pastoral leadership in the community. 相似文献
3.
This article reports on a national study of older adults working in childcare as volunteers or aides. Observations, interviews, and a rating scale were used to identify the unique contributions of older adults who have not been formally trained as early childhood educators. Findings showed that the nurturing presence of the older adults brought a familial dimension to these settings that complemented what younger, trained teachers provide in the classroom. Although their behaviors are not always consistent with professional standards for early childhood educators, they make a significant and unique contribution that enriches all participants. The authors make recommendations for training and support to include older adults effectively in preschool classrooms as part of an intergenerational caregiving team. 相似文献
4.
Rona J. Karasik 《Educational gerontology》2013,39(3):212-213
This article deals with the education of older adults in communities with different levels of well-being. We are interested in whether the educational offerings for older adults depend on the well-being of the local community. We also examine how the educational offerings differ depending on whether the community is primarily rural or urban. In the research, the case study design was used. Municipalities were selected with respect to their level of well-being and compared regarding the educational offering for older adults. The analysis of the selected municipalities shows that the offering of educational opportunities for the older adults is more connected to the degree of urban and/or the rural character of the community than to the well-being of the community. One of the main obstacles for access to education of older adults appears to be geographical distance. In this research, we establish that the providers of education for older adults and the community's organizational cohesiveness in Slovenia do not cooperate with each other as a rule. There is also no in-depth consideration by education organizers for how to attract the older adults who don't take part in educational activities. 相似文献
5.
本文报道了在几种不同季铵盐存在下,采用氟化钾氟化钠混合氟化剂<对氯硝基苯与混合氟化剂的比为1:1.5(mol),其中对氯硝基苯与氟化钾的比为1:1(mol)>合成对氟硝基苯的方法;探讨了催化剂,反应时间和反应温度对产率的影响。 相似文献
6.
Gwen Dunn 《Learning, Media and Technology》1980,6(2):47-52
This paper, from the 1979 Conference, ‘Television In Society’ begins by defining the educational process as one of persisting, despite initial failures, to acquire understanding or mastery, and underlining the uniqueness of each individual learner. The author reports on the results of a one‐year study of the viewing habits of pre‐school children. Little ‘rising fives’ are such heavy viewers that they must feel a sense of loss when school attendance deprives them of ‘their’ television, perhaps the most valuable ‘child‐minder’ of all. Television delights these veteran under‐five viewers and provides an aid that parents and teachers can welcome; it also seems to stimulate little or no ‘participation’ and to inhibit language skills. Older children are also voracious viewers, but the author's experience suggests that television does not of itself inhibit reading and that to blame violent behaviour on viewing of violence is humbug. In conclusion it is suggested that educators are as yet failing to recognize the paramount importance of television in children's lives: there is an urgent need for education to acknowledge this in its curricula and for children (and adults) to find out more about how television is created. The Educational Television Association could play an important role here. 相似文献
7.
本文阐述了传统大学物理实验报告写作模式的问题及影响,提出了以科技论文的写作形式来完成实验报告,培养学生的综合能力,并结合实践进行了总结. 相似文献
8.
Leadership in learning and teaching is a strategic priority for Australian universities, in that it is critical for improving the quality of higher education. Opportunities for academic staff to prepare for such leadership, especially during the early phases of their career, are not well embedded. This article reports on the implementation of a leadership development program for emerging leaders of learning and teaching in higher education that developed and utilised a professional learning conversation protocol. The results demonstrate that participating in the conversations had a range of positive outcomes for participants and the organisation in which the program was offered. 相似文献
9.
This article reports on part of a doctoral study in which epistemological obstacles that mathematics students at undergraduate
level encounter in coming to understand the limit of functions in different modes of representation were investigated. A group
of mathematics students at undergraduate level at the National University of Lesotho was the sample for the study. Empirical
data were collected using questionnaires and interviews.
An erratum to this article can be found at 相似文献
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11.
Tomás Díaz‐González 《Higher Education in Europe》1990,15(3):10-15
What is described in this article is a project for the training of para‐professionals for adult education programmes (AE), namely, people who will be able to lead adult education without having previously acquired the necessary professional background. The project is being carried out on an experimental basis by means of an agreement between the Ministry of Education (MEC) of Spain and the Universities of Val‐ladolid and Salamanca. Community development, the basic idea underlying adult education programmes, revolves around four themes: vocational training; education directed at fostering the awareness of students of their rights and responsibilities as citizens; personal growth; and the acquisition of basic literacy. This programme is conducted in three stages: acquisition of basic knowledge via courses on theory; practical classes and workshops; and monitored practical training classes. By means of this experimental course programme, the Spanish university system is opening itself up to the training of educators of adults as a new if still minor area in the field of social education. 相似文献
12.
Jordan Young 《Communication quarterly》2016,64(4):454-475
This study explored family communication patterns (FCPs) (i.e., conversation and conformity orientations) and interparental confirmation as predictors of young adults’ confirmation in their romantic relationships (i.e., acceptance and challenge). Participants included 181 young adults from intact families. Results revealed conditional and interaction effects of family conversation and conformity orientations on the degree to which young adults confirmed their romantic partner. More importantly, FCPs and interparental confirmation were predictive of self-to-partner confirmation after controlling for reciprocity of confirmation within the romantic relationship. 相似文献
13.
This paper offers some aims for education at the university level for middle‐age and older adults. A review of the scope of knowledge and practice in this field is presented along with a brief analysis of some factors leading to the growing interest in this area, in which a lack of empirical knowledge and clear philosophy is evident. Research findings from life‐span developmental studies on the cognitive, personality, and motivational characteristics of older people are discussed in terms of their implications for higher education. In the light of these considerations, suggestions for planning academic programs for older adults are presented. Academic programs must be rooted in curricula that concurrently foster age integration at the university while attending to the special needs of middle‐age and older adults. Academic programs require programs of action research and training for educators and students of adult development. This is seen as essential to promote future progress in this area. 相似文献
14.
《Higher Education in Europe》1979,4(2):13-17
No significant analyses of the international exchange of students can be made without the respective statistical data. In this context we present an article mainly based on two statistical reports: “Report. on International Education Exchange ‐ Open Doors, 1975/6 ‐1976/7” published by the Institute of International Education (IIE) and “Statistical Study on Higher Education in Europe 1970‐1975” published by CEPES. 相似文献
15.
Les Tickle 《Educational Action Research》2013,21(4):595-606
This article reports recent foraging for ideas in action research among the lives and intellects of Chinese society. It began and is reported as a personal journey, initially following the trail of the activist scholar Wang Yangming. The method is a roam through some of the resources that have so far been discovered. The style is autobiographical, in that it seeks to expose a degree of puzzling about the relationships between action research and some challenging concepts from Chinese culture. The outcome hoped for is to introduce others who find the ideas interesting to a conversation across generations and across cultures. The conclusions thereby remain to be heard. 相似文献
16.
Lori Kent 《The International Journal of Art & Design Education》2005,24(2):159-165
This article is on the culture of conversation in the studio art classroom. What can be assumed as simple pedagogical acts, talking to one another, become increasingly complex in the context of postmodernism. Breakdowns in perceived truths, agreed‐upon styles, and monoculturalism demand that conversation is looked at in a metasense — what is it? what skills, values and agendas do we bring to the process? This work includes reflections on a multiyear field study conducted in New York City studio classrooms. Exemplary professors of art, such as the ones studied, practise conversation through an awareness of their position/biases, being pluralistic and practising authenticity. A history of conversation in schools of art is included to demonstrate historical continuity of artists and art students in conversation. Finally, ways to invest in the act of conversation, such as bracketing the time and space for the act in the classroom, are suggested. 相似文献
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18.
Karianne Skovholt 《Scandinavian Journal of Educational Research》2018,62(2):229-244
This article reports a case study on classroom interaction in teacher education in Norway. It addresses how teacher students in the school subject Norwegian constitute scientific talk in a student-led discussion. First, the analysis reveals tension in the classroom conversation between mundane talk—that is, where students make claims with reference to their personal epistemic domain—and scientific talk—that is, where students make claims with reference to a shared scientific epistemic domain. Then, the analysis identifies specific interactional resources (reproach, embedded correction, formulation, and recontextualization) that the students use to regulate and bridge the 2 levels of discourse. Finally, the article provides insights into how scientific discourse is collaboratively established through conversational turns and considers how teacher education might use these findings for communication-skill training. 相似文献
19.
This article describes a situative approach to studying motivation to learn in social contexts. We begin by contrasting this perspective to more prevalent psychological approaches to the study of motivation, describing epistemological and methodological differences that have constrained conversation between theoretical groups. We elaborate on issues of the unit of analysis, the conceptualization of contexts, and the role of identity as a central construct. Finally, we argue that the design of learning environments and interventions to change learning environments are informed by attention to the relationships among meanings, identities, and motives in context. We illustrate our argument with examples of design-based research and design-based implementation research focused on motivation to learn in children and adults. 相似文献
20.
《British Educational Research Journal》2004,30(6):841-854
This article examines two ideologies that have been prominent in recent, if not current, education thinking. The first is that means can be separated from ends (or processes from products); the second is that learning is merely a process of knowledge acquisition. Attention to these ideologies arises from two projects in the overlapping fields of information and communications technology (ICT) and instructional design. Both projects attend to conversation as an educational resource. They are animated by the questions: should a conversation be regarded as an activity in context or can it be decoupled from the circumstances that define it as a conversation? In other words, does a conversation take place within an environment, or by means of the environment? Relating these questions to the changing view of ICT held within the European Community, the article uses a bricolage of ideas from economic history, communication theory and discourse analysis to summarise how such inherited ideologies might be realigned in the analysis of online conversation. 相似文献