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1.
Chantey Castings: A Hands‐On Simulation to Teach Constraint Management and Demand‐Driven Supply Chain Approaches 
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下载免费PDF全文 Christian J. Grandzol John R. Grandzol 《Decision Sciences Journal of Innovative Education》2018,16(1):6-22
Supply chain design and constraint management are widely‐adopted techniques in industry, necessitating that operations and supply chain educators teach these topics in ways that enhance student learning and retention, optimize resource utilization (especially time), and maximize student interest. The Chantey Castings Simulation provides a platform to accomplish all three criteria. In a fun, collaborative environment, students learn important concepts related to these techniques by identifying obstacles to matching customer demand with sourcing, production, and logistics for a variety of products made from Play‐Doh. Assessment data indicate the simulation is a highly‐effective experiential learning activity. 相似文献
2.
This paper explores high school students' and teachers' preferences towards constructivist Internet‐based learning environments. The study proposes a framework, including two dimensions and five aspects, to illustrate the features of the Internet‐based learning environments. Based upon this framework, the Constructivist Internet‐based learning environment survey improvement (CILESI) was developed, which includes the scales of ease of use, multiple sources, student negotiation, reflective thinking, critical judgement and epistemological awareness. Questionnaire responses gathered from 630 high school students in Taiwan suggested that the CILESI showed adequate reliability in assessing students' preferences. Male students placed more emphasis on the student negotiation, critical judgement and epistemological awareness enhanced by the Internet‐based learning environments than female students did. In addition, the teachers of the sampled students (n?=?78) were also surveyed by CILESI. The teachers tended to express stronger preferences on the ease of use of the Internet‐based learning environments than did their students. However, students, when compared with their teachers, seemed to express more preferences towards the features of student negotiation, reflective thinking, critical judgement and epistemological awareness of Internet‐based learning environments. 相似文献
3.
In this paper, we describe our current understanding of the relationship between learning opportunities and the negotiation of social norms in mathematics class discussion. With supportive social norms, a student non-acceptance can lead to constructive discussion in which students compare, contrast, elaborate and refute mathematics assertions just as mathematicians do. Under this circumstance, opportunities for learning are ample because students are more likely to find a situation problematic during inquiry activities. However, incompatible interpretations often cause emotional responses. Negative emotional responses, when not dealt with appropriately, tend to discourage students from participating in inquiry activities. Therefore, teachers need to take an active role in helping students interpret such situations through negotiating social norms. The negotiation of social norms makes possible the negotiation of mathematical meaning. 相似文献
4.
May Cheng May Hung Winnie So Wing Mui Wong Yu Lai Wah Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98
Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.
5.
Transformation policies in South Africa have seen higher education come under increasing pressure to broaden participation from historically under‐represented groups. This article focuses on the University of Johannesburg, South Africa, as a newly merged institution that is in the process of transforming from a formerly segregated academic context. Recently, student enrolments have become increasingly diverse in terms of cultural, socio‐economic and linguistic backgrounds, as well as the level of preparedness that students have for traditional higher education programs. These diverse backgrounds and levels of preparedness place unique expectations on lecturers and peer tutors. Furthermore, tutorial systems have come to play an increasingly pivotal role in student learning. The researchers argue that without incorporating tutor development into the mainstream disciplines, peer tutors will not be able to effectively act as facilitators of subject content and discourse. They propose that this research can constitute a model for integrating academic development practice within subject‐specific curricula via tutors. This is realized through a collaborative initiative that enables change. 相似文献
6.
It has been widely proposed that student voices should play a crucial role in designing and implementing curriculum and instruction that promote students' engagement in science learning. In this study we examined the voices of two seventh grade boys from a low‐income urban community as they worked together in an after‐school program to create a student‐directed video documentary about science. Our analysis showed that these students used their voices to construct identities that they cared about in school, by reconstructing some aspects of their school identity that did not match who they aspired to be, as well as by gaining new resources to enact their desired identities. The examples provided demonstrate that integrating student voice in a science project can make participation in science a valuable tool in students' identity formation. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 667–694, 2006 相似文献
7.
Stephanie Dix 《Literacy》2016,50(1):23-31
This article adds to the research on teachers' writing pedagogy. It reviews and challenges the research literature on scaffolding as an instructional practice and presents a more inclusive framework for analysis. As student participation and voice were absent from much of the literature, a participatory scaffolding framework was developed to observe, analyse and interpret how one teacher and her primary school aged students co‐constructed learning to write. The case study revealed that the scaffolding interactions were complex, recursive and responsive to students' learning. The teacher wove multiple layers of scaffolding, encouraging student talk and metacognitive awareness, thus creating a 'magic space’ where minds could meet allowing negotiation and handover. 相似文献
8.
Alan J. Cann 《Assessment & Evaluation in Higher Education》2005,30(6):633-640
Extended matching sets questions (EMSQs) are a form of multiple‐choice question (MCQ) consisting of a stem (the question or scenario) with an extended number of possible answers. Although there is no consensus on their absolute format, for the purpose of this paper a multiple‐choice question with ten or more alternative answers is considered to be an EMSQ. Faced with the limitations imposed by virtual learning environment software, I have conducted a case study into the use of the EMSQ format in online assessment of numerical and statistical ability which shows that properly constructed questions of this type can play a valuable role in assessment of numeracy. The extended format was found to work well on screen and resulted in an increase in both student marks and student satisfaction when compared with other answer input formats. This case study indicates that the EMSQ format has much more widespread applicability for online assessment that its traditional uses. 相似文献
9.
David S. Shepard 《Counselor Education & Supervision》2002,42(2):145-158
The author describes an innovative training strategy that can be used to make role plays a more realistic learning experience for counseling students. The method involves using techniques that screenwriters use to create believable characters and applying these techniques to help students create realistic role‐play clients. This approach also resolves some of the ethical and practical concerns that have been raised regarding role plays in which student clients discuss personal issues in practice sessions. Evaluations of the method, cautions, and implications for future research are discussed. 相似文献
10.
A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts,
yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning.
Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of language,
and the importance of personal and contextual aspects of understanding science. The research described in this paper is designed
around the notion that learning involves the recognition and development of students’ representational resources. In particular,
we argue that conceptual difficulties with the concept of force are fundamentally representational in nature. This paper describes
a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this
perspective in guiding teaching, and in providing insight into student learning. Classroom sequences involving three teachers
were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture
the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted
with teachers and students. The paper reports on the nature of the pedagogies developed as part of this representational focus,
its effectiveness in supporting student learning, and on the pedagogical and epistemological challenges negotiated by teachers
in implementing this approach. 相似文献
11.
以党建促进学风建设的思考和对策 总被引：5，自引：0，他引：5
黄丽君 《重庆第二师范学院学报》2010,23(2):35-37
高校党建工作与学风建设之间有着密切的联系。在学风建设进程中应充分发挥党建工作和学生党员的独特作用,可从严格学生党员培养制度、拓展学生党员作用发挥渠道、发挥学生党员先锋模范作用等三个方面入手促进学风建设。 相似文献
12.
Hamish Coates 《Assessment & Evaluation in Higher Education》2007,32(2):121-141
Knowing how campus‐based students engage in key online and general learning practices can play a central role in managing and developing university education. Knowledge in this area is limited, however, despite recent advances in student engagement research, and widespread adoption of online learning systems. This paper responds to the need to develop such knowledge, by documenting the development and application of a typological model of online and general campus‐based student engagement. It reports the statistical analyses used to develop the model, and analyses the model’s structure and substance. The model is exemplified by considering what it says about how increasingly powerful and pervasive online technologies might be leveraged to enhance campus‐based student engagement. 相似文献
13.
Katrien Struyven Filip Dochy Steven Janssens 《Assessment & Evaluation in Higher Education》2005,30(4):325-341
In educational contexts, understanding the student’s learning must take account of the student’s construction of reality. Reality as experienced by the student has an important additional value. This assumption also applies to a student’s perception of evaluation and assessment. Students’ study behaviour is not only determined by the examination or assessment modes that are used. Students’ perceptions about evaluation methods also play a significant role. This review aims to examine evaluation and assessment from the student’s point of view. Research findings reveal that students’ perceptions about assessment significantly influence their approaches to learning and studying. Conversely, students’ approaches to study influence the ways in which they perceive evaluation and assessment. Findings suggest that students hold strong views about different assessment and evaluation formats. In this respect students favour multiple‐choice format exams to essay type questions. However, when compared with more innovative assessment methods, students call the ‘fairness’ of these well‐known evaluation modes into question. 相似文献
14.
James Thompson Don Houston Kathryn Dansie Timothy Rayner Timothy Pointon Simon Pope 《Assessment & Evaluation in Higher Education》2017,42(6):942-952
The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment. The student–tutor consensus approach to assessment was introduced to capture student learning achieved ‘from’ assessment to complement the measurement of performance outcomes. This approach parallels student and tutor judgement in a grade negotiation, affording the student an opportunity to share with their assessor what they have learned from the assessment activity. This student self-awareness was then considered alongside the conventional outcome-based score awarded by the tutor to generate a final grade for the assessed activity. Our study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in this novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles. 相似文献
15.
The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and facilitator. This methodology provides an avenue for more hands‐on and student‐driven learning during class time. The benefits of a flipped classroom include increased student motivation, differentiating instruction, self‐pacing lessons and mastery learning, increased collaboration and instant feedback for formative assessment. Although limited research has been conducted regarding students with learning difficulties in inclusive settings using a flipped learning model, initial research indicates flipping a classroom can be beneficial. Information is provided on inclusive practices from numerous countries that are beneficial to students with learning difficulties, as well as strategies and resources for individuals who may want to implement a flipped classroom. 相似文献
16.
In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article. 相似文献
17.
朱启铭 《江西师范大学学报(哲学社会科学版)》2004,37(3):11-14
决定跨国公司资源配置当地化水平的主要因素有跨国公司本身的需求特性、所在区域的供给特性及跨国公司的公司特性。从需求特性看，跨国公司的产品技术含量及标准化程度低、采用小批量生产方法、小的工厂规模及跨国公司在当地较长的存续期限会提高其资源配置当地化水平。从所在区域供给特性看，产业结构的相似性、区域范围大小及区域经济的整体水平和区域内企业的竞争力会对跨国公司的资源配置当地化水平产生影响。公司特性中跨国公司的资源配置战略是影响跨国公司资源配置当地化水平的主要因素，同一跨国公司体系内分支机构的地理分布状况也有影响，而母公司国籍因素的影响作用则较小。当地政府应从利用当地资源和提高当地企业的竞争力等方面制定政策，提高区域内跨国公司资源配置的当地化水平。 相似文献
18.
Rachel Sweetman 《European Journal of Education》2017,52(1):44-55
Learning outcomes are presented as a tool that can enhance teaching and learning in higher education, in particular by fostering student‐centred learning. However, the ways in which this change can and should take place and the specific kinds of enhancement involved are often unclear. This article analyses common claims about the advantages of learning outcomes for teaching and learning and their relationship to student‐centred learning. The potential links between these concepts are investigated, based on interviews with teachers and students from a range of degree programmes at Norwegian and English universities. The interviews with 29 teachers and students suggest that learning outcome approaches are influencing course planning and some aspects of teaching practice, supporting more transparency and clear communication with students and offering a way to address particularly weak or traditional teaching. However, there is limited evidence that learning outcome approaches promote student‐centred learning, and the analysis identifies several tensions between the challenges student‐centred learning ideals pose to traditional teaching practices, in terms of transferring power and choice to students, and perceived pressures to specify and assess learning outcomes. It also suggests that teachers’ and students’ beliefs about the conditions and practices that lead to the most satisfying and successful elements of learning in degree courses are unlikely to be addressed through either learning‐outcome or student‐centred reforms. 相似文献
19.
Keith E. Miller Craig Hill Antoinette R. Miller 《Decision Sciences Journal of Innovative Education》2019,17(4):302-323
The article describes a multi‐phase, in‐class simulation that employs problem‐based learning to teach operations and process‐improvement concepts as part of an undergraduate or graduate business course. The simulation is derived from a corporate Lean Six Sigma training activity and has been modified to introduce, demonstrate, and apply a wide range of business concepts relevant to operations and supply chain management, including the use of operational and financial performance measures in decision making. The activity is scalable for small‐ to medium‐size classes with multiple student groups and may be deployed as a stand‐alone, in‐class exercise spread over several class meetings or incorporated into a larger, semester‐long process‐improvement project for multiple student groups. The simulation emphasizes problem‐solving, teamwork, and intra‐firm cooperation in addition to 20–30 other business concepts, tools, and measures that may be incorporated. 相似文献
20.
This study examines Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classrooms – student learning community and teacher support and involvement. A total of 2206 Grade Four to Grade Nine students responded to a questionnaire that comprised three instruments, including two scales measuring student learning community and teacher support and involvement in classroom, respectively, and the Chinese version of the Motivated Strategy for Learning Questionnaire. Our findings suggest that the two relational factors could play an important role in facilitating students’ intrinsic value, self‐efficacy, and strategy use, reflecting some culture‐specific features of students’ self‐regulated learning in Hong Kong classrooms. The implications of these findings for understanding Hong Kong students’ motivational beliefs and strategy use are discussed. Finally, suggestions for future research are put forward. 相似文献