Higher education: core skills in a learning society     

Elisabeth Dunne  Neville Bennett  Clive Carré 《教育政策杂志》2013,28(6):511-525

This paper is based on the initial findings of the ESRC study on the acquisition and development of core skills in higher education and employment. The context for the study is provided by contested notions of a learning society apparent in the mismatch between the skills and knowledge that universities currently provide and what employers state that they want. The paper takes the form of a series of propositions and questions relating to the perspectives of those in higher education. It discusses the multiple interpretations, and lack of clarity, of the vocabulary of skills, and the difficulties for higher education in meeting the demands of a learning society. It is suggested that changes must be grounded in a more developed approach to the conceptualization of student provision and an enhanced understanding of how students learn.  相似文献   

Illustrating the Impact of Performance Measurement Systems on Organizational Performance: The Blue‐Green Game     

Elisabeth Umble  Michael Umble 《Decision Sciences Journal of Innovative Education》2012,10(3):461-467

Business students are thoroughly schooled about the importance of measurement systems that, by their very nature, are designed to accurately measure the past performance of organizations, departments, and individuals. This article describes a team‐based, active‐learning exercise that clearly illustrates an additional important and often underemphasized aspect of performance measurement systems—their influence on individuals’ future behaviors and organizations’ future performance.  相似文献   

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester     

K. Denise Kendall  Elisabeth E. Schussler 《CBE life sciences education》2013,12(1):92-105

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Instructional Experiences of Graduate Assistants Implementing Explicit and Reflective Introductory Biology Laboratories     

Nazan Uludag Bautista  Elisabeth E. Schussler  Stephen M. Rybczynski 《International Journal of Science Education》2013,35(7):1184-1209

Science education reform documents identify nature of science (NOS) as a critical component of scientific literacy and call for universities, colleges, and K-12 schools to explicitly integrate NOS learning into science curricula. In response to these calls, this study investigated the classroom practices of nine graduate assistants (GAs) who taught expository and inquiry laboratories that implemented an explicit and reflective (ER) pedagogy to teach NOS. The purpose of this qualitative study was to better understand the experiences that enabled or inhibited GA implementation of an ER strategy in a college setting. The findings revealed that achieving quality implementation in this setting was very difficult. Factors such as GAs' ability to foster meaningful classroom discussions, laboratory logistics (e.g. lack of time and supplies), and the value undergraduates and GAs saw in learning about NOS were identified by GAs and observed by the researchers as barriers to the technique maximizing its potential. Thus, for meaningful infusion of NOS into science curricula, pedagogical support for GAs to manage meaningful classroom discussions in support of NOS or other complex topics is recommended for an ER approach to NOS learning to be successful in college settings.  相似文献   

From Flowers to Fruits: How children’s books represent plant reproduction     

Elisabeth E. Schussler 《International Journal of Science Education》2013,35(12):1677-1696

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Recognition and difference: a collective biography     

Bronwyn Davies  Elisabeth De Schauwer  Lien Claes  Katrien De Munck  Inge Van De Putte  Meggie Verstichele 《International journal of qualitative studies in education》2013,26(6):680-691

This paper opens the space of post-qualitative research through an exploration of how acts of recognition and non-recognition work on and through the bodies of individual subjects. Using stories generated in a collective biography workshop and drawing on concepts from Foucault and Butler, and also, in contrast, Barad and Deleuze, the paper explores the way these different epistemologies intra-act with ways of seeing/reading/being recognizable subjects.  相似文献   

Farmers’ Visions on Soils: A Case Study among Agroecological and Conventional Smallholders in Minas Gerais,Brazil     

Klarien Elisabeth Klingen  Jan De Graaff  Maria Izabel Vieira Botelho  Aad Kessler 《The Journal of Agricultural Education and Extension》2013,19(2):175-189

Abstract

Purpose: Why do farmers not take better care of their soils? This article aims to give insight into how farmers look at soil quality management.

Design/methodology/approach: It analyses diverse land management practices and visions on soils and soil quality of ten agroecological and 14 conventional smallholder farmers in Araponga, Minas Gerais, Brazil. As agroecological farming (that is, managing soils with minimum use of external inputs) requires more complex knowledge, it is assumed that agroecological farmers would be more knowledgeable on soils compared to conventional farmers. This case study tests the hypothesis that differences in land management practices between agroecological and conventional farmers can be explained by differences in their knowledge on soils.

Findings: The hypothesis turned out to be faulty: agroecological and conventional farmers do not differ in what they know about soils, but how they use their knowledge in their farming strategy. Both groups of farmers have different but rational farming strategies.

Practical implications: Designing policies and measures to make farming more environmentally friendly and more sustainable as two-way knowledge exchange between farmers and science (and not as one-way knowledge transfer from science to farmers), to benefit from vital and context-based farmers’ knowledge and to ensure successful implementation of more sustainable land management practices.

Originality/value: By analysing farmers’ visions on soil quality management and farming strategies, this study shows that farmers’ knowledge is valuable for farmers, for scientific knowledge on soil quality management and for policies which are to be effective and adapted to the local environment.  相似文献   

Utilizing a Simulation Exercise to Illustrate Critical Inventory Management Concepts     

Elisabeth Umble  Michael Umble 《Decision Sciences Journal of Innovative Education》2013,11(1):13-21

Most undergraduate business students simply do not appreciate the elegant mathematical beauty of inventory models. So how does an instructor capture students’ interest and keep them engaged in the learning process when teaching inventory management concepts? This paper describes a competitive and energizing in‐class simulation game that introduces students to basic inventory management concepts. This hands‐on, active‐learning exercise presents students with a simulated single‐product inventory environment that requires them to make ordering decisions in an attempt to minimize the total relevant inventory costs in the face of variable demand.  相似文献   

Studying human disease genes in Caenorhabditis elegans: a molecular genetics laboratory project     

Cox-Paulson EA  Grana TM  Harris MA  Batzli JM 《CBE life sciences education》2012,11(2):165-179

Scientists routinely integrate information from various channels to explore topics under study. We designed a 4-wk undergraduate laboratory module that used a multifaceted approach to study a question in molecular genetics. Specifically, students investigated whether Caenorhabditis elegans can be a useful model system for studying genes associated with human disease. In a large-enrollment, sophomore-level laboratory course, groups of three to four students were assigned a gene associated with either breast cancer (brc-1), Wilson disease (cua-1), ovarian dysgenesis (fshr-1), or colon cancer (mlh-1). Students compared observable phenotypes of wild-type C. elegans and C. elegans with a homozygous deletion in the assigned gene. They confirmed the genetic deletion with nested polymerase chain reaction and performed a bioinformatics analysis to predict how the deletion would affect the encoded mRNA and protein. Students also performed RNA interference (RNAi) against their assigned gene and evaluated whether RNAi caused a phenotype similar to that of the genetic deletion. As a capstone activity, students prepared scientific posters in which they presented their data, evaluated whether C. elegans was a useful model system for studying their assigned genes, and proposed future directions. Assessment showed gains in understanding genotype versus phenotype, RNAi, common bioinformatics tools, and the utility of model organisms.  相似文献   

What PISA really evaluates: literacy or students’ universes of reference?     

Elisabeth Bautier  Patrick Rayou 《Journal of Educational Change》2007,8(4):359-364

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