From reticence to resistance: understanding educators’ engagement with indigenous environmental issues in Canada     

Gregory Lowan-Trudeau 《Environmental Education Research》2019,25(1):62-74

Educators who introduce critical socio-ecological issues into learning contexts often experience formidable internal and external challenges. This is especially true when intersecting Indigenous and environmental issues are involved. Compounding such difficulties in Canada is an inadequate level of pre-service, curricular, resource, and research support in this area. As such, while an increasing number of bold educators are incorporating discussion of Indigenous environmental issues, activism, and related history, law, and policy into their teaching practice, many others are interested, but remain understandably reticent. This study explored the experiences of educators in a variety of contexts across Canada with attempting to incorporate critical consideration of Indigenous environmental issues into their teaching practice. Findings include discussion of challenges encountered, successful strategies employed, the societal significance of these considerations, and future research possibilities.  相似文献   

Reference to Stacks: Getting the Most out of Library Resources     

Robert M. Britton  Justin Robertson 《Medical reference services quarterly》2019,38(2):156-162

Changing patron demands, coupled with significant repurposing of library space, led the library to experience a marked decline in the usage of the print reference collection. Such a significant decrease challenged librarians to find new methods for promoting this still viable collection. It was decided to integrate the print reference books into the general library collection. After a year, circulation data demonstrated that by integrating collections, reference titles were now used more frequently.  相似文献   

New wine in old bottles: Technological diffusion in developed economies     

Paul L. Robertson  Parimal R. Patel 《Research Policy》2007,36(5):708-721

As new and old technologies generally co-exist in the complex production methods that characterise major sectors of modern developed economies, it is important for policy makers to analyse them together in order to take full advantage of complementarities and optimise outcomes for entire economies rather than for individual industries. In this article, we look at the interrelationships between technologies of different vintages from three perspectives. Firstly, we develop a short theoretical model to demonstrate the reciprocal connections between industries that are generally described as being ‘high technology’ with the other sectors that rely more heavily on ‘non-high tech’ methods. Through the use of input-output and patent data, we then show that long-established industries that are not generally thought of as being high tech often employ cutting-edge knowledge in their own research and development and, by extension, in their other activities. Finally, we use sectoral case studies to show how so-called high tech knowledge is used in specific long-established industries. Our conclusion is that relationships between high tech and non-high tech sectors are highly symbiotic and that the health of high tech firms and industries depends heavily on their ability to sell their outputs to other sectors in developed economies.  相似文献   

The influences of integrating reading,peer evaluation,and discussion on undergraduate students’ scientific writing     

Yang Deng  Gregory J. Kelly  Shili Deng 《International Journal of Science Education》2019,41(10):1408-1433

Scientific writing is related to the practice of communicating scientific knowledge. This study treats scientific writing as a social practice, taking as its premise the notion that participating in related activities such as reading, peer evaluation, and discussion would positively affect the competence of students’ scientific writing, by developing their epistemic cognition regarding scientific knowledge communication and legitimation. An empirical study was conducted with twenty-two Chinese undergraduate students to test this premise. These students were majoring in chemistry and undertook a researcher-designed intervention course (Advanced Organic Chemistry Experiment), which embodied the integrated strategy of reading, peer evaluation, and discussion on scientific writing. Based on data pertaining to those students’ performance in terms of the normativity, objectivity, and logicality of scientific writing drawn from a previous study by the current author (Deng, Kelly, & Xiao, 2019. The development of Chinese undergraduate students’ competence of scientific writing in the context of advanced organic chemistry experiment course. Chemistry Education Research and Practice, 20, 270–287), alongside data drawn from students’ written texts in reading reflections and on-line discourse related to peer evaluation and discussion, this study claimed that the tasks of reading, peer evaluation, and discussion were seen gradually to lead to the development of Chinese undergraduate students’ greater competence in scientific writing regarding the synthetic experiments of organic chemistry.  相似文献   

Email Forum Usage as an Identity Maintenance Strategy for Educators Working with Pupils with Special Educational Needs     

Richard J. Crisp  Christopher Robertson 《教育心理学》2006,26(5):599-613

The moves towards the inclusion of pupils with special educational needs (SEN) into mainstream settings places particular responsibilities on SEN educators in these schools, who are charged with both meeting such pupils’ individual needs and promoting more inclusive contexts. The resultant tensions may be reflected in how SEN educators see their professional identities. We studied the determinants of SEN educators’ usage of a professional email forum, one unrestricted support and information mechanism for SEN coordinators. Drawing on social psychological identity theory we predicted the usage of a professional email forum by SEN educators. We hypothesised that particular characteristics of SEN educators, relating to how they regard their professional identity, would predict the usage of the forum. An email forum survey comprising Likert‐style questions to assess identification, prototypicality, and forum usage was completed by 130 SEN educators. We found use of the forum was highest when users felt they were not central members of their professional group, but at the same time this group was important to their identities. We discuss these findings in relation to the policy and practice of educational inclusion.  相似文献   

Mutual Mentoring: Co-Narrating an Educative Friendship Between an Education Professor and an Urban Youth     

Gregory?J.?FritzbergEmail author  Aragaw?Alemayehu 《The Urban Review》2004,36(4):293-308

An education professor and a high school student tell the story of their mentoring relationship, focusing on the academic journey of the protégé. The narrative attempts to give voice to both mentor and protégé as it relates an authentic win–win situation for both participants and their families. The narrative is theoretically grounded in the literature describing co-mentoring and network mentoring arrangements that are less unilateral and authoritative, and more bi-directional and relationally-based than traditional mentoring arrangements. The authors contend that since educational achievement and attainment determine to a significant degree ones participation in the American Dream, academic assistance and guidance provide a logical area of emphasis for mentoring our youth. Important recent developments in the youth mentoring movement are also discussed.Gregory J. Fritzberg is an Associate Professor of Education at Seattle Pacific University. Aragaw Alemayehu is a 2003 graduate of Ballard High School in Seattle, Washington. Address correspondence to Dr. Gregory J. Fritzberg, College of Education, Seattle Pacific University, Peterson #408, 3307 3rd Ave, Seattle, WA 98119, USA; gregf@spu.edu.  相似文献   

Mindfulness as a Prerequisite to Effective Leadership; Exploring the Constructs that Foster Productive Use of Feedback for Professional Learning     

Danette V. Day  Jess L. Gregory 《Interchange》2017,48(4):363-375

This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the information available for professional learning. The paper explores connections between mindset, ego, and mindfulness that promote or inhibit an educator’s ability to use feedback for learning. A leader’s commitment to creating spaces for meaningful use of all types of feedback promotes a school climate that encourages risk taking in learning. Mindfulness, the cultivation of the ability to pay attention to the present moment non-judgmentally, is a prerequisite skill to the effective delivery and use of feedback to promote professional learning. The development of mindfulness requires practice of a method and the continual application of mindfulness to remain open to learning from feedback.  相似文献   

Changing the Learning Environment to Enhance Students' Metacognition in Hong Kong Primary School Classrooms     

Gregory?P.?ThomasEmail author  Doris?Au?Kin?Mee 《Learning Environments Research》2005,8(3):221-243

This study reports on the impact of a 2-month classroom intervention that sought to alter the learning environment of two Hong Kong Primary Year 3 general studies classrooms. Mixed methodology, employing quantitative and qualitative data-gathering strategies, was used to investigate changes to the learning environments, including changes to the teachers' language and ultimately the students' metacognition. The quantitative facet of the research involved the development of a 15-item learning environments instrument, the General Studies Metacognitive Orientation Scale (GSMOS), that evaluated elements of the metacognitive orientation of the classrooms' learning environments. While the data from the administration of the GSMOS suggested no statistical differences between the pre- and post-intervention environments of the classrooms, student interviews and classroom observations provided supportive data for some changes, which resulted in students developing metacognitive knowledge of teacher-selected thinking and learning strategies, as well as some awareness and limited control of their use of such strategies in their classrooms.  相似文献   

Expert versus novice users: Power rules in virtual space     

Margaret Robertson  Andrew Fluck  Sharon Thomas 《The Australian Educational Researcher》2001,28(1):147-167

This study sought knowledge of the decision-making used by learners when interacting with multi-media environments. Mounting evidence on related thinking processes appeared to expose a gap in the prior knowledge, vocabularies and values used when entering cyberspace. We were curious to know about the decision making judgements made by learners and any associated rules or strategies they had developed to interact with new and emerging information technology environments. How decisions are undertaken are considered major issues for educational institutions at local, national and global levels with ramifications for civic and community life. In a sample drawn from a senior high school and university we investigated students’ responses to different questions including: What ways of knowing are used by learners? What codes of behaviour apply? Are they age and gender related? The responses provide a rich and fascinating insight to the ways in which people are interacting with the new media environments. ‘Experts’ versus ‘novices’ appeared to provide the major distinction.  相似文献   

Body and soul: Do children distinguish between foods when generalizing biological and psychological properties?     

Jean-Pierre Thibaut  Simone P. Nguyen  Gregory L. Murphy 《Early education and development》2016,27(8):1250-1262

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