The pedagogy of the image text: Nakazawa,Sebald and Spiegelman recount social traumas     

Jeff Adams 《Discourse: Studies in the Cultural Politics of Education》2008,29(1):35-49

The paper discusses the pedagogy of the image text, a term that encompasses the graphic novels of Nakazawa and Spiegelman and the heavily illustrated novels of Sebald. Increasingly, artist-authors have turned to the image-text medium to represent catastrophic social events, and these three authors’ works are discussed as seminal documents of cataclysmic societal events, such as the bombing of Hiroshima or the Holocaust. All have provided a narrative visual framework that attempts to inform us of the lived experience of these traumatic moments, insofar as their medium will permit, and these methods are discussed and compared. The pedagogic impulse – the desire to inform a contemporary audience of such major historical events – is evident in all three selected authors’ works. Their diverse yet comparable visual methods, and the ways in which they seem to imbue us with authentic vicarious experiences arguably constitute a visual pedagogy of social crises.  相似文献   

Higher education recruitment in the United States: a chronology of significant literature     

Susan Adams-Johnson  Jeff Cranmore  Anna M. J. Holloway  Joel D. Wiley 《Journal of educational administration and history》2019,51(3):213-238

ABSTRACT

Given the absence of a chronology of the historical philosophies, perspectives, and practices of recruitment within the higher education institutions in the United States, the authors have assembled an overview of the material on recruitment strategies and ideologies of American higher education institutions. Literature from and about the past aids in illuminating the current context while helping to navigate the future of higher education recruitment. The authors have identified five general periods: prior to 1920, 1921 to the end of the Second World War, the post-War decade, mid-1950s through the 1970s, and 1980s to the present. Documentation for each period varies significantly in quality and amount, with the densest data found for the two later periods. Future researchers may explore how recruitment practices and language encourage or discourage under-represented populations in higher education. Further research in other areas of educational recruitment is also suggested.  相似文献   

Fostering innovation through collaborative action research on the creation of shared instructional products by university science instructors     

Brenda M. Capobianco  David Eichinger  Sanjay Rebello  Minjung Ryu  Jeff Radloff 《Educational Action Research》2020,28(4):646-667

ABSTRACT

The purpose of this study is to profile four university science instructors who utilized action research as a means of learning how to develop and integrate a novel curriculum innovation – engineering design – in their science courses. Data included curriculum maps, lesson plans, notes from group meetings, and instructor reflections. Data analysis included document review and content analysis. Findings from this study suggest that action research effectively enabled the instructors to 1) establish shared ownership of the project goal – to improve preservice teachers’ learning of science through engineering design; 2) continuously test, revise, and recalibrate their shared instructional products; and 3) leverage multiple sources of innovation. Knowledge generated and used by the instructors represented different kinds of knowledge and distributed expertise resulting in products that were more useful and of higher quality than products created by individuals working alone. Consequently, this resulted in increased use of the products and increased instructor commitment to improve them over time. By simultaneously engaging in research and consequently taking specific action to inform their practice, science instructors in this study successfully created shared instructional products that both guided and enhanced their classroom teaching.  相似文献   

Mapping differences in access to public libraries by travel mode and time of day     

Jeff Allen 《Library & information science research》2019,41(1):11-18

Public libraries strive to provide everyone in their surrounding communities the ability to access their information and services. However, previous research indicates that the closer someone lives to a library, the more likely they are to visit, while reduced proximity can dissuade or even prevent people from visiting. This study extends upon existing research on spatial access to libraries to detail a methodology for measuring how access can differ temporally, either by time of day or by the day of the week, as well as by available travel mode. This is exemplified in a case study of access to libraries in Regina, Canada, finding that those who are reliant on public transit have substantially less access to public libraries than those with a private car. Results also show that travelling to libraries during the morning, evening, or weekend takes longer, on average, than during weekday afternoons due to reduced opening hours.  相似文献   

The Degradation of the Arts in Education     

Jeff Adams 《The International Journal of Art & Design Education》2011,30(2):156-160

  相似文献   

Rhetoric and the writer's profile: Problematizing directed self-placement     

Cynthia Lewiecki-Wilson  Jeff Sommers  John Paul Tassoni 《Assessing Writing》2000,7(2)

Open enrollment and walk-in advising at two-year colleges make placement assessment a continual, year-round process, effectively prohibiting the use of placement processes like entrance portfolios. On the grounds of expediency, many two-year institutions have turned to computerized editing tests such as COMPASS for placing entering students into writing courses, even though such tests do not directly measure writing. Forgoing placement assessment entirely through directed student self-placement, such as that described by Royer and Gilles, has also become an attractive alternative for some institutions. Beginning with the premise that assessment is a rhetorical act, the authors describe their reasons for resisting computer editing tests and suggest possible problems with using only directed student self-placement in open access institutions. They then describe a placement process, the Writer's Profile, which they developed. A sample student profile is presented to illustrate the interaction and negotiation among writing teachers as they read profiles and reach an agreement about their placement recommendation. The authors argue that the form of assessment chosen is important because as a rhetorical act assessment affects curriculum, pedagogy, faculty development, and even the surrounding community's expectations and perceptions of college writing.  相似文献   

The Centrality of Art,Design and the Performing Arts to Education     

Jeff Adams  Sandra Hiett 《The International Journal of Art & Design Education》2012,31(3):218-220

  相似文献   

Learning strategies of one student on a range of classroom tasks     

Gloria Dall'Alba  Jeff Northfield 《Research in Science Education》1984,14(1):57-68

  相似文献   

Variation in student selection within the Australian Unified National System: A case study in undergraduate business studies from Western Australia     

Gordon Stanley  Jeff Oliver 《Higher Education》1994,28(3):291-299

This paper draws on data relating to the field of business studies from four Western Australian universities to illustrate differences between institutions in the Australian Unified National System (UNS) of Universities. Large differences exist between universities in the input characteristics of students which may be expected to affect student progress and presumably student outcomes. These differences have implications for issues like credit transfer where the transferring student may have come from an institution with a much lower entry criterion and presumably different learning culture.  相似文献   

Improving SET Response Rates: Synchronous Online Administration as a Tool to Improve Evaluation Quality     

Trey Standish  Jeff A. Joines  Karen R. Young  Victoria J. Gallagher 《Research in higher education》2018,59(6):812-823

Institutions of higher education continue to migrate student evaluations of teaching (SET) from traditional, in-class paper forms to online SETs. Online SETs would favorably compare to paper-and-pencil evaluations were it not for widely reported response rate decreases that cause SET validity concerns stemming from possible nonresponse bias. To combat low response rates, one institution introduced a SET application for mobile devices and piloted formal synchronous classroom time for SET completion. This paper uses the Leverage Salience Theory to estimate the impact of these SET process changes on overall response rates, open-ended question response rates, and open end response word counts. Synchronous class time best improves SET responses when faculty encourage completion on keyboarded devices and provide students SET completion time in the first 15 min of a class meeting. Full support from administrators requires sufficient wireless signal strength, IT infrastructure, and assuring student access to devices for responses clustering around meeting times.  相似文献