The continuum of listening     

A. G. Rud  Jim Garrison 《Learning Inquiry》2007,1(2):163-168

The distinction between apophatic and cataphatic listening is defined and analyzed. Apophatic listening is more or less devoid of cognitivist claims, whereas cataphatic listening involves cognition and questioning. Many of the papers in this volume are discussed along the continuum determined by these two types of listening. Haroutunian-Gordon’s claim is that every act of listening involves the listener in questioning, thus listening is solely cataphatic. We discuss apophatic listening as a limiting ideal case and conclude that not every act of listening involves a question. Though in acknowledging this limiting case we disagree with Haroutunian-Gordon’s assertion, we are indebted to her work and believe her model forms an important part of any comprehensive theory of listening.

Jim GarrisonEmail:

  相似文献   

Subscribe to Open: A practical approach for converting subscription journals to open access     

Raym Crow  Richard Gallagher  Kamran Naim 《Learned Publishing》2020,33(2):181-185

  相似文献   

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya,Tanzania and Uganda     

Frank Hardman  Jim Ackers  Niki Abrishamian  Margo O’Sullivan 《Compare》2011,41(5):669-683

While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.  相似文献   

Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally   总被引：1，自引：0，他引：1  

Tiffany Gallagher  Shelley Griffin  Darlene Ciuffetelli Parker  Julian Kitchen  Candace Figg   《Teaching and Teacher Education》2011,27(5):880-890

This paper outlines the professional development of pre-tenure teacher educators through the establishment of a self-study group. Through reflecting on three significant events, a discussion is offered as to how members contributed to the self-study of teacher education practices and experienced enhancement as a community of scholars. Evidence is presented as to how pre-tenure faculty can work together to build a culture that links teaching practice to scholarship within an organizational framework for group interactions. This work contributes to research on the induction of new professors by providing a model of professional development that is self-directed, collaborative, and empowering.  相似文献   

Gender ratio and cognitive profiles in dyslexia: a cross-national study     

Juan E. Jim��nez  Claudia Garc��a de la Cadena  Linda S. Siegel  Isabel O��Shanahan  Eduardo Garc��a  Cristina Rodr��guez 《Reading and writing》2011,24(7):729-747

The purpose of this study was to analyze possible gender-related differences in the prevalence of dyslexia. A cross-national comparison of Spain and Guatemala was conducted. Both countries speak the same language but have a different standard of living and educational level. A second purpose of this study was to analyze the cognitive profile of Guatemalan and Spanish males and females children with dyslexia. The log-linear analysis indicated that the number of dyslexics detected was different across the countries but there were no differences as a function of gender. Similarly, there were no significant or meaningful differences between dyslexic males and females in the cognitive processes involved in reading. Therefore, gender differences do not appear to be characteristic of developmental dyslexia.  相似文献   

Human resource development as we know it: speeches that have shaped the field     

Jim Bray 《Action Learning: Research and Practice》2013,10(1):83-90

  相似文献   

Enhancement of Online and Offline Student Learning     

Jim Ewing 《Educational Media International》2013,50(4):205-217

An attempt is made in this paper to outline the commonly reported features of constructivism and collaborative learning as they might underpin a proposed model of ICT support for learning. This model is then evaluated for its use in examining three projects involving ICT in student learning environments. The focus of the proposed model is on the pedagogic issues relating to the design of ICT learning environments, effectiveness of student learning and the wider promotion of ICT inlearning.

Encouragement de l'apprentissage de l'enseigné en ligne et hors ligne

Dans cet article on cherche à mettre en valeur les aspects du constructivisme et l'acquisition des apprentissages collectifs qui peuvent s'entendre en modèle proposé de support ICT d'apprentissage. On évalue ensuite ce modèle utilisé en examinant 3 projets impliquant les ICT dans l'environnement de l'apprentissage des étudiants. L'accent du modèle proposé est mis sur les aspects pédagogiques relatifs à la conception des enrichissements des ICT, à l'efficacité de l'apprentissage de l'enseigné et la promotion a plus large de ICT dans l'apprentissage.

Die Verbesserung von Online und Offline Lernleistung

In diesem Papier wird versucht, die allgemein berichteten Eigenschaften von Konstruktivismus und gemeinschaftlichem Lernen in Bezug auf ein vorgeschlagenes IKT-Lernunterstützungsmodell zu umreißen. Der Einsatz dieses Modells wird sodann bei drei Projekten, in denen IKT in die Lernumgebung der Studenten einbezogen ist, evaluiert. Der Schwerpunkt des vorgeschlagenen Modells liegt auf den pädagogischen Aspekten von IKT-Lernumgebungen in Bezug auf ihre Gestaltung, der Lerneffektivität und der weiteren Förderung der Nutzung von IKT für das Lernen.  相似文献   

Practical Philosophy of Sport by R. Scott Kretchmar (Champaign,IL: Human Kinetics, 1994)     

Jim Parry 《体育哲学杂志》2013,40(1):108-110

  相似文献   

Ten years of national curriculum primary science in Northern Ireland: A study of children's attitudes     

Colette Murphy  Jim Beggs 《Irish Educational Studies》2013,32(2):13-24

  相似文献   

No child left behind and gifted education     

James J. Gallagher 《Roeper Review》2013,35(3):121-123

  相似文献