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61.
Sara Delamont Odette Parry Paul Atkinson 《British Journal of Sociology of Education》1997,18(4):533-549
The paper is based on ethnographic work with doctoral students, their supervisors and postdoctoral researchers in three contrasting disciplines: biochemistry, artificial intelligence and physical geography. It explores how stability and continuity in scientific disciplines are sustained through socialisation processes of doctoral research. It identifies the inter‐generational transmission of knowledge, skills and assumptions within the institutional setting of laboratory or the research group. Working on ‘standardised packages’ in such social contexts, doctoral students are enculturated into scientific work. Despite setbacks and uncertainties in getting their research to ‘work’ doctoral students express faith that their problems are ‘doable’. Drawing on these empirical findings we suggest that these forms of pedagogic continuity are of more significance in the enculturation of doctoral students and the reproduction of scientific knowledge than the presence or absence of a ‘critical mass’ of active researchers (as has been suggested by the recent Harris review of postgraduate education in the UK). We therefore suggest that recent UK policy formation that has emphasized the notion of critical mass deserves critical scrutiny, and that there is need for perspectives more sensitive to disciplinary cultures and departmental organization. 相似文献
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Joanna Crossman 《高等教育研究与发展》2007,26(3):313-327
The paper addresses the way in which participants in a qualitative study drew upon accounts of relationships and emotions in sharing their perceptions of assessment. By first exploring ideas about emotions and relationships in learning and assessment through the literature and subsequently discussing an interpretation of participant narratives, the author suggests that emotions and relationships surrounding past learning and assessment contexts can influence current perceptions of assessment and learning in powerful ways. The study also reveals how students value opportunities to express their beliefs, feelings and emotions during the assessment process. They also expect teachers to balance objectivity in assessment with empathy for those parts of themselves shared in the process. The conclusion is drawn that there are important implications for learning in the emotional response of students to assessment and in the nature of teaching and learning relationships that are worthy of further investigation. 相似文献
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Dennis Atkinson 《The International Journal of Art & Design Education》2006,25(2):116-118
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Deborah Ann Fields Yasmin Kafai Tomoko Nakajima Joanna Goode Jane Margolis 《Equity & Excellence in Education》2018,51(1):21-35
Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to understand the crucial practices that teachers employ in broadening and deepening access to making. In this article, we investigate two high school teachers' approaches in implementing a novel eight-week, electronic textiles unit within the Exploring Computer Science curriculum, where students designed wearable electronic textile projects with microcontrollers, sensors, and LEDs. We share teachers' emergent practices in transforming their classrooms into makerspaces, including valuing student expertise and promoting connections in personalized work. We discuss the ways these practices succeeded in broadening access to making while deepening participation in computing and establishing home-school connections. 相似文献
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This paper deals with a teaching approach aimed to help students become aware of targeted techniques of significance in problem solving. The teaching approach is to present a series of tasks that all can be solved by applying the same technique. Two levels of prompting are used; first for the students to realize solutions without necessarily being cognizant of the technique, second for them to perform further mathematical modeling that should highlight the similarities in solution shared by all the tasks. In the fieldwork, a teaching sequence based on this approach is implemented for a technique involving enumeration via constructing a bijection. Certain factors in the students' behavior suggested that their realization of the technique at the end was not as secure as desired. Some modifications of the teaching sequence are proposed to counter these factors. 相似文献