Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa,New Zealand     

Alexandra C. Gunn  David Berg  Mary F. Hill  Mavis Haigh 《师资教育杂志》2015,41(3):307-320

An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned.  相似文献   

When practice takes precedence: conceptions of inquiry and the link to ethical posture     

Karen McArdle  Jacinta Birchley  Jayne Bruce  Alison Hurrell  Sandra Paterson  Mary Stephen 《Educational Action Research》2015,23(1):68-84

Using participatory action research (PAR), this paper explores the ethical practice of students engaged in practitioner research in a higher education context. Using narrative enquiry, the paper explores the participants’ experiences of practitioner research, including ethical dilemmas that resulted from a conflict of values between the practitioner and research roles. We postulate a multi-dimensional approach to ethical practice known as ‘ethical posture’ emerging from our consideration of conceptions of inquiry that resulted in contrasting ethical behaviour.  相似文献   

A framework for analyzing cognitive demand and content‐practices integration: Task analysis guide in science     

Miray Tekkumru‐Kisa  Mary Kay Stein  Christian Schunn 《科学教学研究杂志》2015,52(5):659-685

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Teaching ‘community engagement’ in engineering education for international development: Integration of an interdisciplinary social work curriculum     

Dorie J. Gilbert  Mary Lehman Held  Janet L. Ellzey  William T. Bailey  Laurie B. Young 《European Journal of Engineering Education》2015,40(3):256-266

This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects.  相似文献   

Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education     

Mary Sarah-Jane Gregory  Jason Michael Lodge 《Distance Education》2015,36(2):210-230

The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation—academic teaching staff. This paper aims to highlight the impact of academic workload allocations, an often silent barrier to the uptake of TEL strategies in higher education. We will discuss the effects of academic identity and culture, preferential time allocation to associative activities, academic technological capacity, university policies and workload and funding models on the uptake, and implementation on TEL in higher education. Our aim is to highlight the risks to staff, students and institutions should these concerns not be addressed and to propose a model for utilisation by all staff responsible for implementing flexible workload models supportive of further implementation of TEL strategies across the sector.  相似文献   

The Leadership Shadow: how to recognise and avoid derailment,hubris and overdrive     

Mary Holmes 《Action Learning: Research and Practice》2015,12(1):117-121

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HOW SCIENCE,TECHNOLOGY, ENGINEERING,AND MATHEMATICS (STEM) PROJECT-BASED LEARNING (PBL) AFFECTS HIGH,MIDDLE, AND LOW ACHIEVERS DIFFERENTLY: THE IMPACT OF STUDENT FACTORS ON ACHIEVEMENT     

Sunyoung Han  Robert Capraro  Mary Margaret Capraro 《International Journal of Science and Mathematics Education》2015,13(5):1089-1113

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The Credential Question: Attitudes of Teaching Artists in Dance and Theatre Arts     

Doug Risner  Mary Elizabeth Anderson 《Teaching Artist Journal》2015,13(1):28-35

How do teaching artists perceive the need and usefulness of a credential program specifically designed for teaching artists in dance and theatre arts?  相似文献   

Conscientiousness,prior experience,achievement emotions and academic procrastination in online learning environments     

Sheng-Lun Cheng  Jen-Chia Chang  Karina Quilantan-Garza  Mary L. Gutierrez 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):898-923

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How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance     

Emily E. Scott  Jack Cerchiara  Jenny L. McFarland  Mary Pat Wenderoth  Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99

In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry.  相似文献