Fostering collaborative teaching and learning scholarship through an international writing group initiative     

Elizabeth Marquis  Mick Healey  Michelle Vine 《高等教育研究与发展》2016,35(3):531-544

The research presented here explored the experiences of participants in an international collaborative writing group (ICWG) initiative that ran in conjunction with the 2012 International Society for the Scholarship of Teaching and Learning (ISSoTL) conference. The ICWG sought to cultivate collaborative pedagogical scholarship by bringing together a range of international academics to co-author articles on teaching and learning topics of shared interest. Data were collected via online surveys at the beginning and end of the initiative and interim focus groups/interviews. In addition to suggesting that the ICWG is an effective means of fostering collaborative writing, the results point to a number of factors that might also influence collaboration in other contexts: modes of collaboration, opportunities for social dialogue, developing a shared vision and voice, and leadership. Implications and applications of the findings, as well as areas of further research, are discussed.  相似文献   

School-age child care: A review of five common arguments     

Mick Coleman  Bryan E. Robinson  Bobbie H. Rowland 《Early Childhood Education Journal》1991,18(4):13-17

During the past decade, parents and educators have increasingly expressed concern over the potential safety and developmental risks associated with children in self-care, or the care of another child (Garbarino, 1984; Harris, Kagay, & Ross, 1987; Robinson, Rowland, & Coleman, 1986; 1989; Zigler & Ennis, 1988). One result has been a growing interest in school-age child care (SACC) programs.Mick Coleman is Assistant Professor, Child and Family Development, and Extension Human Development Specialist, University of Georgia, Hoke Smith Annex, Athens, Ga. Bryan E. Robinson and Bobbie H. Rowland are both Professor of Human Services, University of North Carolina, Charlotte, NC  相似文献   

Eliciting,Interpreting and Developing Teachers' Understandings of the Nature of Science     

Nott  Mick  Wellington  Jerry 《Science & Education》1998,7(6):579-594

This paper covers three main areas : eliciting teachers' views of the nature of science; interpreting and understanding these views; and developing them in the context of initial or in-service teacher education. The three areas clearly overlap but we begin with eliciting : this section includes a look at past probes, and then presents the notion of critical incidents, with a range of examples. We argue throughout that critical incidents can be used partly as a means of probing teachers' views of science, but also have value as a tool for professional development. We then discuss interpreting and understanding teachers' responses to critical incidents, based on our research with over 300 teachers and student teachers who have worked with them. In the third section, on developing, we pursue the argument that teachers' understandings of the nature of science are located in their professional experience. We argue that if teachers' understandings are embedded within their professional practice this has important consequences for appropriate teacher education and professional development in the area of the nature of science.  相似文献   

Specification of the stimulus-reinforcer relation in multiple schedules: Delay and probability of reinforcement     

Bruce L. Brown  Nancy S. Hemmes  David A. Coleman  Alison Hassin  Eva Goldhammer 《Learning & behavior》1982,10(3):365-376

Control of pigeons’ keypecking by a stimulus-reinforcer contingency was investigated in the context of a four-component multiple schedule. In each of three experiments, pigeons were exposed to a schedule consisting of two two-component sequences. Discriminative stimuli identifying each sequence were present only in Component 1, which was 4, 6, or 8 sec in duration, while reinforcers could be earned only in Component 2 (30 sec in duration). Control by a stimulus-reinforcer contingency was sought during Component 1 by arranging a differential relation between Component 1 cues and schedule of reinforcement in Component 2. In Experiment 1, rate of keypecking during Component 1 varied with the presence and absence of a stimulus-reinforcer contingency. When a contingency was introduced, rate of keypecking increased during the Component 1 cue associated with the availability of reinforcement in Component 2. In Experiment 2, the stimulus-reinforcer contingency was manipulated parametrically by varying the correlation between Component 1 cues and Component 2 schedules of reinforcement. Responding in Component 1 varied as a function of strength of the stimulus-reinforcer contingency. The relatively high rates of Component 1 responding observed in Experiments 1 and 2 pose difficulties for conceptions of stimulus-reinforcer control based on probability of reinforcement. In these two experiments, the stimulus-associated probabilities of reinforcement in Component 1 were invariant at zero. An alternate dimension of stimulus-reinforcer control was explored in Experiment 3, in which Component 1 cues were differentially associated with delay to reinforcement in Component 2, while probability of reinforcement was held constant across components. When the stimulus-reinforcer contingency was in force, rate of responding in Component 1 varied inversely with delay to reinforcement in Component 2. In a quantitative analysis of data from Experiments 2 and 3, relative rate of responding during Component 1 was strongly correlated with two measures of relative delay to reinforcement.  相似文献   

Eliciting and developing student's schema of classroom practices using a video-disc system     

Gareth Harvard  Mick Day  Richard Dunne 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(1):4-18

In this paper we explore the potential of videodisc technology to develop student teachers'capacity to examine their judgements and reasoning critically about typical classroom events. We describe how the type of setting for such activities is committed to and successful at provoking quality collaborative learning. The videodisc system offers a range of exemplars of teaching which are carefully managed to challenge and extend students'existing ideas. We have adapted the key learning constructs of scaffolding and modelling of various strategies so that the intellectual processes of analysis and reconstruction are persistently attended to. In this way, we are designing a more powerful learning environment to support students in acquiring professionally relevant knowledge.  相似文献   

Ratings in the Research Assessment Exercise 2001 – the Patterns of University Status and Panel Membership   总被引：1，自引：0，他引：1  

Stephen Sharp  Simon Coleman 《Higher Education Quarterly》2005,59(2):153-171

Ratings awarded to university departments in the UK Research Assessment Exercise (RAE) 2001 were analysed to determine whether they were influenced either by the status of the university (pre‐1992 or post‐1992) or by whether the university was represented on the panel that determined the ratings. There was little evidence that panel membership has any effect on ratings, but an analysis of covariance also showed that, among universities not on the panel, pre‐1992 universities were more favourably assessed, relative to post‐1992 universities, than would be expected on the basis of their ratings in the 1996 RAE. This finding, along with the preponderance of pre‐1992 universities on all panels (even those where the majority of the research is conducted by post‐1992 universities), is used to urge strongly that in future RAEs, panel membership should be made much more representative of higher education in general and of the institutions submitting the research considered by each panel in particular.  相似文献   

The future role of the school administrator     

Peter Coleman 《Interchange》1972,3(4):53-64

The paper suggests that there is currently a good deal of uncertainty over the role of the principal, which is frequently described as one of educational leadership. This notion seems obsolete. Currently, there are pressures on principals to substantially modify this role, and these pressures seem to push the principal toward the definition of his role as that of administrator. On the basis of the beliefs of those involved in training programs for educational administrators, it is possible to predict that the future role of the school principal will, in fact, be that of building or school administrator. The role can be defined as that of administrative leader, as opposed to instructional leader. Administrative leadership involves at least the following elements: purpose-definding for the organization; coordination of the work of specialists, including decision-making; and responsibility for external relationships. The paper concludes by pointing out that this redefinition of the role of the school administrator, or administrative leader, has significant implications for in-service training for administrators, collective negotiations, and affiliation with teacher associations.

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Résumé D'après cet article, il y aurait actuellement une bonne dose d'incertitude quant au rôle du principal, rôle assimilé fréquemment à celui d'un leader en éducation. Or cette notion semble être périmée. De nos jours, les principaux d'écoles sont soumis à des pressions pour modifier considérablement ce rôle et ces pressions semblent pousser le principal à considérer son rôle comme celui d'un administrateur. D'après les croyances entretenues par les responsables des programmes de formation des administrateurs scolaires, il est possible de prédire que le rôle futur du principal d'école sera, en fait, comparable à celui d'un administrateur d'école ou d'immeuble. Ce rôle peut être assimilé au rôle de directeur administratif qui se distingue du directeur pédagogique. La direction administrative implique, au minimum, les éléments suivants: définition des objectifs d'organisation, coordination du travail des spécialistes, y compris la formulation de la politique et enfin responsabilité des relations externes. En conclusion, l'auteur souligne que cette redéfinition du rôle de l'administrateur scolaire ou du directeur administratif a des répercussions considérables sur la formation pratique des administrateurs, les négociations collectives et l'adhésion aux associations d'enseignants.

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Evaluation of the initial effects and implementation of Success For All in England     

David Hopkins  Mick Youngman  Alma Harris  Judith Wordsworth 《Journal of Research in Reading》1999,22(3):257-270

Success For All is a comprehensive programme for restructuring primary schools where students are ‘at risk’ of not developing functional literacy by the end of Key Stage 1 (age 7 years). The programme was developed at Johns Hopkins University, Baltimore, USA, and uses research-based approaches to curriculum, instruction, assessment and classroom management, with one-to-one tutoring being provided for those students falling behind in their reading. This paper reports on the initial implementation (September 1997 – March 1998) of the Success For All (SFA) reading/school improvement programme in a family of inner city primary schools in Nottingham, England. The purpose of the research was to provide empirical evidence on the process of implementation of SFA in England, and to assess how such an innovative programme could contribute to the British government’s National Literacy Strategy (DfEE, 1998). The main findings suggest that as a result of initial involvement in the SFA programme, students appear to have made as much progress in one term in reading as they would normally have been expected to make in one year, their motivation, behaviour, attitude to and skills in learning have also increased. Furthermore, teachers claim to have learned a great deal from SFA, particularly about the effective teaching of reading, co-operative teaching strategies and their own professional development.  相似文献   

Leadership in an international collaborative writing groups (ICWG) initiative: implications for academic development     

Elizabeth Marquis  Katarina Mårtensson  Mick Healey 《International Journal for Academic Development》2017,22(3):211-222

This article presents the results of research examining an innovative initiative designed to build capacity for international, collaborative scholarship of teaching and learning: the development of international collaborative writing groups (ICWG). The study focusses particularly on the role of leadership within the groups as a significant factor in the effectiveness of the initiative. Results from an online survey of 30 former ICWG-participants reaffirm the significance of leadership to the ICWG’s success. In particular, respondents emphasise the value of leadership approaches that foster community and encourage members to take responsibility for tasks. Implications for leadership in related academic development contexts are considered.  相似文献   

Recent Changes to Reference Services in Academic Libraries and Their Relationship to Perceived Quality: Results of a National Survey     

Jason Coleman  Melissa N. Mallon  Leo Lo 《图书馆管理杂志》2013,53(6):673-696

ABSTRACT

A national survey of academic librarians was conducted to examine relationships among reference service staffing changes, reference service innovations, adoption of reference technology, library type and size, and service quality. Analysis of the 606 response sets reveals trends toward reduced use of librarians and increased use of student staff at in-person service points, widespread increases in appointment-based and self-service reference, intensive efforts to reduce demand for reference by improving library instruction, and general improvements in reference service quality. Factors strongly associated with decreases or increases in quality are discussed in detail and implications for reference managers are provided.  相似文献