Teachers’ work and innovation in alternative schools     

Nina Bascia  Rhiannon Maton 《Critical Studies in Education》2016,57(1):131-141

Toronto boasts a large and diverse system of public alternative schools: schools where democratic practices, student access and a commitment to public education are fundamental. There are academic schools; schools with thematically focused curricula; schools driven by social movement principles such as antiracism and global education; schools for students who do not thrive in mainstream schools; and schools with alternative scheduling and delivery practices for students who must work. The schools are small, supporting personalized relationships among teachers and students, with teacher-driven curricular programs that are responsive to student interests. Curricular innovation is made possible because alternative schools are only loosely coupled with the rest of the public education system, but they still must comply with school system regulations. This paper describes how teachers’ work and the structural elements of alternative schools support school-based innovation.  相似文献   

Conceptualising online knowledge sharing: what teachers’ perceptions can tell us     

Nina Hood 《Technology, Pedagogy and Education》2017,26(5):573-585

This study questions the current dependence on theories of social learning and communities of practice in research on teachers’ online learning and online knowledge-sharing behaviour. It employs the interpretative approach to examine how teachers conceptualise their engagement with two USA-based online knowledge-sharing platforms within the context of their broader teaching practice. The findings suggest that the platforms, together with teachers’ engagement with them, are intimately connected with, and must be understood in reference to, both the online and offline contexts in which they operate, with each setting providing unique affordances that shape engagement and outcomes. Teachers’ engagement was largely motivated by their individual knowledge requirements and practice-based needs, resulting in learning primarily being individually rather than socially mediated and constructed.  相似文献   

The Significance of Practical Training in Linking Theoretical Studies with Practice     

Nina Katajavuori  Sari Lindblom-Ylänne  Jouni Hirvonen 《Higher Education》2006,51(3):439-464

Today’s experts must continuously reconstruct their expertise and be able to apply their theoretical knowledge in actual work. The development of expertise is a long process, during which theoretical, practical and metacognitive elements of expert knowledge are integrated into a coherent whole. It is important to foster student’s learning and integration of theoretical knowledge in practice during tertiary education. One tool for this is to pay more attention to practical knowledge in the theoretical part of the curriculum. The aim of this study was to evaluate the significance of early practical training as a part of the pharmacy curriculum and to find out to what extent the students felt their practical training fostered their learning. A total of 47 pharmacy students were interviewed during the three-month practice period. Content analyses of the interviews showed that the practical training increased students’ understanding of theoretical knowledge and their motivation to study. The students acquired practical skills and knowledge in a working community of professionals. The results also showed that the students should be able to rehearse their reflective skills during the theoretical studies as well, because the practice period was too short to permit adequate development of reflective skills.  相似文献   

Nontraditional Students' Service Needs and Social Support Resources: A Pilot Study     

Stephanie San Miguel Bauman  Nina Wang  Carrie Wester DeLeon  Judith Kafentzis  MariaAnita Zavala‐Lopez  Mary Sue Lindsey 《Journal of College Counseling》2004,7(1):13-17

In response to a mail survey, 53 nontraditional undergraduates provided information about their reasons for reentering college, the likelihood of using services for nontraditional students, and sources of social support. Participants reported career, self‐improvement, and family issues as primary reasons for reentry. They reported they would be likely or very likely to use campus services, especially career counseling. More than 60% reported strong social support from family and friends.  相似文献   

Science and Language Teachers’ Assessment of Upper Secondary Students’ Socioscientific Argumentation     

Nina Christenson  Niklas Gericke  Shu-Nu Chang Rundgren 《International Journal of Science and Mathematics Education》2017,15(8):1403-1422

Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.  相似文献   

Languages of higher education in contemporary Israel     

Nina G. Kheimets and  Alek D. Epstein 《Journal of educational administration and history》2005,37(1):55-70

In Israel as elsewhere, English has become the de facto second language of academic life 1 Spolsky B. and Shohamy, E. The Languages of Israel. Policy, Ideology and Practice. Clevedon: Multilingual Matters, 1999, 165 [emphasis added]. View all notes  相似文献   

‘Education is as important for me as water is to sustaining life’: perspectives on the higher education of women in Afghanistan     

Nina Burridge  Nasima Rahmani 《Gender and education》2016,28(1):128-147

Progress in education in Afghanistan since the fall of the Taliban has been described as ‘fragile, limited in reach, depth and uncertainty of sustainability' [UNICEF. 2013 UNICEF. 2013. Annual Report – Afghanistan. United Nations International Children's Emergency Fund. http://www.unicef.org/about/annualreport/files/Afghanistan_COAR_2013.pdf. [Google Scholar]. Basic Education and Gender Equality: Afghanistan. United Nations International Children's Emergency Fund. http://www.unicef.org/afghanistan/education_2206.htm]. This is particularly true for Afghan women participating in higher education, within a culture that remains resistant to women's education. This article documents the views and attitudes of Afghan women who have sought to gain a higher education, within a context where only 5% of the Afghan population attends university, and less than 20% of university students are female [The World Bank. 2013. World Development Indicators: Poverty Headcount Ratio at National Poverty Lines. The World Bank Group. http://data.worldbank.org/country/afghanistan]. It is an attempt to listen to the voices of Afghan women to ascertain what they see as the best ways to improve their educational outcomes. Findings illustrate that while progress has been made in enabling a small percentage of women to pursue higher education, there are still significant and enduring obstacles for Afghan women seeking such a path.  相似文献   

Biography of a Museum Library     

Nina J. Root 《Curator: The Museum Journal》1983,26(3):185-198

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Planning a joint meeting with another association to attract new members and get back some of the old gang     

Nina Fishman 《Performance Improvement》1985,24(3):C7-C7

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