Research Subjects,Participants or Co-researchers? Extending the Involvement of Students in Art and Design Research     

Liam Maloy  Pat Thomson 《The International Journal of Art & Design Education》2023,42(3):353-366

Art education has a range of purposes. Art is said to support students to explore, interpret, ask critical questions, communicate and realise ideas, experiment, take risks, collaborate, tell stories and/or engage in social and political actions. In this paper, we consider whether educational researchers have the same capacious view of students’ potential and capacities for involvement. We bring the results of a Rapid Evidence Review (RER) of the benefits of arts education into conversation with the literatures on student voice and participation. We outline the ways in which student voice and participation are discussed, then move to the results of the RER. We conclude with a discussion of the opportunities for art education researchers to develop research practices that are inclusive of students.  相似文献   

Planning and conducting facilitated workshops part 1: Guidelines for effectiveness     

Pat Kaczmarek 《Performance Improvement》1992,31(10):42-45

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The Seminar Market by Dominick Schrello. Schrello Enterproses,Long Beach,CA. 1980, 123 pp., $95.00 hard bound     

Tom Schwen  Mary Pat Lynch 《Performance Improvement》1982,21(3):34-34

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Counseling at the workplace by Norman C. Hill. McGraw-Hill,Inc., New York,New York. 1980, 274pp., ISBN 0-07-028785-6, $13.95 hardbound     

Tom Schwen  Mary Pat Lynch 《Performance Improvement》1981,20(10):38-38

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Exchanging ideas on evaluation: Evaluating an initial management skills course: A case study     

Pat Lyman 《Performance Improvement》1979,18(3):21-22

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Designing Effective Learning Environments for Continuing Education     

Pat Hardr 《Performance Improvement Quarterly》2001,14(3):43-74

Advances in technology for distance learning present better‐than‐ever opportunities for designing learning environments that bring optimal features of the conventional classroom to distributed learners. Yet, with the advantages of reaching learners come corresponding challenges for meeting many and varied cognitive, motivational, and organizational needs. Anchoring design of distance learning instruction solidly in current research from cognitive science and motivation, as well as utilizing tested principles of instructional design theory, provides for optimal balance of strategic decision‐making and appropriate management of trade‐offs in design of effective learning environments. This paper shows how Bransford, Brown, and Cocking's (1999) four characteristics of effective learning environments can be developed for continuing education, to maximize learning, transfer of learning, and motivation. As illustration, I will focus on the process of translating traditional continuing education (CE) from lecture‐based, on‐site instruction to Web‐based instruction, a trend in many institutions of higher education.  相似文献