Book reviews     

Robert F. Lawson  David Nyberg  Philippe C. Duchastel  Paul Ramsden  Wolfgang Wilhelm  Jan Sadlak  Erich Leitner  Ronald K. Goodenow  Katherine Iverson  Arthur Liebman 《Higher Education》1978,7(3):373-388

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Editorial the changing face of learning and teaching     

Paul Cooper 《Education 3-13》2013,41(3)

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Peer Review, Political Correctness, and Human Nature     

Paul Hollander 《Academic Questions》2013,26(2):148-156

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Experiences of master’s students regarding clinical supervision in an applied psychology programme in South Africa     

Lindi Nel  Paul Fouche 《Teaching in Higher Education》2017,22(1):30-43

This study explored and described the experiences regarding clinical supervision of master’s students in professional psychology programmes in South Africa. Four participants were purposively selected from four different universities. The participants engaged in reflective writings and in-depth interviews over a one-year span. Data were analysed through interpretative phenomenological analysis (IPA). Findings indicated that supervision, as compulsory pedagogical activity for these students, serves an essential purpose, as it was identified as the main contributor towards their professional developmental journeys. Interpretation of the findings yielded themes of significance across cases. Identified themes are emotional support, self-acceptance, autonomy and personal growth. Themes were contextualise within broader educational theories as well as within professional career developmental theory in psychology. While becoming a psychologist is known to be a difficult journey, the results indicated that it can also be rewarding, and holds the potential to enhance growth which can be unlocked by the supervisory relationship.  相似文献   

International schools: current issues and future prospects. Edited by Mary Hayden and Jeff Thompson     

Paul Tarc 《British Journal of Educational Studies》2017,65(4):526-530

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Successful school leadership: international perspectives. Edited By Petros     

Paul Armstrong 《British Journal of Educational Studies》2017,65(2):263-264

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Guiding reinvention of conventional tools of mathematical logic: students’ reasoning about mathematical disjunctions     

Paul Christian Dawkins  John Paul Cook 《Educational Studies in Mathematics》2017,94(3):241-256

Motivated by the observation that formal logic answers questions students have not yet asked, we conducted exploratory teaching experiments with undergraduate students intended to guide their reinvention of truth-functional definitions for basic logical connectives. We intend to reframe the relationship between reasoning and logic by showing how logic emerges within students’ mathematical activity. This activity entails reflecting on and systematizing their own language use across diverse semantic content. We present categories of students’ untrained strategies for assessing the truth-values for mathematical disjunctions. Students’ initial reasoning heavily reflected content-specific and pragmatic factors in ways inconsistent with the norms and conventions of mathematical logic. Despite this, all student groups reinvented the standard truth-functional definition for simple disjunctions. We demonstrate how this learning depended upon particular forms of reasoning about logic. We also contrast various strategies for assessing quantified disjunctions and their different affordances in students’ mathematical activity.  相似文献   

The effect of highlighting on processing and memory of central and peripheral text information: evidence from eye movements          下载免费PDF全文

Menahem Yeari  Marja Oudega  Paul van den Broek 《Journal of Research in Reading》2017,40(4):365-383

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Study Abroad in Social Work Education: “Citizen of Two Worlds” Faculty     

Roni Berger  Marilyn S. Paul 《Journal of Teaching in Social Work》2017,37(4):402-415

Schools of social work are increasingly offering study abroad courses as a strategy for enhancing future practitioners’ knowledge and skills in serving individuals and families of diverse sociocultural backgrounds. Literature relative to such educational initiatives has focused on the characteristics, motivations, and outcomes for students and faculty; challenges and strategies to address them; different formats of course delivery; and, to a limited degree, faculty who develop and implement the courses. Using a study abroad course about understanding trauma in cultural context, the current article discusses and illustrates pedagogic and logistic benefits of the citizen of two worlds model in faculty leadership of study abroad courses.  相似文献   

Turning to case studies as a mechanism for learning in action learning     

Denise O’Leary  Paul Coughlan  Clare Rigg  David Coghlan 《Action Learning: Research and Practice》2017,14(1):3-17

Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur.  相似文献