Collaborative scholarship as a means of improving both university teaching practice and research capability     

Debbi Weaver  Diane Robbie  Sue Kokonis  Lucia Miceli 《International Journal for Academic Development》2013,18(3):237-250

The literature suggests generic workshops on the scholarship of teaching and learning (SoTL) rarely have a lasting impact on teaching. Seeking an alternative approach, academic developers designed a four-stage Collaborative Scholarship Model where they provided individualised SoTL mentoring to academics implementing a teaching innovation. Project outcomes included sustained change to teaching, openness to new ideas, scholarly contributions and peer recognition (through awards, publications or invited presentations). This model had a sustained impact on participants’ teaching and increased research productivity. Although few individuals can be mentored at one time in this labour-intensive model, long-term benefits may still outweigh limitations in scalability.  相似文献   

她是唯一     

Robbie Williams 《海外英语》2007,(5):19

Robbie Williams是公认的反叛才子,以“坏孩子”的绰号闻名流行乐坛,天生就是一位表演艺人。由TakeThat时期到现在的不同阶段,  相似文献   

Mikrocomputer an sportwissenschaftlichen Instituten     

K. Nicol 《Sportwissenschaft》1984,14(4):415-418

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Dominant Discourses and Teacher Education: Current curriculum or curriculum remembered?     

Robbie Johnston 《Asia-Pacific Journal of Teacher Education》2007,35(4):351-365

Research findings from a longitudinal, classroom‐based study of Bachelor of Education students in Tasmania suggest that three dominant discourses of schooling are powerful shapers of pre‐service teachers' pedagogical decisions in relation to the teaching of SOSE (studies of society and environment). These discourses appear to inform teaching practices and contribute to uncritical SOSE learning experiences for children. The findings from this naturalistic research grounded in teacher education suggest that teacher preparation programs should encourage far greater critical reflection on curriculum documents. In particular, the findings highlight tensions for teacher educators in selecting between experiential and/or interdisciplinary, critical approaches to teacher education. These issues are illustrated in the teaching of SOSE as locality focused knowledge. What this means for the selection of fieldwork sites for children's learning and teacher education pedagogies is explored in this paper.  相似文献   

Learning to Teach with Mathematics Textbooks: How Preservice Teachers Interpret and Use Curriculum Materials   总被引：2，自引：0，他引：2  

C. C. Nicol  S. M. Crespo 《Educational Studies in Mathematics》2006,62(3):331-355

This study investigates how four prospective teachers interpret and use textbooks while learning to teach mathematics during university coursework and practicum teaching. Results indicate that prospective teachers had varied approaches to using textbooks ranging from adherence, elaboration, and creation. Factors influencing how they engaged with texts include their practicum classroom setting, access to resources, and their understanding of mathematics. Preservice teachers' attempts to modify textbook lessons raised pedagogical, curricular, and mathematical questions for them that were not easily answered by reference to the textbooks or teacher's guides. Findings indicate that the practicum can, however, challenge preservice teachers to be creative and flexible users of curriculum materials.  相似文献   

Establishment of academic standards for early twentieth century Texas high schools: The university of Texas affiliated schools program     

Karon Nicol LeCompte  O. L. Davis  Jr 《Journal of educational administration and history》2005,37(1):71-84

During the last quarter of the century several universities including those in Michigan, Illinois, and Texas launched initiatives to ensure that high schools’ academic standards prepared students for admission to the state university. This paper illuminates affiliation programs that foreshadowed the accreditation movement. Not only did affiliation serve the expectations of the universities, it also enabled high schools to emerge from their confused origins into increasingly stronger institutions.  相似文献   

Elaborating a framework for communicating assessment aims in higher education     

Damon Thomas  Robbie Moore  Olivia Rundle  Sherridan Emery  Robyn Greaves  Kitty te Riele 《Assessment & Evaluation in Higher Education》2019,44(4):546-564

Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.  相似文献   

Compliance through care and commitment: why young people do as adults ask     

Gale Macleod  Ian Fyfe  Robbie Nicol  Pauline Sangster  Harriet Obeng 《Cambridge Journal of Education》2018,48(5):607-623

Although the behaviour of young people is often a focus for concern, most young people do as they are asked. This paper presents findings from a qualitative study across four educational settings that set out to explore reasons for this compliance. Forty-four young people (aged 12–21) participated in interactive focus groups and 21 practitioners were interviewed. A critical exploration of the authority relationships between the young people and the participating adults was undertaken. The research was designed to explore the relevance of the typology of authority relationships proposed by Dennis Wrong for educational settings. The findings confirmed the applicability of his work; however, the paper argues that an additional basis for authority relationships characterised by ‘care and commitment’ should be included. The results suggest the potential for long-term caring relationships, authenticity and professional competence as key factors in enhancing compliance in educational settings.  相似文献   

Robotic Design Studio: Exploring the Big Ideas of Engineering in a Liberal Arts Environment     

Turbak  Franklyn  Berg  Robbie 《Journal of Science Education and Technology》2002,11(3):237-253

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The influence of trait meta-mood on subjective well-being in high school students: a random intercept cross-lagged panel analysis     

Nicolás Sánchez-Álvarez  Natalio Extremera  Pablo Fernández-Berrocal 《教育心理学》2019,39(3):332-352

Trait meta-mood refers to people’s conscious awareness of their own emotions. This reflexive process is relevant to developing a better adaptation to the environment, understanding the individual differences in how people perceive and attend to emotions, and how they can understand and regulate them in an optimal way. Previous research has indicated that trait meta-mood plays an important role in well-being. Accordingly, the main objective of this study was to analyse the prospective effects of trait meta-mood on levels of subjective well-being. A sample of 570 high school students (289 females), from 12 to 17 years (M?=?13.80, SD?=?1.45), completed measures of trait meta-mood, satisfaction with life, and positive and negative mood states across three waves separated by 1-year intervals. Random intercept cross-lagged panel analyses indicated that the dimensions of meta-mood accounted for a significant amount of variance in both cognitive and affective dimensions of well-being across time.  相似文献