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排序方式: 共有262条查询结果,搜索用时 46 毫秒
91.
Ivan Crozier Patricia Fara Jon Hodge Brendan Kitts Robin Knight Sverre Myhra David Oldroyd Elizabeth A. Wilson Rosemary Robins Stephen Dovers John Forge Harshi Gunawardena Jenny Tannoch-Bland Loet Leydesdorff David Oldroyd David Oldroyd David Oldroyd Nicolas Rasmussen Greg Restall Helaine Selin Michael Shortland E. E. Sleinis Fiona Solomon Scott McQuire Maurice Crosland David Farrier Roslynn Haynes Sverre Myhra Colin Russell Libby Robin Karin Garrety Stephen Gaukroger Stephen Ames Wendy Varney Vojislav Bozickovic Phil Dowe 《Metascience》1996,5(2):71-192
92.
John Henry Katherine Neal Sokhieng Au Gabrielle M. O'Sullivan John Forge Rosemary Robins Stephen Healy Mark Rix James Tabery Katie Vann Carl Windhorst Katherine Neal Peter Neushul Gail Clements Ingo Brigandt Nicolas Rasmussen Anthony S. Travis Lloyd Ackert Simon Knell Claire Hooker 《Metascience》2002,11(2):201-268
93.
Rosemary E. Phelps 《Innovative Higher Education》1995,19(4):255-268
This article presents an overview of issues and concerns associated with being the only African American female faculty member in an academic department and with being one of two or more African American faculty in a department at a predominantly White college or university. Positive and negative aspects of both situations are examined, and strategies for empowerment and professional development are discussed.Rosemary E. Phelps is an assistant professor in the Department of Counseling and Human Development Services at the University of Georgia. She received her Ph.D. in counseling psychology from the University of Tennessee, Knoxville. She has a B.A. in psychology and an M.A. in guidance and counseling from Ohio State University at Columbus. Her professional and research interests include racial and gender aspects of verbal aggression, ethnic diversity, and multicultural training issues. 相似文献
94.
95.
This paper illuminates the experiences of beginning teachers using a participatory perspective approach and drawing on some
of these teachers’ perceptions. We place the ‘subject’ of workplace learning research centrally in understanding the relatedness
between workplaces and novice employees/trainees. This paper builds on previous work by the authors using semi-structured
interviews with 17 beginning teachers in 19 schools that aim to better understand issues associated with beginning teacher
retention. This study explores an application of a framework for evaluating workplaces as from expansive to restrictive learning
environments, whilst examining individuals’ responses to and agency in these environments. In addition, these teachers’ personal
networks were explored to idedntify how they shaped the teachers’ engagement with workplaces. This analysis revealed networks
both internal and external to their schools, and hence a broader view of workplace than is often proposed. Together these
analyses allowed an examination of the relatedness between individual beginning teachers and the schools they experienced.
This paper identifies the significance of ontogeny and expectation that individuals bring to the workplace, along with individuals
exhibiting different agency. These beginning teachers indicate how individuals can be proactive in creating more expansive
learning environments for themselves through the utilisation of personal networks, even when these are not offered. This finding
may have implications for beginning teachers to re-evaluate their potential to become empowered as they begin their careers. 相似文献
96.
Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has provided insight into ways that online interactions can improve students' and instructors' social presence and learning. Emerging video technologies may be able to improve these interactions and thus more easily support the development of communities of inquiry. In this study we interviewed students in three distinct courses using different video-based instructional strategies. A large majority of students indicated feeling that the video-based communication made their instructors seem more real, present, and familiar, and that these relationships were similar to face-to-face instruction. Video communication impacted students' social presence in similar ways, although to a lesser degree than they believed it impacted instructor social presence. We conclude with discussion for future research and practice. 相似文献
97.
Ronald W. Henderson Rosemary A Swanson 《Educational technology research and development : ETR & D》1978,26(4):301-312
Head Start preschoolers on an isolated Papago reservation in southern Arizona were subjects of two studies of the effects
of televised instruction and directed participation on teaching enumeration and conservation skills. Television instruction
was most effective when used with active, directed participation and corrective feedback, but this, as well as amount and
skills learned, varied with age. The televised segments used linear sequencing rather than the fragmented approach of Sesame
Street.
This research was supported in part by grant OCD-CB-479 from the Children’s Bureau, Office of Child Development, U.S. Office
of Education. The authors appreciate the cooperation and participation of the Papago Tribe and the staffs of Head Start centers
at San Xavier, Sells, and Pisinimo, Arizona. Special thanks are extended to Thora Schultz, who facilitated liaison on the
Papago Reservation, and Margie Francisco, Elizabeth Siqueros, Edith Manuel, Pat Mendez, Elaine Williams, and Irma Dean Edmund,
who contributed to instructional development and data collection. 相似文献
98.
Current science education reforms highlight the importance of students making sense of scientific ideas. While research has studied how to support sensemaking in classrooms, we still know very little about what drives students to pursue and persist in it on their own. In this article, we use a set of parallel case studies of undergraduate students discussing introductory physics to show how certain student-generated, vexing questions both initiate and sustain students' sensemaking processes. We examine affective and linguistic markers in student discourse in paired-clinical interviews to demonstrate both of these functions of vexing questions and detail their role in the explanations students construct. We conclude by discussing the implications of this analysis both for supporting sensemaking in classrooms and for studying it in research. 相似文献
99.
This paper examines claims that recent reforms to UK education have led to significant organisational changes in primary school and higher education. It also examines two main theoretical explanations for these, namely post‐Fordism and New Managerialism. Examples of changes in both schools and universities, including flexibility and teamwork, are explored. Up to the mid‐1980s, publicly funded educational organisations did display bureaucratic features, including rules, staff hierarchies and complex procedures. However, professionals employed in these organisations retained discretion and autonomy in their work. Since then, the introduction of an audit culture and a greater emphasis on management and regulation of the work of teachers and academics has decreased discretion and autonomy. This paper suggests that theories of New Managerialism offer a more satisfactory explanation of the changes explored than post‐Fordism, which has more often been used as a normative model of what contemporary organisations should look like. 相似文献
100.
Rosemary Godbold Amanda Lees Stephen Reay 《The International Journal of Art & Design Education》2019,38(1):182-192
Student‐led design projects undertaken within healthcare settings raise considerable ethical challenges, primarily resulting from collaboration with service users. This article emerged out of the experiences of design from a New Zealand university undertaking real world projects in acute health care contexts. A human‐centred approach to design is underpinned by a requirement for students to immerse themselves in the user context to optimise design outcomes. Several issues exist in relation to the management of the ethical complexities arising from these projects. Multiple formal ethical review processes were triggered when students’ projects were defined as research. These processes were perceived as onerous and disproportionate to the scale of the projects, and students were ill equipped to identify ethical issues and engage with formal review processes. This resulted in either abandoned projects or the use of compromised methods. A review of codes of practice and design industry approaches identifies a gap in guidance for both students and qualified designers. Some designers describe their projects as service improvement, and not subject to formal ethical review. This article argues for embedding consideration of ethics in all design projects to enhance the process, to be true to the underpinning philosophy of human centred design and to produce ethically aware graduates. To achieve this, a multi‐pronged pedagogical approach which encompasses both hypothetical, class‐based and real‐world learning experiences is described, with the ultimate goal of normalising the consideration and development of ethical standards for students and best practice across the industry. 相似文献