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Sylvia Warham 《Educational studies》1993,19(2):205-217
This article considers the gap between teaching theory and teaching practice in the context of recent calls for reform in teacher education. It argues that leaping into radical reforms without any apparent understanding of present difficulties is a mistake. It considers current models of teaching, highlighting some of their strengths and weaknesses, and asks what kind of model of teaching competency might narrow the gap between theory and practice. The second section concludes that a competency model which situates teaching in its social context, which takes account of the political nature of teaching and its professional power structures might more appropriately describe the activities of teachers. The third section considers a model of hegemony which provides insights into teaching which do not exist in present models. 相似文献
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Sylvia L. Mikucki-Enyart Sarah R. Petitte Sarah E. Wilder 《Journal of Applied Communication Research》2018,46(4):469-490
Utilizing uncertainty management theory (UMT) and a multiple goals theory of personal relationships (MGPR) the present study examined how adult children of divorce (ACOD) manage relational uncertainty following parental divorce. In-depth, semi-structured interviews with 25 adult children who had experienced parental divorce when they were 18 years of age or older revealed two, broad types of information acquisition strategies: deliberate (i.e. information-seeking and information-avoiding) and incidental (i.e. incidental information acquisition). Deliberate information acquisition strategies were animated by several goals, including reducing and maintaining uncertainty, avoiding feeling caught, and protection. Alongside goals, various constraints (e.g. target efficacy, coping efficacy) played a role in ACOD’s relational uncertainty management. We discuss these results in relation to their theoretical and practical applications. 相似文献
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Research in Science Education - Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in... 相似文献
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Sylvia Pantaleo 《Literacy》2007,41(1):16-25
Research has revealed how students draw upon other texts when writing their own texts. This article explores how the writing of Alyssa, a 10‐year‐old Grade 5 student, was influenced by her engagement with literature with Radical Change characteristics, as well as by her knowledge of and experience with other texts. Dresang's Radical Change taxonomy is used as a framework for analysing the storybook created by Alyssa. The article concludes with discussions of the intertextual nature of the literature used in the study, and the social nature of intertextuality in the research classroom. 相似文献
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