Troubles with grades,grading, and change: Learning from adventures in alternative assessment practices in teacher education     

Sherie McClam  Brian Sevier 《Teaching and Teacher Education》2010

In this paper, two teacher educators work to understand their attempts to transform teacher–student relations by altering traditional grading practices. Using actor-network theory, the authors examine the social effects produced across and throughout a school of education when they changed the meaning and significance of grades. Detailed analysis of retrospective reflections (narratives and dialogue) reveals the deeply ingrained and broadly interconnected role that traditional understandings of grades play in defining and stabilizing identities and responsibilities. The specific outcomes here reveal the authors’ complicity in the failure of their own change effort and offer implications for teacher educators attempting change.  相似文献   

Thinking styles: teaching and learning styles in graduate education students     

Tricia A. Clarke  Jennifer J. Lesh  Jennie S. Trocchio  Clara Wolman 《教育心理学》2010,30(7):837-848

This study investigated the relationship between two intellectual styles approaches: Sternberg’s thinking styles of teachers and Felder and Silverman’s learning styles. Ninety‐five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching Inventory (TSTI) and the Index of Learning Styles Questionnaire (ILS). Several thinking styles from Sternberg’s theory of self‐government were highly to moderately correlated with Felder’s learning styles. The TSTI did not differentiate between master’s and doctoral students, but the ILS did so. Participants differed in their thinking styles in teaching and in their learning styles, based on their educational major.  相似文献   

Looking at Eye Gaze Processing and Its Neural Correlates in Infancy—Implications for Social Development and Autism Spectrum Disorder     

Stefanie Hoehl  Vincent M. Reid  Eugenio Parise  rea Handl  Letizia Palumbo  Tricia Striano 《Child development》2009,80(4):968-985

The importance of eye gaze as a means of communication is indisputable. However, there is debate about whether there is a dedicated neural module, which functions as an eye gaze detector and when infants are able to use eye gaze cues in a referential way. The application of neuroscience methodologies to developmental psychology has provided new insights into early social cognitive development. This review integrates findings on the development of eye gaze processing with research on the neural mechanisms underlying infant and adult social cognition. This research shows how a cognitive neuroscience approach can improve our understanding of social development and autism spectrum disorder.  相似文献   

Direction of regard and the still-face effect in the first year: does intention matter?     

Striano T 《Child development》2004,75(2):468-479

In the first study, 3-, 6-, and 9- month-olds' behavior was assessed as a stranger broke contact to stare at the infant, to look at a wall, or to look at another person. Regardless of age and the reason contact was broken, the still-face reaction did not depend on the experimenter's intention. In the second study, 3-, 6-, and 9-month-olds interacted with their mother who broke contact to look away for no apparent reason or in the direction of a sound. Infants at all ages responded to the still-face episode, but not as a function of the underlying reason contact was broken. The findings suggest a primacy of interpersonal communication in the first year.  相似文献   

The strong poetry of place: a co/auto/ethnographic journey of connoisseurship,criticality and learning     

Tricia M. Kress  Robert Lake 《Cultural Studies of Science Education》2018,13(4):945-956

Through a co/auto/ethnographic approach informed by a theoretical bricolage of critical pedagogy, place-based education, science education, human geography, feminism, and indigenous ways of knowing, the authors demonstrate the power of place in and as pedagogy. Using rich personal narratives, they reclaim their stories as an urban island-dweller and nomadic music-dweller, and they illuminate place as an epistemological, ontological and axiological anchor for the Self in the neoliberal wasteland. Specifically, the authors attend to their familial lineages and reasons for migrating from Southern Europe to the USA’s Northeast section, the Northern Mid-Western and to the Southeast. They examine their and their families’ connections with place in relation to the ideological fictions embedded within their shared narrative of “for a better life,” which is the story that was told to them about their families’ migrations. They probe under the surface by asking, “better than what,” “according to whom,” and “why?” In doing so, they peel back the veil of hegemony and expose the ways that economic disadvantage impacted their families’ relationships with their homelands. The article concludes by conceptualizing critical connoisseurship as a means for guiding students to tap into the embodied knowledge of place in order to notice, question, appreciate and critically reflect upon curricular content and subject matter and resist neoliberalism’s removal of person from place and local knowledge.  相似文献   

Leadership provided by non-academic middle-level managers in the Australian higher education sector: the enablers     

Vilkinas  Tricia 《Tertiary Education and Management》2014,20(4):320-338

This study seeks to identify the leadership behaviours displayed by non-academic middle-level managers in the Australian higher education sector. The study also identifies the importance of these leadership behaviours and the leadership effectiveness of these managers. The integrated competing values framework was used to measure leadership behaviours and effectiveness. A total of 75 middle-level managers participated in a 360-degree feedback programme that sought responses from 816 of their work colleagues (line manager, peers and staff). Repeated measures analysis of variance was used to analyse the data. The results of the analysis found that the managers were reasonably effective, were reflective and learnt new behaviours, displayed all leadership behaviours at a reasonable level and considered all the leadership behaviours to be important. In the main, the managers held similar perceptions to their work colleagues. Future research is needed to identify gender and cultural differences.  相似文献   

Critical pedagogy and the purpose of educational research in an age of “alternative facts”     

Tricia M. Kress 《Review of Education, Pedagogy & Cultural Studies》2018,40(5):443-457

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