Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa,New Zealand     

Alexandra C. Gunn  David Berg  Mary F. Hill  Mavis Haigh 《师资教育杂志》2015,41(3):307-320

An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned.  相似文献   

Using one’s own professional activities to promote research and publishing     

David Coniam 《欧洲师范教育杂志》2015,38(3):408-427

This paper explores issues related to teacher educators publishing in journals. They do so for obvious reasons such as tenure, career advancement, personal satisfaction and university prestige. In order to offer an extra means of helping teacher educators achieve these publishing goals, the paper explores how using one’s own professional experiences in a number of spheres may offer substantial opportunities for publishing. Using a Grounded Theory analysis, the author presents an analysis of his own publications. These are laid out in five categories in which his professional pursuits with teacher trainees have led to a considerable number of publications, 34 of which have appeared in international journals, 25 of them in international Grade A and B journals. The author calls for academics to examine their own practices, suggesting that there is much in one’s own professional experiences that can be of worth to the international community.  相似文献   

Factors influencing students’ perceptions of graduate attribute acquisition in a multidisciplinary honours track in a Dutch university     

E.P.W.A. Jansen  C.J.M. Suhre 《高等教育研究与发展》2015,34(6):1138-1152

This article studies the relationship between students’ perceptions of teaching and learning in a multidisciplinary honours programme and their impact on graduate attributes acquisition. The study, conducted among 73 honours students in a Dutch research university, evaluates perceived improvement in graduate attributes through annually collected survey data pertaining to student motivation, perception of the teaching and learning environment, engagement in the programme and registered course marks. The evaluation study reveals that to the extent of the perceived development of graduate attributes, three factors play crucial roles: students’ performance motivation, the amount of teacher support in creative and critical thinking, and students’ inclination to approach the honours track as a learning community.  相似文献   

Validity of Social,Moral and Emotional Facets of Self-Description Questionnaire II     

Kim Chau Leung  Herbert W. Marsh  Alexander Seeshing Yeung  Adel S. Abduljabbar 《Journal of Experimental Education》2015,83(1):1-23

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Learning in Retirement and Old Age: an agenda for the 21st century     

David Istance 《European Journal of Education》2015,50(2):225-238

This article is about education and learning for the ‘retired’. In using this term, it is recognised that any such definitions and given age bands cover a wide range of situations and learning needs. Such diversity should closely inform the educational agenda for older adults, and as it is a life phase defined by challenge and change ‘learning to be’ encapsulates much that is essential to that agenda. The international evidence shows how rapidly our societies are ageing, and how much longer is spent in retirement: so rapid is that change and so large the numbers of seniors and the elderly that the active nature of learning represents a critical aspect of response to this major phenomenon. Contrary to a popular image of declining skills and capacities, the evidence reveals a much more nuanced picture of capability among the retired. Comparisons are drawn with the early childhood sector, which had parallel characteristics but which has since moved rapidly upwards among policy priorities. In conclusion, the article argues that ‘active ageing’ rather than ‘lifelong learning’ represents a more promising embracing framework through which to develop learning in retirement and old age.  相似文献   

An Education Worth Having: The Aspirations and the Development of the Whole Education Network in England     

David Crossley 《European Journal of Education》2015,50(2):184-195

The Whole Education National Network is a dynamic national not-for-profit partnership of schools and organisations that believe that all children and young people are entitled to an education that supports the development of wider skills, qualities and characteristics to enable them to thrive in life, learning and work, as well as conventional academic achievement. The article outlines the background to the development of the growing network of some 150 schools plus partner organisations and its core aims. It then considers what the Network is achieving and what it is learning about its approach as it grows. It offers and is seeking to embed and sustain an approach to school development that is ‘values-led, evidence-informed and impact-focused’. It is also predicated on a commitment to and belief in peer-to-peer collaboration, inspired and encouraged by the work of leading academics, thinkers and practitioners. Whole Education is also a response to what many observers and commentators identify as a weakness of the English and many other systems: the gap between the outcomes achieved by the more disadvantaged and other students. Part of its moral purpose is to help to narrow that gap, underpinned by a belief that focusing on immediate outcomes and test scores is not enough on its own. The Network operates in the belief that it will only be through the commitment to an entitlement to a ‘whole education for all’ that any school or system will truly narrow the gap and make a real difference to the life-chances of all young people. School leaders and schools that have gravitated towards Whole Education seek like minds to share and, more importantly, develop both their thinking and strategies employed to help achieve their goals. At the heart of the change model underpinning Whole Education is the development of effective communities of practice that develop professional capital and unleash the creativity of teachers. Creating, embedding and sustaining a national self-funded school-led network committed to achieving longer-term aspirations rather than immediate needs is both inspiring and challenging. The pressure to respond to short-term targets in terms of student outcomes and accountability pressures has meant that the energy and resource tend to be focused on the immediate rather than the medium- or longer-term needs. Whole Education provides a powerful example of how schools that share common aspirations can seize the agenda, have real impact on students and demonstrate the potential of a self-improving school system.  相似文献   

How stable is the stratification of higher education in England and Scotland?     

David Raffe  Linda Croxford 《British Journal of Sociology of Education》2015,36(2):313-335

This paper asks whether the institutional hierarchies defined by ‘golden triangle’, other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from Universities and Colleges Admissions Service data for 1996–2010, the article finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status differences between sectors towards the end of the period. The main exception was a slight ‘upgrading’ of new (post-1992) universities in Scotland early in the period. There was little change in the association of institutional sector with social class, but in England the association with private secondary schools became slightly stronger and the association with ethnicity weakened.  相似文献   

Developing learning progression‐based teacher knowledge measures     

Hui Jin  HyoJeong Shin  Michele E Johnson  JinHo Kim  Charles W. Anderson 《科学教学研究杂志》2015,52(9):1269-1295

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Assessing the role of curriculum coherence in student learning about energy     

David Fortus  LeeAnn M. Sutherland Adams  Joseph Krajcik  Brian Reiser 《科学教学研究杂志》2015,52(10):1408-1425

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Reviewing the Family Unit as a Stakeholder in Talent Development: Is It Undervalued?     

Robin David Taylor  Dave Collins 《Quest (Human Kinetics)》2015,67(3):330-343

As elite youth sport becomes more organized and professionalized, the role of the family is increasingly acknowledged as being significant in the development of young talent. High-profile examples across a range of professional sports, both positive and negative, have drawn attention toward this important stakeholder. Accordingly, this review first examines the key issues in relation to family involvement in talent development in relation to what is perceived as good and bad practice on behalf of the family. Next the key theoretical underpinning is considered, Family Systems Theory, and how it may be integrated within elite youth sport. Finally, the article concludes with a summary of where the current literature leaves us and where we can progress from here. Two possible inputs are suggested that could benefit the effectiveness of family involvement: a focus on the family holistically and a second on the role different family members can play.  相似文献