Reflective pedagogy: the integration of methodology and subject-matter content in a graduate-level course     

Rick C. Jakeman  Markesha M. Henderson  Lionel C. Howard 《Teaching in Higher Education》2017,22(2):207-221

This article presents a critical reflection on how we, instructors of a graduate-level course in higher education administration, sought to integrate theoretical and subject-matter content and research methodology. Our reflection, guided by autoethnography and teacher reflection, challenged both our assumptions about curriculum design and our process of designing and teaching the redesigned course. We found that our efforts to integrate course content and methodology differed from students’ prior experiences and resulted in a disconnection between their experience and the intended course learning objectives. Recommendations include understanding the degree program culture and students’ course expectations, using assignments that facilitate learning of both theory and methods, and balancing classroom discussion among theory, methodology, and the integration of the two.  相似文献   

Multi‐cultural education‐‐a whole school approach     

Henderson Clarke 《Cambridge Journal of Education》1982,12(2):82-86

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Enablers and constraints to walking for older African American and American Indian women: the Cultural Activity Participation Study     

Henderson KA  Ainsworth BE 《Research quarterly for exercise and sport》2000,71(4):313-321

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Note on the modifications of the bessemer steel process     

C. Hanford Henderson 《Journal of The Franklin Institute》1887,123(6):454-462

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Infant Attachment Security and Early Childhood Behavioral Inhibition Interact to Predict Adolescent Social Anxiety Symptoms          下载免费PDF全文

Erin Lewis‐Morrarty  Kathryn A. Degnan  Andrea Chronis‐Tuscano  Daniel S. Pine  Heather A. Henderson  Nathan A. Fox 《Child development》2015,86(2):598-613

Insecure attachment and behavioral inhibition (BI) increase risk for internalizing problems, but few longitudinal studies have examined their interaction in predicting adolescent anxiety. This study included 165 adolescents (ages 14–17 years) selected based on their reactivity to novelty at 4 months. Infant attachment was assessed with the Strange Situation. Multimethod BI assessments were conducted across childhood. Adolescents and their parents independently reported on anxiety. The interaction of attachment and BI significantly predicted adolescent anxiety symptoms, such that BI and anxiety were only associated among adolescents with histories of insecure attachment. Exploratory analyses revealed that this effect was driven by insecure‐resistant attachment and that the association between BI and social anxiety was significant only for insecure males. Clinical implications are discussed.  相似文献   

Infants’ and Young Children's Imitation of Linguistic In‐Group and Out‐Group Informants          下载免费PDF全文

Lauren H. Howard  Annette M. E. Henderson  Cristina Carrazza  Amanda L. Woodward 《Child development》2015,86(1):259-275

Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated.  相似文献   

Submission or subversion: survival and resilience of Chinese international research students in neoliberalised Australian universities     

Xing  Congcong  Mu  Guanglun Michael  Henderson  Deborah 《Higher Education》2022,84(2):435-450

Higher Education - Although scholars have noted the detrimental nature of the various changes in higher education prompted by neoliberalism, its impact on the experiences of international Higher...  相似文献   

THE ROAD AHEAD     

George Henderson 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):34-38

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Mechanical modifications of the bessemer plant necessary to adapt it to the economical working of the basic process     

William M. Henderson 《Journal of The Franklin Institute》1882,114(3):206-211

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‘But that wasn't enough’: exploring affective assemblages within a professional relationship     

Linda Henderson 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):459-472

This paper engages with the early childhood–school relationship. The relationship has a long-standing history of being defined by a series of divisions and separations. Research has identified the divisions and separations to be largely determined by differences around concepts of learning and pedagogy. Discursive analyses of these differences often result in a series of impasses. The aim of this paper is to move beyond these discursively determined impasses. I draw on data from a small pilot study where a group of early childhood teachers come together to talk about their use of Transition Statements. I bring to the analysis of the data the concept of affective assemblages. This allows me to look beyond that which has been discursively produced in order to ask new questions, and to offer new ways of being in relationship.  相似文献