‘Trying to decide … what sort of teacher I wanted to be’: mentoring as a dialogic practice     

Debra Talbot  Jane Denny  Sarah Henderson 《Teaching Education》2018,29(1):47-60

Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what teachers actually learn during placements continue to be of concern to all involved in this component of teacher education. In this paper, three interconnected perspectives are provided as a university-based teacher educator, a school-based teacher educator and a pre-service teacher learn together in a dialogic mentoring relationship. The work of Mikhail Bakhtin and Valentin Voloshinov is employed to theorise the nature of dialogic relationships and how such relationships differ from ‘having a conversation’.  相似文献   

Place and student subjectivities in Higher Education ‘cold spots’     

Holly Henderson 《British Journal of Sociology of Education》2020,41(3):331-345

Abstract

This article uses an analytical framework informed by social geographies to explore the complex relationships between Higher Education Institution, undergraduate student and place. Drawing on findings from a qualitative study exploring the experiences of college-based Higher Education students studying degree courses in Further Education Colleges in England, the article sees student subjectivities as structured through inequalities of institutional positioning in a stratified system as well as through layered local histories of industrial loss. Taken as an instance of undergraduate education in a massified and geographically unequal national context, the findings in this article offer an insight into the contradictory role played by Higher Education in its local area, particularly where a local area is defined by both a lack of and a need for increased educational opportunity.  相似文献   

The scholarship of teaching and learning: A Special Niche for Faculty at Comprehensive Universities?     

Bruce B. Henderson  Heidi E. Buchanan 《Research in higher education》2007,48(5):523-543

We investigated the involvement of faculty members at comprehensive universities in scholarship of teaching and learning publishing activities in four disciplines. Compared to to their publishing rates in research-oriented journals, comprehensive university faculty members were more involved in publishing articles and serving on editorial boards for pedagogical journals. Over the past three decades, the relative involvement in the scholarship of teaching and learning journals by faculty members at comprehensive universities and liberal arts colleges has increased whereas participation by faculty members at research universities has declined.  相似文献   

From description to explanation: An empirical exploration of the African‐American pipeline problem in STEM     

Bryan A. Brown  J. Bryan Henderson  Salina Gray  Brian Donovan  Shayna Sullivan  Alexis Patterson  William Waggstaff 《科学教学研究杂志》2016,53(1):146-177

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Simultaneous contrast in the goldfish     

Richard A. Burns  William T. Woodard  T. B. Henderson  M. E. Bitterman 《Learning & behavior》1974,2(2):97-100

In this, as in two prior experiments, goldfish trained with small reward for response to one color and large reward for response to another color performed less well for the small reward than control animals trained with small reward for response to both colors. The results obtained in the present experiment (with liquid food as reward) cannot be explained in terms of postingestive inhibition (evidence from the prior experiments withTubifex worms as reward being inconsistent on this point) or in terms of within-sessions decrement in drive. The results bear on the phyletic generality of simultaneous contrast and on the relation of simultaneous to successive contrast, a phenomenon that has thus far failed to appear in goldfish.  相似文献   

Self-regulated learning: Implications for the design of instructional media   总被引：1，自引：0，他引：1  

Ronald W. Henderson 《Contemporary educational psychology》1986,11(4)

This paper describes the implications of principles derived from cognitive social learning theory and Vygotsky's socially oriented developmental perspective for the design of technology-based instructional materials. Vygotsky's ideas about the kinds of experience that facilitate intellectual growth in the “zone of proximal development” suggest that contemporary mathematics instruction (usually characterized by presentations to large groups, or by individualized instruction dominated by worksheets) deny students opportunities for individual interaction with and supportive guidance by adult experts or competent peers. It is proposed that such instruction fails to support the transfer of regulatory responsibility from teacher to student. The derivation of design specifications for the use of instructional technologies to overcome these limitations of contemporary instruction in mathematics is described. Instructional materials designed to promote self-regulation strategies as well as procedural and declarative knowledge in mathematics are presented.  相似文献   

The Von Neumann Entropy: A Reply to Shenker   总被引：1，自引：0，他引：1  

Henderson  Leah 《The British journal for the philosophy of science》2003,54(2):291-296

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Understanding cultural evolution     

Henderson  David 《Metascience》2016,25(3):469-472

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Does what you study at age 14–16 matter for educational transitions post-16?     

Vanessa Moulton  Alice Sullivan  Morag Henderson  Jake Anders 《牛津教育评论》2018,44(1):94-117

Abstract

This paper considers whether subject choice at 14–16 influences post-16 transitions, taking into account prior academic attainment and school characteristics, and if so, whether this accounts for socioeconomic, gender, and ethnic differences in access to post-16 education. We consider post-16 progression to full-time education, A-levels, and studying two or more facilitating subjects at A-level. We use ‘Next Steps’, a study of 16,000 people born in England in 1989–1990, linked to administrative education records (the National Pupil Database). We find that students pursuing an EBacc-eligible curriculum at 14–16 had a greater probability of progression to all post-16 educational outcomes, while the reverse was true for students taking an applied GCSE subject. Curriculum differences did not explain the social class differences in post-16 progression, but an academic curriculum was equally valuable for working-class as for middle-class pupils. Pursuing an EBacc-eligible curriculum particularly strongly increased the chances of girls and white young people staying in the educational pipeline, whereas applied subjects were particularly detrimental for girls. An EBacc-eligible curriculum at age 14–16 increased the chances of studying subjects preferred by Russell Group universities at A-level.  相似文献   

Economics and Education for Human Flourishing: Wendell Berry and the Oikonomic Alternative to Neoliberalism     

Joseph A. Henderson  David W. Hursh 《Educational Studies A Journal of the American Educational Studies Association》2014,50(2):167-186

Neoliberal ideologies and policies have transformed how we think about the economy, education, and the environment. Economics is presented as objective and quantifiable, best left to distant experts who develop algorithms regarding different monetary relations in our stead. This same kind of thinking—technical, numerical, decontextualized, and ostensibly objective—infiltrates how we think about education and the environment. For example, neoliberal education reform focuses on using test scores and markets as a way to measure and improve learning and teaching. Similarly, environmental issues are presented as problems to be solved through new technologies and market efficiency. In response, we critique neoliberalism using the philosophy of the agrarian poet and writer Wendell Berry who abhors how neoliberalism disconnects humans from one another and the traditions that sustain them in their communities. Rather than neoliberalism's rootless entrepreneurial individual—homo economicus—we suggest that freedom, instead, resides in one's ability to flourish in one's place in the world. Such flourishing cannot occur without reinvigorating the traditions, including Aristotle's oikonomics, that have allowed people to live sustainably in their social and ecological communities.  相似文献