The role of higher education has changed in the United States. It has become a learning society where egalitarian pressures for equal opportunities led to the expansion of educational services to broader and more representative segments of society. Five propositions illustrate the current pressures for change. (1) Institutions of higher education no longer enjoy a monopoly on the provision of educational services. The learning society has given higher education new competition for the growing adult market. (2) The roles of education providers are increasingly blurred. (3) Higher education no longer has the full‐time commitment of students or of faculty. (4) Lifelong learning has become a lifelong necessity for almost everyone, which demands flexibility and responsiveness to change on the part of higher education. (5) A change is needed in the methods of teaching and learning to accommodate adult learners and to provide for the long‐ range needs of the learning society. 相似文献
In the spring of 2002 the Ontario College of Teachers began a research project in order to foster awareness of the Standards of Practice for the 187 000 teachers in the province. Case work, in which 18 teachers representative of the College's membership wrote narratives describing their professional dilemmas, was the methodology chosen. Through reflection and collaborative group work these practitioners co‐created a set of cases, mapping them back to the standards in order to ascertain how the standards had been embedded or absent from their daily practice. To validate the effectiveness of this method, we used the cases in pre‐service, in‐service, principal and supervisory personnel venues. We also recorded the impact of the ‘case institute’ in a focus group session with the original writers. Augmented by commentaries from internationally known teacher educators, this text will be sent to all provincial school boards as part of a resource kit to educate teachers about the standards of practice.
Au printemps 2002, l'Ordre des enseignantes et des enseignants de l'Ontario amorçait un projet de recherche ayant pour but de sensibiliser les 187 000 enseignants de la province aux normes d'exercice de leur profession. L'étude de cas rédigés par 18 enseignants membres de l'Ordre est la méthode qui allait servir à présenter divers dilemmes professionnels. Ainsi, ces praticiens ont réfléchi et travaillé ensemble pour présenter des cas et les rattacher aux normes afin de déterminer la présence ou l'absence des normes dans leurs pratiques quotidiennes. Pour valider l'efficacité de cette méthode, nous avons mis les cas à l'épreuve lors d'activités organisées pour les étudiants des facultés d'éducation, des enseignants en perfectionnement professionnel, des directeurs d'école et des agents de supervision. Nous avons également réuni les 18 rédacteurs pour discuter de l'impact des ateliers de rédaction de cas. Le texte, auquel s'ajoutent les commentaires d'éducateurs de renommée internationale, fera partie de la trousse de ressources qui sera envoyée à tous les conseils scolaires de la province pour initier les enseignants aux normes d'exercice de la profession.
Im Frühjahr 2002, unternahm das Ontario College of Teachers einen Forschungsprojekt mit dem Ziel, das Bewußtsein der Normen der Praxis unter den 187,000 Lehrer des Bundeslandes Ontario zu fördern. Die gewählte Methodologie war die Untersuchung von spezifischen Fallberichten, in denen 18 Lehrer, die repräsentativ für die Mitglieder der Organisation dastehen, ihre Entscheidungen im beruflichen Alltag begründeten. In einem von Überlegung, Zusammenarbeit und Gruppenarbeit geprägten Verfahren schufen diese Lehrer und Lehrerinnen einen Korpus der Fälle, die sie anschließend zu den Berufsnormen zurückverfolgten, um festzustellen, wie die Normen sich in der täglichen Praxis eingebettet hatten oder das Gegenteil. Um die Wirksamkeit der Methode zu bestätigen, wurden Einzelfälle in vorberuflichen, beruflichen, Direktor‐ und Aufsichtsstellen‐bezogenen Umgebungen ausgesucht. Die Wirkung der Falluntersuchungen wurde auch in einer Diskussionsrunde mit den Autoren aufgenommen. Dieser Text, bereichert durch Kommentare von Lehrerausbildern von internationalem Ruf, wird an alle Schulverwaltungen im Bundesland Ontario als Bestandteil eines Ressourcen‐Compendiums versandt, mit dem Ziel, Lehrer über die Normen der Berufspraxis weiterzubilden.
En la primavera del 2002, el Colegio de Profesores de Ontario inició un proyecto de investigación para crear conciencia entre los 187,000 maestros en la provincia sobre los estándares de práctica profesional. La metodología elegida fue el ‘Estudio de antecedentes’ en la que un grupo representativo de la membresía del Colegio, conformado por 18 maestros, redactó historias contando sus dilemas profesionales. Tras mucha reflexión y trabajo mancomunado de equipo, estos profesores crearon colectivamente un conjunto de casos, trazando un mapa vinculándolos a los estándares y así poder determinar de qué manera estos estándares habían estado arraigados en su práctica profesional cotidiana o si los habían dejado de lado. Para validar la eficacia de este método, aplicamos los casos en varios contextos docentes: estudiantes de la facultad de educación, capacitación profesional para docentes, directores de plantel y superintendentes de las juntas directivas escolares. También tomamos nota del impacto del ‘Taller para la redacción de casos’ en una sesión de enfoque grupal con los propios autores. Este texto, que ha sido complementado con comentarios de capacitadores de maestros conocidos internacionalmente, será enviado a todas las Juntas Directivas de las escuelas provinciales como parte del kit de recursos para educar a los profesores sobre los estándares de práctica profesional. 相似文献
Counselor education currently does not have a training model that is systematically employed and contains provisions for individual differences or promotes the development of programs for facilitating transfer of training. In the proposed model, counselor educators must decide which of the counseling student's thinking, feeling, and acting behaviors will become the focus of training efforts. The staff creatively implements its conceptualized behavioral curriculum goals through the application of learning principles to specified counseling student behaviors that are assessed to determine if whether or not the desired behavior changes are occurring. 相似文献
A common trend in higher education is the “flipped” classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology ‘major’ class and the students’ attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56–65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %). 相似文献
In this paper we propose and test an evolutionary model of stylistic innovation, that is the change in the aesthetic and symbolic elements of products and services. Style is an increasingly relevant phenomenon in many industries and our goal is to develop a model of how styles get introduced and adopted. We build on existent literature on technological change to frame the dynamics of how style changes across time. In the model we propose, companies face periods of ferment with relevant stylistic variations and periods of convergence on a single trend—that is the stylistic convergent design versus the technologic dominant design. We identify the drivers of convergence in stylistic innovation. We test the model with a longitudinal empirical study (1984-2002) in the fine fashion industry, explaining the main differences between a stylistic and a technological evolutionary model. 相似文献
The Franklin Institute, Philadelphia, Pennsylvania awarded the 2001 Benjamin Franklin Medal in Life Science to Judah Folkman for his founding of the field of angiogenesis research and demonstration that angiogenesis is a necessary factor in the conversion of abnormal cells to malignant tumors. 相似文献
Do infants use past linguistic information to interpret an ambiguous request for an object? When infants in this research were shown 2 objects, and asked for 1 with an indefinite request (e.g., "Can you get it for me?"), both 15- and 18-month-olds used the speaker's previous reference to an absent object to interpret the request. The 18-month-olds did so even when the request was made after a 2.5-min delay. When the request was made by a person who did not participate in the conversation, the infants did not use the previous verbal information. These results demonstrate infants' ability to use language as a source of information in ambiguous contexts and indicate an early appreciation of the shared nature of conversation. 相似文献
Objectives: envy is a negative social emotion that stems from a social comparison. This study explores the effect of deservingness on the intensity of schadenfreude (pleasure in another’s misfortune) in situations of invidious comparison. Method: the participants, 181 children between the ages of three and 10, were asked to describe what an envious character felt when the character (s/he) envied had lost an (deserved or undeserved) advantage. They were also asked to explain their answers. Results: the findings showed that schadenfreude was more intense when the lost advantage was undeserved than deserved only in young children. The difference between conditions decreased with age. The children’s explanations of schadenfreude were based on the damage to the envied person, whereas the responses of pity were justified by the misfortune and equitable ending (no one wins) of the story. Conclusions: the discussion addresses some of the possible factors, such as the acquisition of display rules, deservingness and perception of equality, that contribute to children’s understanding of emotions such as envy and schadenfreude. 相似文献
Several response‐prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded. 相似文献
This case study of a joint school/university professional development opportunity explored how 12 practitioners came together to examine change in light of discrepancies between current practice in local schools and promising practices recommended in the literature for students identified as having significant disabilities. The group met monthly over the course of one school year to study action research and to examine aspects of individual practice and their emerging identity as a community of learners. Participants explored perceptions about promising practice relative to actual practice engaged in by K–12 teachers, the impact of ongoing structured conversation on individual practice, and the impact of group membership for both individual participants and school/university partnerships. After one academic year, participants reported that the impact of this structured conversation was highly meaningful with respect to positive change in individual practice, the creation of a new support network for participants, and the development of new understandings between university and K–12 practitioners. Findings are discussed in light of implications for researchers, teacher educators, and K–12 practitioners in their various roles as agents of social change. 相似文献
