Professional learning during a schools–university partnership Master of Education course: teachers’ perspectives of their learning experiences     

Ruth Kershner  David Pedder  Christine Doddington 《Teachers and Teaching》2013,19(1):33-49

An extensive body of research has indicated the benefits of collaborative, contextualised and enquiry-based learning for teachers’ professional development and school improvement. Yet professional learning is also known to be constrained by a number of factors, including the organisational limitations of schools, conflicting cultural practices and wider political demands. Schools–university partnerships have been developed to overcome some of these difficulties by transcending particular school contexts and offering alternative theoretical and practical perspectives. The complex combination of motivations, backgrounds and working contexts in such partnership work calls for attention to the individual and collective learning experiences of those involved, including the ways in which school and university contexts are, or could be, effectively bridged. This paper focuses on understanding the learning experienced by a cohort of teachers and school leaders involved in a two-year schools–university partnership Master of Education (M.Ed.) course in England. A mixed group of 15 experienced primary and secondary teachers and school leaders reflected on their learning at five points of time during and shortly after completing their M.Ed. course. Qualitative analysis of the group’s interview responses and reflective writing led to the identification of six related aspects of personal and professional learning experience: being a learner; learning as part of professional practice; widening repertoire; changing as a learner; personal growth; and critically adaptive practice. The identification and visual representation of these aspects of experience emerging within the group offers useful insight into teachers’ perspectives on learning in school and university contexts and their experiences of progression over time. We conclude that more explicit and central attention to the professional and personal learning elements of schools–university partnerships can help to resolve some of the binary ‘theory–practice’ tensions that have been extensively discussed in relation to partnership programmes and teacher professional development. There is a need to acknowledge variation in teachers’ learning experiences within schools–university partnerships, bearing in mind the ongoing nature of this reflective process with each new group of school and university colleagues. Analysis of participants’ learning experiences in school and university contexts also draws attention to the wider structures, values and cultures that influence, and are influenced by, schools–university partnership work.  相似文献   

Making Connections: Linking Cognitive Psychology and Intervention Research to Improve Comprehension of Struggling Readers     

Kristen L. McMaster  Christine A. Espin  Paul van den Broek 《Learning disabilities research & practice》2014,29(1):17-24

Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention research contributes to knowledge regarding for whom and under what conditions reading comprehension interventions are most likely to be beneficial. First, we provide a brief overview of a cognitive perspective on reading comprehension. Next, we illustrate an application of this perspective by describing a collaborative project in which we examined interactions among reader characteristics, text properties, and instructional contexts. Last, we highlight directions for future research and implications for practice.  相似文献   

Bibliotherapy for mental health service users Part 1: a systematic review     

Deborah Fanner  Christine Urquhart 《Health information and libraries journal》2008,25(4):237-252

Aims and objectives: UK health policy advocates a patient‐centred approach to patient care. Library services could serve the rehabilitation needs of mental health service users through bibliotherapy (the use of written, audio, or e‐learning materials to provide therapeutic support). Part 1 of a two part article describes a systematic review of the evidence for the effectiveness of bibliotherapy in mental health services. Methods: The systematic review of the literature used Cochrane guidelines, together with an overview of evaluations of bibliotherapy initiatives, and assessments of the needs of adult mental health service users for rehabilitation support. Results: The evidence strongly suggests that library‐based interventions and the provision of information could be beneficial for service users and economical for the health service in assisting treatment of a range of conditions. At present, public libraries in the UK are developing basic bibliotherapy services. Conclusions: Librarians, including librarians working for the health service, might provide more sophisticated bibliotherapy services, but the evidence to guide delivery is limited.  相似文献   

Long Distance Relationships: Assessing the Library Service Needs of Rural Students in eLearning Courses     

Lorelei Sterling  Jennifer McKay  Christine Ericson 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):140-157

ABSTRACT

In states with limited road accessibility, rural students can feel isolated from library services. This article explores the creation, implementation, and results of an on-going longitudinal study assessing the library service needs of rural students in eLearning courses. To align with current practices in online pedagogies, including the Association of College and Research Libraries' Standards for Distance Learning Library Services and recent revisions to the Framework for Information Literacy for Higher Education, this survey has been designed to help the library identify and improve services to enhance rural student success.  相似文献   

Introduction: Information and Communication Technology in Early Childhood Education     

X. Christine Wang  James L. Hoot 《Early education and development》2006,17(3):317-322

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Practical Ontologies for Information Professionals     

Christine DeZelar-Tiedman 《Cataloging & classification quarterly》2017,55(6):413-414

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程序化营销:程序化营销是什么以及它如何造福于出版商?     

克里斯汀·福特  张良晗  刘芳明  乐征帆 《出版科学》2017,25(2)

将程序化营销与出版商的传统广告方式对比,指出程序化营销的目标用户定位优势;接着转向程序化营销的技术工具——数字信号处理器,该工具通过广告交易平台、用户信息数据库和实时竞价平台,实现对广告存货的竞价、购买和性能优化,以及媒介实时购买交易;然后由数字信号处理器衍生相应的策略,通过此类策略锁定潜在客户;最后介绍数字信号处理器的自助服务界面功能,通过该功能,活动经理能够轻松做出决策,实现对广告活动的优化.  相似文献   

From the Ground Up: Learning Through Immersion in Business     

John H. Antil  Christine T. Kydd 《Decision Sciences Journal of Innovative Education》2008,6(1):167-172

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Participating in a Collaborative Action Learning Set (CAL): beginning the journey     

Brendan Mccormack  Elizabeth Henderson  Christine Boomer  Ita Collin  David Robinson 《Action Learning: Research and Practice》2008,5(1):5-19

Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few systematic and/or evaluative accounts of the experience of participating in action learning for potential action learning participants to draw upon. This paper attempts to address this agenda. The paper presents an interpretive evaluation of the experience of nurses participating in action learning as the learning strategy underpinning a 3-year emancipatory practice development/practitioner research programme. In particular, the paper focuses on the experience of ‘joining a learning set’. This focus has been adopted as the theory of action learning emphasises the principle of ‘voluntariness’, but yet action learning is increasingly being pre-prescribed as a component of development and research programmes. Such was the case with the programme reported on in this paper. The paper describes an approach used to evaluate learning that was adopted in this programme and in particular the initial evaluation stage that focuses on participants' feelings about joining an action learning set. The data collection and analysis processes are described and the key themes arising from the analysis (‘self-preservation’ versus ‘development of self’) discussed. It is concluded that working with principles of enlightenment is essential to successful action learning and the transformation of workplace cultures.  相似文献   

Prospective teachers’ analysis of a mathematics lesson: examining their claims and supporting evidence     

Phelps-Gregory  Christine M.  Spitzer  Sandy M. 《Journal of Mathematics Teacher Education》2021,24(5):481-505

Journal of Mathematics Teacher Education - This study examined elementary and secondary prospective teachers’ (PTs’) abilities to analyze a classroom lesson in order to make claims...  相似文献