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741.
Kelly E. Matthews Alison Cook-Sather Anita Acai Sam Lucie Dvorakova Peter Felten Elizabeth Marquis 《高等教育研究与发展》2019,38(2):280-293
ABSTRACTA body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis. 相似文献
742.
Alison Cook‐Sather 《Cambridge Journal of Education》2008,38(2):231-245
Since the early 1980s educators have argued that reflection is an essential dimension of good pedagogical practice. This discussion of my attempt to support a constructivist approach to learning for three different groups of learners illustrates one effort to engage in such reflection. I analyze several assignments I have designed for differently positioned learners, all within the context of a liberal arts college in northeastern USA. Referring to the assignments I have developed in each context, I analyze the particular kinds of structures, challenges and supports I try to provide to learners, with the goal of surfacing the convictions I hold about learners' identities and capabilities. My intention is to identify underlying pedagogical principles that inform my practice across contexts, not only to make it clearer for myself and others what guides that practice but also, in an effort to acknowledge the evolving and interdependent nature of this work, to articulate the new challenges this analysis poses for me. 相似文献
743.
This article reports on the findings of a research project (Exploring the Field) carried out with two Year 6 classes during the period of the FIFA World Cup in 2006. Drawing on Elaine Millard’s concept of ‘fusion literacy’ the pupils’ contributions to individual journals and a class blog are analysed. Key findings relate to ways in which the content of the project, which accorded with many of the pupils’ interests, combined powerfully with the communicative channels offered by the journals and blog. This combination gave some pupils new opportunities to find a writing voice and, given the global status of the tournament, raised particular issues about identity. 相似文献
744.
This paper reports findings from an international survey into the research involvement and support of university teaching staff in a relatively new profession‐orientated discipline, publishing studies (PS). It uses these findings to consider barriers and opportunities for academic research both specifically in PS and more broadly in other profession‐orientated disciplines. Greater understanding was felt to be of value as universities internationally are increasingly being pressurized to create close links with the wider economy, produce employable students, and encourage relevant and implementable research. The survey suggests that while there is strong agreement among respondents that it is beneficial for those teaching PS to be research‐active, there was considerable variation in current levels of research activity. Respondents rated their research activity highest in departments with an active research culture and effective research support processes. Lack of time was the main reason cited for reduced or non‐involvement in academic research and while this is a common issue for academics, PS respondents isolated a number of exacerbating factors. Suggestions are offered for addressing identified barriers and pursuing new opportunities for research. The paper argues that as research outputs of academics are increasingly monitored it is important to consider how the full range of disciplines housed within institutions can be accommodated within research support. Overall, the research has a strong relevance for interdisciplinary areas, and other profession‐ and practice‐orientated subjects within universities. 相似文献
745.
Raymond S. Pastore Alison A. Carr‐Chellman Neal Lohmann 《Performance Improvement Quarterly》2011,23(4):27-48
The purpose of this study was to examine the effects of implementing user design strategies within the corporate culture. Using a case study design approach, this article explores the change process within a Fortune 100 company in which users were given significant decision‐making powers. The main focus is on the unique nature of user design in a corporate environment where users become stakeholders in the process, a very different approach from the more typical top‐down management style. The study found that allowing users to design their own day‐to‐day processes gave them a sense of empowerment in their jobs because they could manage how they worked as long as they were meeting company goals. As a result, users were better able to manage their jobs, solve process‐related problems, and increase efficiency. 相似文献
746.
The paper experiments with, and reflects on, the limited possibilities for collaboration and communication across disparate groups within the university setting. The authors respond to the strong imperative to bring management, academics and support staff together, and so move beyond the entrenched positions and interests that those groups often display. They highlight the implications that this may have for collaborative academic publication. The text of the paper works as a research exercise in which each author's contribution constitutes data as well as providing reflections upon their own distinct identity and its consequences for communication in universities. The authors argue that attempts to enact ‘better communication’ is in many senses a failed project, but that it is this very fact which makes the experiment instructive. They conclude that calls to collaboration must acknowledge the fact that such relationships will always be relations of power, and are therefore not easily negotiated or understood. 相似文献
747.
Evidence‐based practice is gaining support amongst health professionals. However, the major barrier remains the lack of time to read the literature. There are also problems with the take‐up and use of evidence‐based information sources such as Cochrane reviews and Effective Health Care bulletins. If such evidence is to be incorporated into local guidelines and used in day‐to‐day practice, practitioners request that these and other reliable publications be further summarized in short packages and available within seconds. The Health Evidence Bulletins Wales offer a model for this approach. The Bulletins have gone through several developmental stages leading to a novel two‐column format. In the first column, brief statements summarize the best available evidence within a topic area. In the second, full details are provided of the supporting publications (and the evidence type, or research design) with links to the full text of documents, where possible from the electronic versions of each Bulletin. Results from a questionnaire study using a random sample and unsolicited feedback suggest that this ‘two‐tier’ approach to information provision is valued by users and has implications for information services currently under development to support clinical governance. 相似文献
748.
Journal of Mathematics Teacher Education - 相似文献
749.
Several research articles have been published demonstrating the effectiveness of behavioral interventions in improving suggestive selling behavior of sales staff (e.g., Johnson & Masotti, 1990; Martinko, White, & Hassell, 1989; Mirman, 1982; Ralis & O'Brien, 1986). Procedures employed in these studies made use of two classes of personnel to implement the intervention: (1) personnel internal to the organization or (2) external consultants. The current study examined the efficacy of a consumer‐driven approach to improve suggestive selling behavior of three employees of a fast food franchise. Customers delivered either a verbal prompt or praise to an employee after they had placed their order. Delivery of a prompt or praise depended on whether or not the employee made a suggestion for an additional food purchase. This consumer‐driven intervention increased suggestive selling behaviors of all three employees, and was associated with higher suggestive sales in each case. 相似文献
750.
This viewpoint proposes eight anatomy threshold concepts related to physical therapist education, considering both movement system theory and anatomical competence. Movement system theory provides classifications and terminology that succinctly identifies and describes physical therapy practice from a theoretical and philosophical framework. The cardiovascular, pulmonary, endocrine, integumentary, nervous, and musculoskeletal systems are all included within this schema as the movement system theory encompasses all body systems interacting to create movement across the lifespan. Implementing movement system theory requires an ability to use human anatomy in physical therapist education and practice. Understanding the human body is a mandatory prerequisite for effective diagnosis, assessment, treatment, and patient evaluation. Anatomical competence refers to the ability to apply anatomic knowledge within the appropriate professional and clinical contexts. Exploring the required anatomical concepts for competent entry-level physical therapist education and clinical practice is warranted. The recommended threshold concepts (fluency, dimensionality, adaptability, connectivity, complexity, stability or homeostasis, progression or development, and humanity) could serve as an integral and long-awaited tool for guiding anatomy educators in physical therapy education. 相似文献