Supporting student teachers in developing and applying professional knowledge with videoed events     

Jenni Ingram 《欧洲师范教育杂志》2014,37(1):51-62

Student teachers often struggle with handling events in the complex environment that is a classroom. This article reports on a study that investigates the potential of using video-based materials to support mathematics student teachers in developing and applying professional knowledge. Student teachers viewed videos of classroom events with possible teacher reactions to each event. This article reports on the discourse that occurred before and after the viewing of the four possible responses in terms of the content and the nature of the discussions. Results show that when the event focused on mathematics, the focus of the responses shifted from themselves as teachers to the learners. However, the converse was true when the event focused on generic classroom management issues. Additionally, the nature of both sets of responses became more evaluative and interpretive following the video clips of possible responses.  相似文献   

Technical boys and creative girls: the career aspirations of digitally skilled youths     

Billy Wong  Peter E. J. Kemp 《Cambridge Journal of Education》2018,48(3):301-316

Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally skilled teenagers (aged 13–19), this article investigates their digital career aspirations and examines how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While it was found that digitally skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, the growing importance of creativity as a career pathway into digital technology is highlighted. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity.  相似文献   

Teaching for well-being? Introducing mindfulness in an undergraduate course     

Carly M. Ingram  Tricia van Rhijn 《Journal of Further & Higher Education》2019,43(6):814-825

Student mental health and well-being are increasing concerns in higher education. This exploratory study examined students’ learning in a mindfulness programme incorporated into an undergraduate class. Six brief mindfulness-based practices were introduced: mindfulness meditation, walking meditation, body scan, mindful eating, loving-kindness and Tonglen meditation. Fourteen students were interviewed after completion of the course to explore their conceptions and use of mindfulness and other self-care practices. Results of thematic analyses suggest that there were variations in students’ adoption of mindfulness-based practices and students’ preferred mindfulness techniques. Most participants reported that mindfulness instruction and practice were beneficial but this was not universal; some students reported that mindfulness was ‘not for them’. Findings suggest that mindfulness fostered self-reflection, self-awareness and relaxation for many students and incorporating mindfulness at the beginning of class improved the overall quality of discussion and facilitated students’ learning. Findings further suggest that students incorporated mindfulness into existing self-care practices that included a variety of other preferred techniques to enhance self-reflection, self-awareness and relaxation. Overall, our findings suggest that students should be helped, through explicit instruction, to develop a ‘toolbox’ of self-care approaches that may include, but are not necessarily limited to, mindfulness techniques.  相似文献   

Indebted: how families make college work at any cost,     

Nicola Ingram  Sylvia Nissen  Penny Jane Burke 《British Journal of Sociology of Education》2020,41(5):733-742

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‘Swallow your pride and fear’: the educational strategies of high-achieving non-traditional university students     

Billy Wong  Yuan-Li Tiffany Chiu 《British Journal of Sociology of Education》2019,40(7):868-882

Abstract

With more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the United Kingdom, over a quarter of undergraduates now leave university with the highest grade – a ‘first-class’ degree – although students from non-traditional and underprivileged backgrounds are the least likely. This article explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-year students who are on course to achieve a first-class degree from working-class, minority ethnic and/or mature backgrounds, we examine their pathways to academic success through identity works and negotiations. We argue that early successes are crucial for students to re-evaluate their self-expectations as students who can achieve in higher education, while self-esteem, pride or fear can prevent students from maximising their available resources and opportunities. Implications for practice and policy are discussed, including the reflective advice from HANT students towards academic success.  相似文献   

Using student‐centred teaching to develop human resource management competencies     

Arthur Ingram 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):39-44

The paper examines the management of student ‐ centred learning in a human resource management undergraduate module with a hospitality industry focus. It outlines the educational aims, approaches to the management of delivery, assessment and monitoring issues of attempts to foster the deep learning capabilities of management students about to embark on their careers. The case for wide application of syndicates, dialogue and team ‐ working to in‐house training and development across the educational\training spectrum can be made. Tips, guidelines, reservations and applications are listed to help hospitality trainers customise the general approach to suit their own needs. Some of the advantages claimed are that individual learners can draw upon a structure of learning resources which can help ground their work and so alleviate anxiety, leaving the learners to pursue their own learning goals, show competence and enjoy the process of learning for its own value.  相似文献   

Comparison of Four Approaches to Increasing Physical Fitness     

Billy O. Wireman 《Research quarterly for exercise and sport》2013,84(4):658-666

Abstract

An attempt was made to study the relative effectiveness of four approaches to increasing physical fitness in male college freshmen. A freshmen orientation class was randomly divided into four groups of 12 students each to receive one of the following treatments: (a) calisthenics, games, and sports with a periodic knowledge of results; (b) calisthenics, games, and sports without a knowledge of results; (c) games and sports with a periodic knowledge of results; and (d) games and sports without a knowledge of results. The Indiana Motor Fitness Test was used to determine the subject's physical fitness index at the first, sixth, twelfth, eighteenth, and twenty-fourth class session. Knowledge of results seemed to have more effect on physical fitness than 15 minutes of calisthenics at the beginning of each class.  相似文献   

Book review     

Stewart Rodnon  Billy W. Reed 《Communication quarterly》2013,61(2):53-56

BLACK STUDIES IN THE UNIVERSITY: A SYMPOSIUM. Ed. Armstead L. Robinson, Craig C. Foster, and Donald H. Ogilvie. New Haven: Yale University Press, 1969; pp. xi + 231. $1.75 (paper).

THE BLACK PANTHER SPEAKS. Edited by Philip S. Foner. Philadelphia: The J. B. Lippincott Company, 1970; pp. xxx + 274. Paper $2.95.

THE RHETORIC OF BLACK POWER. By Robert L. Scott and Wayne Brockriede. New York: Harper and Row, 1969; pp. viii + 207. Paper. $2.75.

RHETORIC OF BLACK REVOLUTION. By Arthur L. Smith. Boston: Allyn and Bacon, 1969; pp. vii + 199. Paper $2.95.  相似文献   

Was it worth it? A qualitative exploration into graduate perceptions of doctoral value     

Billy Bryan 《高等教育研究与发展》2018,37(6):1124-1140

The recruitment of doctoral graduates yields collective knowledge, skills, networking, and prestige benefits to organisations, and to UK industries. As individuals though, do graduates experience overall benefit from their doctorate, and how do they perceive the value that engaging with doctoral study confers? This interview study used a critical, interpretive lens to examine perceptions of value across experiences of doctoral education and asked specifically about the utility of doctoral skills, behaviours, and competencies when translated into different workplaces. It presents some of the first insights into how doctoral value is perceived by graduates and the costs and benefits of doctoral study within and beyond the academy. Doctoral graduates (n?=?22) identified four domains of doctoral value: (1) career value; (2) skills value; (3) social value; (4) personal value. These were influenced by factors experienced both during and after their degrees: (1) time since graduation; (2) supervision; (3) accrued social connectivity; (4) employer value of the doctorate. Our conceptual model of doctoral value contributes to international higher education knowledge by providing a structure for enhancing the doctoral experience and its benefits, both during study and for entering the job market.  相似文献   

In Memory of Dr. Sylvia T. Johnson     

Ingram Olkin  ; John Mazzeo  ; Nancy Allen 《Educational Measurement》2001,20(4):5-5

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