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81.
82.
Assoc. Professor Lesley M. Wilkes Dr. Judith E. Batts 《Research in Science Education》1991,21(1):328-336
Since the introduction of nursing into tertiary institutions in Australia in 1975, there has been increasing interest in the
teaching of physical science to nurses. Various courses in physical science for nurse students have been developed. They vary
in length and content but there is agreement that concepts taught should be closely related to nursing applications. The choice
of relevant concepts tends to be made by individual curriculum developers. This paper reports an examination of the use of
physical science concepts and their relevance from the perspective of registered nurses practising in general ward areas.
Inherent in this study is the premise that for registered nurses to have ideas of the physical science underlying their practice
they must have constructed meaning first for these concepts. Specific chemical concepts related to solutions are discussed
in these terms.
Specializations: phenomenology, thinking, caring, euthanasia and palliative care, curriculum development for nurses.
Specializations: thinking, science curricula for nurses, isotope geochemistry, mass spectrometry. 相似文献
83.
Lesley Wood Ina Louw Ortrun Zuber-Skerritt 《Action Learning: Research and Practice》2017,14(2):120-135
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large. 相似文献
84.
Susan Lubbe Lesley Heaney Kris Swank 《Educational technology research and development : ETR & D》1997,45(3):124-129
The mission of Border Technikon in South Africa is to provide the best vocational and career education to students of all
racial and cultural backgrounds in the East London area. The staff believes that an important component of this mission includes
giving students marketable skills for the information age. Therefore, in 1996, the Technikon undertook an extensive program
to implement new information technologies that would help fulfill the institution's mission. Implementing information technology
at academic institutions in developing countries must address a special set of problems, some of which are technology gaps,
educational deficits, and lack of adequate facilities. This paper describes some of the more unique problems the Technikon
encountered, and a few solutions.
During 1996, she served as a Senior Librarian at Border Technikon, East London, South Africa, under the Educators for Africa
Program of the International Foundation of Education and Self-Help. 相似文献
85.
Lesley B. Cormack 《Science & Education》2006,15(2-4):305-322
The teaching and learning of geographical and mathematical knowledge in early modern England was a complex interaction among
scholars, practitioners, merchants, and gentry. Each group had different values and goals associated with geographical knowledge
and therefore different educational venues and different topics to be investigated. This paper argues that the alternate educational
sites of the universities of Oxford and Cambridge and the more entrepreneurial site of London and the merchant halls were
both important to the development of geographical knowledge and produced an important synergy of practical and esoteric interests
and concerns. 相似文献
86.
This paper applies the capabilities approach to the broader debate of the role of vocational education and training (VET) in poverty alleviation. The capabilities approach provides an approach for conceptualising and evaluating VET which differs in orientation from dominant productivist conceptions. It does so by shifting the focus from economic development to human development. By placing the well-being of VET students at the centre of our concern it shifts the lens from income generation and with it employability to a lens on capability expansion which includes but is not limited to the capability to work. The paper is based on interviews with 20 South African Further Education and Training (FET) college students. The central argument is that VET has an important role to play in poverty alleviation, but only if located in a multi-dimensional view of poverty which understands poverty as capability deprivation across multiple human functionings. In this broader notion of poverty, the role that VET plays includes training for employability, but also includes the expansion of other important capabilities such as, and in the voice of a FET student interviewed in this study, ‘the ability to dream’, or in the language of the capabilities approach, the capability to aspire. 相似文献
87.
HIV and AIDS threaten to erode the wellbeing of teachers who are faced with an increasing number of children rendered vulnerable by the pandemic. This article explores the usefulness of a supportive group intervention, Resilient Educators (REds), in supporting Lesotho teachers to respond to the HIV and AIDS-related challenges. A time-series pre- and post-intervention design was used to evaluate the programme. The findings indicate that the intervention led to an increase in the sense of agency of participating teachers both on a personal and community level. The findings have international significance for teachers working in similar contexts characterised by extreme adversity. 相似文献
88.
This study examined classroom-level contributors to an acceptance of diversity in publicly supported pre-kindergarten classrooms across 11 states. Classroom composition, process quality, and teacher characteristics were examined as predictors of diversity-promoting practices as measured by the ECERS-R, acceptance of diversity construct. Findings reveal that emotional climate, bilingual classrooms, family poverty levels within classrooms, and Latino teacher ethnicity are predictive of diversity-promoting classrooms; while classroom-level ethnic sameness to teacher prohibits diversity-promoting practices in pre-kindergarten classrooms. 相似文献
89.
In this paper we analyze the relationship between charter school authorizers and student achievement. We perform this analysis using a 10-year panel dataset from Minnesota, a state that permits four distinct types of authorizers—local school boards, postsecondary institutions, nonprofit organizations, and the Minnesota Department of Education. The results of the analysis indicate that there is no statistically significant relationship between charter school authorizing type and mean levels of student achievement. However, the analysis also reveals that schools authorized by nonprofit organizations exhibit substantially more variability in achievement than schools authorized by local school boards. 相似文献
90.
Dina N. Kovarik Davis G. Patterson Carolyn Cohen Elizabeth A. Sanders Karen A. Peterson Sandra G. Porter Jeanne Ting Chowning 《CBE life sciences education》2013,12(3):441-459
We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers. 相似文献