Student engagement: students' and teachers' perceptions     

Nick Zepke  Linda Leach  Philippa Butler 《高等教育研究与发展》2014,33(2):386-398

This article addresses the question: To what extent do tertiary teachers and students have similar understandings of what engages students in classroom settings? It employs data from a funded research project in Aotearoa New Zealand that draws on selected questions from two surveys. One survey asked students how important nine selected teacher behaviours were in engaging them in learning, the other asked teachers what priority they put on these behaviours and how important they thought they were to students. The selected questions were drawn from an extensive research literature identifying teacher behaviours that engaged students. The article reports that teachers and students had some similar but more dissimilar perceptions about what engages students. Suggested reasons for the differences are discussed.  相似文献   

A methodological framework for practice-based research in networked learning     

Levy  Philippa 《Instructional Science》2003,31(1-2):87-109

This paper presents a methodological frameworkfor practice-based research in the field ofnetworked learning, based on the author'sapproach to carrying out a case studyevaluation of a networked professionaldevelopment initiative for information servicesstaff in higher education. The theoreticalcase for the framework is made with referenceto principles associated with constructivistprogramme evaluation as well as withinterpretivist and critical traditions inaction research. The purposes and politics ofthis approach, and the question of validationcriteria for claims about its effectiveness forbuilding theory, as well as for evaluating andimproving practice, are discussed. Issues todo with using computer-mediated communicationas a medium for participatory research are alsoraised. An overview is given of the way thisresearch approach was implemented in practice(including the use of a combination of on-lineand face-to-face data collection methods) andsome methodological issues that arose in thecourse of carrying it out are highlighted. Thepaper concludes by suggesting that as amethodology for evaluating, theorising andimproving practice, `networked action research'also offers an approach to pedagogical design,most obviously in the context of networkedprofessional development for educators andlearner support staff.  相似文献   

增强法律意识防止新闻侵权     

何江 《湖南大众传媒职业技术学院学报》2002,2(1):17-18

随着民主法制建设的推进，新闻工作者要不断增强法律意识，防止新闻侵权。写社会新闻，要注意保护被采写对象的隐私权；写刑事案件报导，不要充当法官；写批评报导，要客观公正。  相似文献   

Public Communication of Climate Change Science: Engaging Citizens Through Apocalyptic Narrative Explanation     

Philippa Spoel MA  David Goforth  Hoi Cheu MA  David Pearson 《Technical Communication Quarterly》2013,22(1):49-81

Working from the premise that public input is essential to science policy deliberations, we analyze how two recent works of public communication about climate change (An Inconvenient Truth and Climate Change Show) draw on the rhetorical resource of apocalyptic narrative explanation to promote scientific fluency and inspire citizen engagement in the issues. By weaving together the proofs of ethos, logos, and pathos within a framework of cultural rationality, these narratives illustrate available means of persuasion for stimulating the public's informed participation in science policy discussions.  相似文献   

中国共产党领导教材建设事业的百年历程与基本经验     

人民教育出版社课程教材研究所 《课程.教材.教法》2021,41(6):4-12

中国共产党历来高度重视对教材建设事业的领导.从新民主主义革命时期的艰难起步、社会主义革命和建设时期的接续探索,到改革开放时期的完善深化,再到中国特色社会主义新时代的全面加强,党对教材建设事业的领导已走过了百年征程,并取得了突出成就.回溯历史可以发现:将教材建设事业作为重点关注领域,坚持党对教材建设事业领导的核心地位;着力把控教材建设的意识形态内涵,确保党对教材建设事业领导的方向引领;整体统筹教材建设的体制机制改革,完善党对教材建设事业领导的制度安排;大力支持教材事业的人才队伍建设,强化党对教材建设事业领导的重要保障,不仅是党领导教材建设事业的基本经验,也是我国教材建设事业繁荣发展的根本原因.  相似文献   

From witchdoctor to which doctor     

Philippa Martyr 《Metascience》2014,23(2):315-317

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Erratum: Current Literature     

Philippa Lane 《Health information and libraries journal》1986,3(2):146-146

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选题决策模糊综合评判方法探讨   总被引：4，自引：0，他引：4  

史虹  叶笑春 《编辑学报》2002,14(5):338-340

提出选题决策应是一种涉及社会、经济、政治、法律、文化、心理等多种因素的综合评判的观点,并从决策科学的角度出发,针对选题系统中存在着大量难以直接定量表征的因素的特征,应用模糊数学分析工具和系统分析方法,对出版社的选题决策进行模糊综合评判,以实现选题总体结构的优化.  相似文献   

“I am smart and I am not joking”: Aiming high in the middle years of schooling   总被引：1，自引：0，他引：1  

Brenton Prosser  Faye McCallum  Philippa Milroy  Barbara Comber  Helen Nixon 《The Australian Educational Researcher》2008,35(2):15-35

In this paper, we draw on accounts from students to inform a Middle Schooling movement that has been variously described as “arrested”, “unfinished” and “exhausted”. We propose that if the Middle Schooling movement is to understand the changing worlds of students and develop new approaches in the middle years of schooling, then it is important to draw on the insights that individual students can provide by conducting research with “students-as-informants”. The early adolescent informants to this paper report high hopes for their futures (despite their lower socioeconomic surroundings), which reinforces the importance of supporting successful learner identities and highlights the role of schooling in the decline of adolescent student aspirations. However, their insights did not stop at the individual learner, with students also identifying cultural and structural constraints to reform. As such, we argue that students may be both an important resource for inquiry into individual school reform and for the Middle Schooling movement internationally.  相似文献   

An examination of knowledge prioritisation in secondary physical education teacher education courses     

Sid Hayes  Susan Capel  Will Katene  Philippa Cook 《Teaching and Teacher Education》2008

A number of terms have been used to describe knowledge needed for teaching, one of which is subject knowledge. How knowledge for teaching is conceptualised in teacher education prioritises some knowledge bases over other knowledge bases. Further, knowledge prioritised by student teachers is influenced by socialisation prior to and during an initial teacher education course and priorities for student teachers as they develop as teachers. Previous research in physical education teacher education points to the pre-eminence of content knowledge above other knowledge bases. The purpose of this study was to look at what knowledge is prioritised by student teachers, school-based mentors and university tutors working on three secondary physical education initial teacher education courses in England. Results showed that content knowledge was seen as having greater importance for student teachers and mentors, but university tutors generally conceptualised subject knowledge more broadly, suggesting that it should be seen as covering a number of knowledge bases needed for teaching. These results are discussed in relation to socialisation processes in education and phases of development. Although there is a clear physical education focus to this work, it is possible that student teachers learning to teach other subjects may also focus excessively on subject content knowledge above other knowledge bases.  相似文献