De‐Schooling Art and Design: Illich Redux     

Tom Hardy 《The International Journal of Art & Design Education》2012,31(2):153-165

Using Ivan Illich's seminal works, Deschooling Society and Tools for Conviviality as touchstones, this paper returns to further pursue the thrust of my article in iJADE 25.3 (2006), ‘Domain poisoning: the redundancy of current models of assessment through art’, and might be considered as a more radical addendum. The central strand of Illich's work on ‘deschooling’ is an indictment of the trend to dehumanisation and the counterproductivity which results from institutionalisation. This paper argues that it is time to revisit Illich's call for deschooling with particular reference to the teaching of art and design, and, in turn, to look at the construct of the art teacher for the twenty‐first century as connoisseur/critic/animateur, aloof from the world of domain‐based assessment. As has been suggested many times before within these pages and beyond, accountability makes teachers risk averse. In short, this article suggests that it is time that we took a structural risk and removed this glass ceiling to aspiration while calling for complete deregulation of art and design education and the reinstatement of the art teacher as an autonomous ‘agent of change’.  相似文献   

Co-thought gestures: Supporting students to successfully navigate map tasks     

Tracy Logan  Tom Lowrie  Carmel M. Diezmann 《Educational Studies in Mathematics》2014,87(1):87-102

This study considers the role and nature of co-thought gestures when students process map-based mathematics tasks. These gestures are typically spontaneously produced silent gestures which do not accompany speech and are represented by small movements of the hands or arms often directed toward an artefact. The study analysed 43 students (aged 10–12 years) over a 3-year period as they solved map tasks that required spatial reasoning. The map tasks were representative of those typically found in mathematics classrooms for this age group and required route finding and coordinate knowledge. The results indicated that co-thought gestures were used to navigate the problem space and monitor movements within the spatial challenges of the respective map tasks. Gesturing was most influential when students encountered unfamiliar tasks or when they found the tasks spatially demanding. From a teaching and learning perspective, explicit co-thought gesturing highlights cognitive challenges students are experiencing since students tended to not use gesturing in tasks where the spatial demands were low.  相似文献   

Three Reasons Samples Become Separated From Their Populations in Communication Research     

Tom Grimes  Kate Peirce 《Mass Communication and Society》2013,16(3):441-459

There are three reasons why probability samples often become separated from their putative populations in mass communication research. First, researchers sometimes believe populations must surely exist when in fact they do not exist. Yet they relentlessly pursue these phantom populations rather than heed classic warning signs that something is wrong. Second, researchers often struggle with underpowered samples. Rather than render those samples using more appropriate qualitative methods, they plow ahead using misapplied statistical methods and thus never inferentially connect to a population. Third, researchers frequently and incorrectly use random assignment rather than random selection as a sample method. This, in turn, can leave a sample unconnected to a population if the population can be drawn only through random selection. As obvious as these three errors are, researchers nonetheless stumble into them regularly. We examine why that is and what researchers can do to avoid these errors.  相似文献   

Rethinking Library Service to Distance Education Students: Analyzing the Embedded Librarian Model     

Elaine Sullo  Tom Harrod  Gisela Butera  Alexandra Gomes 《Medical reference services quarterly》2013,32(1):25-33

Since fall 2009, reference librarians at The George Washington University's Himmelfarb Health Sciences Library have been embedded in online classes through Blackboard within the School of Nursing and School of Medicine and Health Sciences. The authors sought to determine the types of questions asked of the librarian, with the goal of informing future interactions with distance education classes to help develop a standard “protocol” for working with this population of students. Eighty-two questions were categorized and qualitatively analyzed. The findings have prompted librarians to explore tools such as Elluminate Live!, a tool that allows librarians to provide synchronous instruction within the Blackboard environment.  相似文献   

From Teaching Physics to Teaching Children: Beginning teachers learning from pupils     

Morag Findlay  Tom G.K. Bryce 《International Journal of Science Education》2013,35(17):2727-2750

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How accurate are examiners’ holistic judgements of script quality?     

Tim Gill  Tom Bramley 《Assessment in Education: Principles, Policy & Practice》2013,20(3):308-324

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Personality and Teaching Success     

Tom Arthur Lamke 《Journal of Experimental Education》2013,81(2):217-259

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Poverty,philanthropy and the state: charities and the working classes in London, 1918–1879     

Tom Woodin 《History of education》2013,42(2):274-276

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Editorial     

Mark Freeman  Tom Woodin  Susannah Wright 《History of education》2013,42(6):725-726

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Parlaying change in education: Part‐time degrees at the University of Warwick   总被引：1，自引：0，他引：1  

Peter Byrd  Tom Schuller 《Studies in Continuing Education》2013,35(2):125-136

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