四种行为风格     

Tony Alessandra PhD  CSP  CPAE 《海外英语》2006,(1):56-59

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Teaching to enhance research     

Tony Harland 《高等教育研究与发展》2016,35(3):461-472

In this paper, I present a conceptual argument for ‘teaching-led research’ in which university lecturers construct courses that directly and positively influence their research, while at the same time, safeguard and enhance the student experience. A research-pedagogy for higher education considers the link between teaching and research, but rather than the more usual conception of research-led teaching, in which teaching is enhanced by research, it becomes teaching-led research in which research is enhanced by teaching. I argue that this idea is foundational to the modern research university, but also difficult to realize unless teaching and learning are designed for these ends. A potential model is teaching undergraduates as researchers with students learning by doing research and I present a case study from a science degree programme. I conclude by anticipating the likely cultural and political barriers to teaching-led research and suggest how tensions can be managed.  相似文献   

Teacher‐identity Formation through Language Immersion in an Initial‐teacher‐education Curriculum     

Leo Bartlett  Tony Erben  Michael Garbutcheon‐Singh 《Asia-Pacific Journal of Teacher Education》1996,24(2):173-196

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Private Schools and Public Funding: a comparison of recent policies in England and Australia     

Tony Edwards  John Fitz  Geoff Whitty 《比较教育学》1985,21(1):29-45

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Systematic Error Analysis as an Empirical Basis for Analytic Teaching of Young Adults     

James A. Dunn 《教育心理学》1994,14(1):85-128

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Challenges in planning transition to adulthood for young people who have special educational needs and disabilities: professional and managerial perspectives     

Sandra Dunsmuir  Tony Cline  Sarah Crafter  Jane Lang 《Journal of Research in Special Educational Needs》2020,20(1):27-37

This study reviewed perceived changes to planning and management of transitions to adulthood for young people with special educational needs and disabilities in three local authorities in England, following implementation of the Children and Families Act (2014). Wenger's ‘community of practice’ theoretical framework was used to examine how groups of professionals and managers working in education, health and social care in three areas, set about implementing selected radical changes required by the legislation. Telephone interviews with sixteen participants were transcribed and subjected to thematic analysis. Themes identified related to professional activity, planning and organisation, implications for young people and families and outcomes. There were indications of shifts in professional conceptualisations and reported practices as a result of the Act. Participants described enhanced cross‐service communication and co‐ordinated working practices, achieved though service restructuring, co‐location and changed lines of accountability. An increased emphasis on long‐term planning and involving young people in planning and decision‐making was evident with regard to defining outcomes, and living and working as an adult. The results are considered in relation to the extent that mandated change can influence attitudes and cultures within communities of practice, contributing to the contemporary theoretical debate to incorporate issues relating to power.  相似文献   

Developing a university contribution to teacher education: creating an analytical space for learning narratives     

Chris Hanley  Tony Brown 《课程研究杂志》2017,49(3):352-368

What might a distinct university contribution to teacher education look like? This paper tracks a group of prospective teachers making the transition from undergraduate to teacher on a one-year school-based postgraduate course. The study employs a practitioner research methodological framework where teacher learning is understood as a process of developing and evaluating self-representations. Students persistently revised a story of ‘Who I am becoming’, referenced to evolving notions of pedagogic subject knowledge. University sessions provided a platform for students to share and discuss their experiences in schools and reflect upon the research process as it occurred. Our findings suggest this approach enables student teachers to account for their learning in more nuanced and sophisticated ways where time for university-based reflection is restricted. The theoretical perspective draws on the psychoanalytic theory of Jacques Lacan. Subjectivity is conceptualized not as fixed but persistently re-produced in an increasingly analytical developmental perspective. Data comprise reflective and analytical material produced by students at successive stages of the course, where this material provides temporal reference points for them in tracking and asserting their own development. The paper provides a methodological framework for teacher education informed by critically reflective constructions of the process through which individuals become teachers.  相似文献   

A Balance of Responsibility?     

Tony Pickford 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(1):61-64

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Student perspectives on formative feedback as part of writing portfolios     

Monika Bader  Tony Burner  Sarah Hoem Iversen  Zoltan Varga 《Assessment & Evaluation in Higher Education》2019,44(7):1017-1028

Despite the crucial role that students play in formative assessment practices, student perspectives on such practices are relatively under-researched. Through a qualitative analysis of 128 reflection notes written by student teachers of English, this article investigates the students’ perceptions of formative feedback as part of portfolio assessment at two teacher education institutions in Norway. As such, it contributes to bridging the gap between research and practice. Students received peer and teacher feedback on assignments and wrote reflection notes during the semester. Findings show that students are positive towards teacher feedback and highlight the significance of teacher praise. Main objections raised against peer feedback concern the lack of constructive criticism. However, positive attitudes towards peer discussion groups suggest that they may be a more effective way of implementing peer assessment than formalised written peer commentary. Student reflections suggest that a failure to understand the task and the feedback is a possible hindrance to successfully revising assignments. Overall, students’ positive attitudes towards the portfolio process, which includes multiple drafting, suggest that students in higher education would benefit from more opportunities to revise and resubmit their work, yet they need adequate practice in providing peer feedback, and interpreting and implementing feedback in general.  相似文献   

Sense-making—A case study using the movieJurassic park     

Tony P. Murphy 《Journal of Science Education and Technology》1996,5(1):77-86

In this ecological age, communicating information on environmental issues is extremely important. Yet, problems exist in communication models where knowledge is seen as absolute and the individual envisioned as an empty receptacle. What happens when a person assimilates knowledge? How does this knowledge relate to a person's view of the world (reality)? This paper is a brief introduction to Sense-Making, an alternative methodology which allows an insight into a person's perception of reality. Interviews were conducted with science teachers following a viewing ofJurassic Park to investigate the relationship of the movie to their ontological view of science, society and self. The Sense-Making methodology may be very beneficial in helping educators and communicators to understand the assimilation of knowledge by people and consequently the development of future communication models on scientific and environmental issues.  相似文献