How to use (five) curriculum design principles to align authentic learning environments,assessment, students’ approaches to thinking and learning outcomes   总被引：1，自引：0，他引：1  

Noel M. Meyers  Duncan D. Nulty 《Assessment & Evaluation in Higher Education》2009,34(5):565-577

In this article, we articulate five principles of curriculum design and illustrate their application in a third‐year undergraduate course for environmental and ecological scientists. In this way, we provide a practical framework for others wishing to enhance their students’ learning. To apply the five principles, we created a learning environment consisting of a broad range of learning resources and activities which were structured and sequenced with an integrated assessment strategy. The combined effect of this ensured alignment between the learning environment we created, the thinking approaches students used and the learning outcomes they achieved. More specifically, the assessment activities guided students by requiring them to recognise when their understanding was limited – and then to engage them in thinking approaches that would develop their understanding further. By providing a framework of thoughts, ideas and information, we sought to progressively enhance the sophistication of our learners’ thinking. Thus, the assessment required students to integrate, synthesise and construct their understandings in ways consistent with the discipline and the professional pathways on which they had embarked. We intend that this illustration will act as a guide to other academics to adopt the same principles in their teaching.  相似文献   

Promoting and recognising excellence in the supervision of research students: an evidence‐based framework     

Duncan Nulty  Margaret Kiley  Noel Meyers 《Assessment & Evaluation in Higher Education》2009,34(6):693-707

One issue universities face is the need to demonstrate excellence in postgraduate research supervision at the individual, faculty and university level. While poor supervision might become obvious over time, with grievances, withdrawals and poor completion times and rates, this paper focuses specifically on identifying and demonstrating supervisory excellence. Currently, the amount and range of evidence used to support claims of supervisory excellence tends to be limited, leaving supervisors, faculties and institutions in a position where demonstrating excellence remains difficult. This paper proposes two inter‐dependent ideas which, considered together, help to redress this problem. The first is a ‘map’ for the collection and use of evidence of supervisory excellence. The second is a ‘template’ for a ‘supervisory excellence report’. The ‘map’ details the organisational elements, uses of data, and data types which can be considered. The ‘report’ explains one simple and potent way to organise and present these data for multiple purposes. Together they constitute a much‐needed framework for promoting and recognising excellence in the supervision of research students.  相似文献   

Studying the everyday information behavior of tweens: Notes from the field     

Eric M. Meyers  Karen E. FisherElizabeth Marcoux 《Library & information science research》2007

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Revise the ICMJE Recommendations regarding authorship responsibility!          下载免费PDF全文

Gert Helgesson  Stefan Eriksson 《Learned Publishing》2018,31(3):267-269

Key points

• A clear set of rules regarding authorship responsibilities in academic publications is much needed.
• The leading research integrity guidelines on scientific authorship, the International Committee of Medical Journal Editors Recommendations, are unclear about authorship responsibilities in case of misconduct.
• The source of the problem is the fourth authorship criterion – it should be revised.

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The community of those who have nothing in common: Education and the language of responsibility     

Gert Biesta 《Interchange》2004,35(3):307-324

In this paper I explore different ways to understand the idea of community. Using the work of Alphonso Lingis, I make a distinction between the rational community and the community of those who have nothing in common. The latter community is the community in which we are all strangers for each other. I argue that the language of the latter community is the language of responsibility. It is this language that enables us to speak with our own, unique and individual voice. I argue that education and educators should be concerned with the latter form of speaking. Therefore, the community without community, which exists as the interruption of the rational community, is the most important, and ultimately the only relevant educational community.  相似文献   

Book reviews     

Rainer H. Lehmann  Pierre Furter  Udo Bude  Gert Loose  Beate Buchwald 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(2):279-285

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Towards creating an inclusive community of researchers: the first three years of the North American Association for Environmental Education research symposium     

Ronald B. Meyers  Michael Brody  Justin Dillon  Paul Hart  Marianne Krasny  Martha Monroe 《Environmental Education Research》2007,13(5):639-661

This article uses a series of interlinked, personal vignettes to discuss the first three years of the North American Association for Environmental Education research symposium, from the perspectives of the key organizers. Seven challenges in the field of environmental education research are identified in a recent historical context, and we illustrate how the symposium sought to address them. The challenges were, that: (i) environmental education research has been marginalized in some areas and not recognized in others; (ii) environmental education research and environmental education practice need to be brought closer together; (iii) environmental education research is still in early development of a professional perspective; (iv) environmental education research has to give a voice to early career scholars and graduate students; (v) environmental education research needs to enable discourse about both process and outcomes; (vi) environmental education researchers need social learning contexts to help develop professional identities and create more meaningful dialogue to address these challenges; and (vii) methodologies, theoretical frameworks and differences in beliefs in environmental education research need to be accommodated. The last challenge is seen as the most significant with which to continue to engage, in developing open, inclusive forums for researchers of environmental education.  相似文献   

Assessment of the learning process   总被引：1，自引：0，他引：1  

J Meyers  S Lytle 《Exceptional children》1986,53(2):138-144

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CITIZENSHIP-AS-PRACTICE: THE EDUCATIONAL IMPLICATIONS OF AN INCLUSIVE AND RELATIONAL UNDERSTANDING OF CITIZENSHIP   总被引：2，自引：0，他引：2  

Robert  Lawy  Gert  Biesta    《British Journal of Educational Studies》2006,54(1):34-50

ABSTRACT:  Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with 'outcome' rather than with 'process'– with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and between these related discourses. It advocates an inclusive and relational view of citizenship-as-practice within a distinctive socio-economic and political, and cultural milieu. Drawing upon some empirical insights from our research we conclude that an appropriate educational programme would respect the claim to citizenship status of everyone in society, including children and young people. It would work together with young people rather than on young people, and recognise that the actual practices of citizenship, and the ways in which these practices transform over time are educationally significant.  相似文献   

Talking about education: exploring the significance of teachers’ talk for teacher agency     

Gert Biesta  Mark Priestley  Sarah Robinson 《课程研究杂志》2017,49(1):38-54

Abstract

The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’ knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’ gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.  相似文献