Toward Expert Thinking: How curriculum case writing prompts the development of theory-based professional knowledge in student teachers     

Karen Hammerness  Linda Darling-Hammond  Lee Shulman 《Teaching Education》2013,24(2):219-243

The present paper explores what, and how, student teachers may learn about theory and practice from writing cases, and examines some pedagogical features that may contribute to these results. Drawing on data collected from our course "Principles of Learning for Teaching", including student cases from outline to final drafts and students' course reflections, we found that students' successive case drafts demonstrated a development from naïve generalizations to sophisticated, theory-based explanations of the issues at play in their cases. In particular, we suggest that students' cases demonstrated some of the moves that Berliner (1986, 1991) identified as characteristic of more "expert" thinking about teaching. We propose that reading theory in context with writing cases, that sharing cases with peer readers, that specific, theoretically grounded, and concrete feedback from instructors, and that providing multiple opportunities for revision may have been most useful in helping student teachers learn to think like a teacher.  相似文献   

Professional learning during a schools–university partnership Master of Education course: teachers’ perspectives of their learning experiences     

Ruth Kershner  David Pedder  Christine Doddington 《Teachers and Teaching》2013,19(1):33-49

An extensive body of research has indicated the benefits of collaborative, contextualised and enquiry-based learning for teachers’ professional development and school improvement. Yet professional learning is also known to be constrained by a number of factors, including the organisational limitations of schools, conflicting cultural practices and wider political demands. Schools–university partnerships have been developed to overcome some of these difficulties by transcending particular school contexts and offering alternative theoretical and practical perspectives. The complex combination of motivations, backgrounds and working contexts in such partnership work calls for attention to the individual and collective learning experiences of those involved, including the ways in which school and university contexts are, or could be, effectively bridged. This paper focuses on understanding the learning experienced by a cohort of teachers and school leaders involved in a two-year schools–university partnership Master of Education (M.Ed.) course in England. A mixed group of 15 experienced primary and secondary teachers and school leaders reflected on their learning at five points of time during and shortly after completing their M.Ed. course. Qualitative analysis of the group’s interview responses and reflective writing led to the identification of six related aspects of personal and professional learning experience: being a learner; learning as part of professional practice; widening repertoire; changing as a learner; personal growth; and critically adaptive practice. The identification and visual representation of these aspects of experience emerging within the group offers useful insight into teachers’ perspectives on learning in school and university contexts and their experiences of progression over time. We conclude that more explicit and central attention to the professional and personal learning elements of schools–university partnerships can help to resolve some of the binary ‘theory–practice’ tensions that have been extensively discussed in relation to partnership programmes and teacher professional development. There is a need to acknowledge variation in teachers’ learning experiences within schools–university partnerships, bearing in mind the ongoing nature of this reflective process with each new group of school and university colleagues. Analysis of participants’ learning experiences in school and university contexts also draws attention to the wider structures, values and cultures that influence, and are influenced by, schools–university partnership work.  相似文献   

Teaching Development in Higher Education as Scholarly Practice: A reply to Rowland et al. 'Turning Academics into Teachers?'     

Lee W. Andresen 《Teaching in Higher Education》2013,18(1):23-31

The author replies to an attack, made by Rowland et al. in Teaching in Higher Education 3(2), on the practice and profession of university teaching development (also known as 'academic development' and 'educational development'). It argues that by omitting reference to Scholarship, Rowland has confused his subject-matter, since the so-called 'dichotomy' between research and teaching on which the argument is based has been transcended since Boyer's work. It argues that teaching development is a legitimate second-order practice in the same family as literary and artistic criticism and similar fields. It appeals for a close collegial relationship between teachers and teaching developers, based on mutual respect, understanding and appreciation of each other's contribution to the academic enterprise. This is necessary in the face of the onslaught of the corporate managerialism that has (on his own admission) triggered Rowland's work. Written from an Australian perspective, the paper contributes to a dialogue about vital contemporary issues in Higher Education.  相似文献   

Stupider and Worse: The Cultural Politics of Stupidity     

David Jenemann 《Parallax》2013,19(3):34-49

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Special issue on Inerter-based systems: Design,modeling, optimization and control     

Michael Z. Q. Chen  David Wagg  James Lam  Mehdi Ahmadian  Malcolm C. Smith 《Journal of The Franklin Institute》2019,356(14):7609-7610

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“All for One and One for All?” - Knowledge broker roles in managing tensions of internal coopetition: The Ubisoft case     

Paul Chiambaretto  David Massé  Nicola Mirc 《Research Policy》2019,48(3):584-600

Coopetition, i.e., cooperation between competing actors, has become a pervasive strategy for innovative firms. The primary focus of studies investigating coopetition centers on inter-firm relationships, highlighting the benefits, limits and configurational patterns of cooperative relationships between competing firms. Only a small, emerging group of studies seeks to extend the concept to the intra-firm level, stressing the existence and effects of competition and cooperation between units that are part of the same organization. This paper contributes to this latter group by investigating the effects of internal coopetition on knowledge and innovation sharing and highlighting the fundamental role of knowledge brokers in managing the resulting tensions. Based on a qualitative case study of the video game publisher Ubisoft, we stress how the tensions raised by internal coopetitive settings limit knowledge sharing between units, and we analyze the mechanisms through which the knowledge broker helps to overcome these limits. We identify three main functions of this knowledge broker that allow the promotion of knowledge and innovation transfer to occur between coopeting units: (1) protecting the unit’s competitive advantage by introducing a lagging principle in the transfer process, (2) reducing sharing costs by standardizing innovative solutions, and (3) enhancing awareness of and trust in innovative solutions by centralizing knowledge diffusion.  相似文献   

Pathogenic organization in science: Division of labor and retractions     

John P. Walsh  You-Na Lee  Li Tang 《Research Policy》2019,48(2):444-461

Science is increasingly a team activity, and the size of the teams has been growing. At the same time, there are concerns about an increasing rate of pathologies in science. The growth of team science suggests the need to look beyond individual-level explanations and focus on organizational structures and institutional contexts to explain pathologies in science. Drawing on the literature on organizational pathologies, we argue that division of labor may be a key factor contributing to pathologies in science. Furthermore, we examine the effects of high-stakes incentives and of institutional corruption as additional predictors of scientific pathologies. Using retractions as an indicator of pathologies, and drawing on a matched sample of 195 retracted papers and 349 paired papers that were not retracted, we develop indicators of the division of labor in the team that produced a paper and find that the rate of retractions is higher as the division of labor increases (net of team size). Additionally, we find that high-stakes incentives and institutional corruption are also associated with increased retractions. We conclude with a discussion of the implications of these findings for science policy, in particular for organizing team science projects.  相似文献   

Implications of domain‐general “psychological support skills” for transfer of skill and acquisition of expertise     

David W. Eccles  Paul J. Feltovich 《Performance Improvement Quarterly》2008,21(1):43-60

The article proposes that individuals who acquire certain psychological support skills may experience accelerated learning and enhanced performance in many domains. In support of this proposal, we present evidence that these skills enhance learning and performance, that they are domain‐general in that they can be applied in a variety of domains, and that they can be taught and learned. We also discuss two implications of the skills for current theories of expertise. The first is that any observed transfer of expertise between domains might result as much from the support supplied by application of the skills during learning and performance as from any direct transfer achieved due to two domains sharing similar task elements. The second is that use of these skills might contribute to an understanding of how performers sustain the motivation necessary for the extended period of deliberate practice required to maximize skill acquisition.  相似文献   

Natatanuran frogs used the Indian Plate to step-stone disperse and radiate across the Indian Ocean     

Zhi-Yong Yuan  Bao-Lin Zhang  Christopher J Raxworthy  David W Weisrock  Paul M Hime  Jie-Qiong Jin  Emily M Lemmon  Alan R Lemmon  Sean D Holland  Michelle L Kortyna  Wei-Wei Zhou  Min-Sheng Peng  Jing Che  Elizabeth Prendini 《国家科学评论(英文版)》2019,6(1):10

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A Cross-cultural Study of the Development of Artistic Talent,Creativity and Giftedness     

Susan M. Rostan  David Pariser  Howard E. Gruber 《High Ability Studies》2002,13(2):125-155

In this study, examining the relationships among age, culture, training in the fine arts, the technical and aesthetic properties of drawings, and realized artistic giftedness, the researchers intermixed the juvenile drawings executed by critically acclaimed artists with artworks executed by contemporary North American and Chinese North American children. When judges from the North American culture and from the Chinese North American culture, blind to this mix, assessed the drawings, assessments made by the representatives of both cultures were more alike than they were different. Only the North American judges' assessments, however, suggest that the art students' life drawings were more technically and aesthetically successful, and more creative, on the average, than the non-art students' drawings. These judges also gave the juvenilia the highest scores in technical skill and the lowest scores in creativity independent of technical skill and aesthetic success. Conclusions and implications stress the role of technical skill in the development of artistic potential.  相似文献