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Previous research on conceptions of teaching comes from three distinct areas. The first is based on interviews with students and staff in higher education, the second involves the investigation of the conceptions and beliefs of schoolteachers, while the third derives from more general consideration of the nature of conceptions themselves. The empirical study reported here drew on these differing research areas to distinguish between beliefs and conceptions about good teaching and to explore their possible origins. The data came from student teachers, but the findings contribute to current thinking about conceptions of teaching in higher education. Bringing the empirical findings together with the three areas of previous research enables a more complete concept map to be drawn to summarise what may underlie the notion of “good teaching”. 相似文献
83.
ABSTRACT This paper examines how organisations have increasingly been portrayed in textbooks as solving social problems as well as contributing to national development. Findings from 527 Canadian and U.S. textbooks illustrate the rise of an organisational society during the time period between 1836 and 2011. Discussions of for-profit and non-profit forms of organisations rise early on in both countries, creating the foundation for an organisational society, which expands to incorporate global organisations in the post-World War II period. We argue that such portrayals in textbooks both reflect and legitimise the role of organisations in society, strengthening their taken-for-granted status as social actors. 相似文献
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ABSTRACTCultural heritage is wonderfully diverse and as heritage preservation professionals, it is our duty to address the preventive conservation of all cultural heritages. However, there is no one set of guidelines, practices or rules that can be applied in all situations. A preventive conservator with strong technical and soft skills is essential in this situation. At the Winterthur/University of Delaware Program in Art Conservation (WUDPAC), preventive conservation has been an identifiable part of the curriculum since the early 1980s. From its establishment, the curriculum has evolved to include the teaching of both current day technical skills for the practice of preventive conservation and soft skills in teamwork, leadership, institutional priorities and goals identification, and written and oral communication. These are taught to all students in their first year and those that select the option of a preventive conservation minor in their second year. Recently, it has become clear that it is not possible to teach adequately both the technical and soft skills needed for the practice of preventive conservation within WUDPAC's existing minor area of study. Additional time is needed to study and develop the complex theories, abilities and requisite skills that characterize the preventive conservation specialty. This paper discusses the work to develop a curriculum for a WUDPAC preventive conservation major, the strong mandate to continue to teach both technical and soft skills, and the surprising resistance to the establishment of a preventive conservation major. 相似文献
87.
In Transition: Experiences of Parents of Children with Special Needs at School Entry 总被引:1,自引:0,他引:1
Magdalena Janus Lauren Kopechanski Ruth Cameron Debra Hughes 《Early Childhood Education Journal》2008,35(5):479-485
Pre-school children with special needs face a complex transition to school, requiring additional administrative, social and
educational support. In this study, parents of 40 children with special needs reported on the transition to school experience
of their 4–6-year-old child. They completed a measure of impact of the child’s disability on their family and an assessment
of the quality of services experienced. Individual, semi-structured interviews contextualized these evaluations. Twenty children
(pre-transition) were in preschool; 20 had already started school (post). Post-transition parents reported less average disability
impact on family, generally lower perception of quality of care than pre-transition ones, and long waiting periods for school-based
support. Most parents, however, reported satisfactory linkages between prior-to-school services and school. In conclusion,
this study demonstrates that, despite the current climate of support for early child development, barriers for satisfactory
transition to school still exist, and are largely due to low effectiveness of existing policies. 相似文献
88.
Kathy Seddon Nigel C. Skinner Keith C. Postlethwaite 《Education and Information Technologies》2008,13(1):17-34
This paper considers factors that influenced long-term engagement in an online community. It draws on a case study of a 6 year
online collaboration amongst a group of European teachers. The email interchange between these teachers was, with their agreement,
saved and used as research data; intensive group interviews were also conducted, involving all the participants in the online
group. Dynamic motivation models and Csikszentmihalyi’s concept of motivational flow were used to create a theoretical framework
to analyse the email interchanges and group interview data so as to build an understanding of the teachers’ commitment to
the online community. As a result of the analysis, the existing theoretical models were modified to produce a new combined
model. This incorporates ideas grounded in the participants’ reasons for their sustained engagement in the collaboration.
This combined model could provide a basis for planning future virtual interactions and for assessing their sustainability. 相似文献
89.
Extended lifespans and an increase in community‐based services have created an environment in which it is imperative that educational and service systems focus attention on older people with developmental disabilities. Although the cumulative effects of growing older with a lifelong disability create a unique set of issues and service needs, gerontology courses seldom include content on these elders. An insufficient educational focus translates into a service system inadequately prepared to meet critical individual needs. In this paper we describe an educational model used to prepare students to work with older people who have mental retardation. Students in the course described, part of the Interdisciplinary Leadership Training Program in Aging and Developmental Disabilities at the University of Georgia, are exposed to the ecological perspective as a way to examine various issues related to the aging population with mental retardation. Students explore issues relevant to older individuals with mental retardation and the various contexts in which these individuals function. The six units of the course are: overview of the older population with mental retardation, physiological issues, mental health issues, social support systems, service delivery networks, and legal and ethical concerns. Content from the course model can easily be infused into foundation gerontology courses to expose a greater number of students to the group of older people who have mental retardation. 相似文献
90.