Re-imagining active learning: Delving into darkness     

Gloria Dall’Alba 《Educational Philosophy and Theory》2013,45(14):1477-1489

Ample attention is being paid in the higher education literature to promoting active learning among students. However, critical examination of educational purposes and ends is largely lacking in this literature on active learning. In expanding this debate, we consider it important to ask: About what substantive matters are students to be active? To what end is this activity directed, especially beyond gaining skills and competences within a unit of work or course? In this article, we critique and extend the conceptualisation of active learning. In particular, we discuss dimensions that are neither readily visible nor instrumental, which are overlooked in much of this literature. In doing so, we explore features and potential consequences of such an expanded conceptualisation. Drawing from educational philosophy and, in particular, existential philosophies, we show that active learning may also be partly invisible, unfocused, unsettling, and not at all instrumental—sometimes even leaving the learner more confused and (temporarily) incompetent. However, such forms of undisclosed or ‘dark’ learning, we conclude, are necessary and even vital counterparts for the forms of active learning that flood higher education curricula today.  相似文献   

Draw a Young and an Older Person: Schoolchildren's Images of Older People     

Feliciano Villar  Josep Fabà 《Educational gerontology》2013,39(12):827-840

The goal of this study was to explore stereotypes of older people as expressed in drawings by a sample of primary school children. Sixty children from fourth to sixth grades (30 boys and 30 girls aged 9 to 12 years) were asked to draw a young man, a young woman, an old man, and an old woman. The drawings were content analyzed. Children in our sample seemed to represent old people in varied or multidimensional ways, indicating, thus, that the image they held about elders was less negative than concluded in similar investigations. In fact, although some drawings had negative content, most pictured a positive—and even friendly—image of old people. Moreover, some of the drawings included both positive and negative traits at the same time. Compared with images of young men and women, those of the elderly seem to be more homogeneous and less complex, since there was more agreement on represented details. Suggestions for future research are proposed.  相似文献   

Generativity in Older Age: A Challenge for Universities of the Third Age (U3A)     

Feliciano Villar  Montserrat Celdrán 《Educational gerontology》2013,39(10):666-677

This paper discusses the ways in which university programs for older people should change to cater to the interests and concerns of generative older people. We describe university programs offered at present, underlining their emphasis on personal growth and on learning for the sake of learning. We argue that these programs are not entirely suitable for generative older people, who are eager to contribute to the social contexts in which they participate. The paper suggests that more instrumental, intergenerational, practical, and academically challenging programs are required to satisfy the training needs of generative older people.  相似文献   

Raising the Next Generation     

Gloria Napper-Owen 《Quest (Human Kinetics)》2013,65(3):131-140

Amy Morris Homans had a vision that graduates of the Boston Normal School of Gymnastics and Wellesley College would make physical education a well-respected profession. The professional preparation received by her students equipped them to be educators, administrators, and future leaders of physical education. The purpose of this essay is to examine the socialization process that doctoral students in kinesiology experience as they prepare for their roles as future faculty in higher education. New faculty members quickly discover that they must be more productive than their predecessors, and they must possess broader talents to meet the societal expectations placed on university faculty. Three simultaneous socialization processes will be discussed: the role of the graduate student, the roles and way of life of faculty in higher education, and into the discipline. How can doctoral faculty better prepare future faculty to meet the expectations of the tenure and promotion process? Strategies by which the doctoral experience may be reformed to improve doctoral socialization are provided.  相似文献   

Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities     

Brenda D. Williamson  Gloria D. Campbell‐Whatley  Ya‐yu Lo 《Psychology in the schools》2009,46(10):1074-1083

Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on‐task behaviors of six high school students with high incidence disabilities in a resource classroom. The study used an ABAB reversal design, and the results of the study indicated that the random dependent group contingency intervention was positively associated with increases in on‐task behaviors for three of the six participants. Limitations and implications are discussed in relation to dependent group contingencies for high school students. © 2009 Wiley Periodicals, Inc.  相似文献   

Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007     

Gloria Crisp  Irene Cruz 《Research in higher education》2009,50(6):525-545

In response to the mounting national support provided to mentoring programs and initiatives in higher education, the present article updates a review article written by Jacobi (Rev Educ Res 61(4):505–532, 1991). The article revisits the mentoring literature in an attempt to re-frame and update the definition and characteristics of mentoring provided by Jacobi. It also synthesizes and critically analyzes empirical literature specific to mentoring college students published between 1990 and 2007. Finally, the article presents broad theoretical perspectives of mentoring from the business, psychology and education literature in preface to a proposed theoretical framework specific to mentoring college students. The article concludes with specific recommendations to advance the mentoring literature.

Gloria CrispEmail:

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Making the implicit explicit: Supporting teachers to bridge cultures   总被引：2，自引：0，他引：2  

Carrie Rothstein-Fisch  Elise TrumbullSandra Gloria Garcia 《Early childhood research quarterly》2009

In this paper, we report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism–collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools. Making explicit the culture-based beliefs implicit in home and school practices allowed teachers to think differently about their students and their own teaching, and with that change in thinking came the immediate and ongoing creation of a wide range of innovations to bridge home and school cultures. Shifting to a preschool emphasis, we discuss how the individualism–collectivism framework has been used in professional development for early childhood educators. A broad view of professional development is discussed including the role of college faculty, early childhood program administrators, teachers, and families. We suggest how such professional development might be mounted through use of methods and materials that promote explicit models of immigrant cultures to reduce home–school cultural mismatches for immigrant children.  相似文献   

Technology and ethical dilemmas in a medical setting: Privacy, professional autonomy, life and death     

Gloria Lankshear  David Mason 《Ethics and Information Technology》2001,3(3):223-233

A growing literature addresses the ethicalimplications of electronic surveillance atwork, frequently assigning ethical priority tovalues such as the right to privacy. Thispaper suggests that, in practice, the issuesare sociologically more complex than someaccounts suggest. This is because manyworkplace electronic technologies not designedor deployed for surveillance purposesnevertheless embody surveillance capacity. Thiscapacity may not be immediately obvious toparticipants or lend itself to simpledeployment. Moreover, because of their primaryfunctions, such systems embody a range of otherfeatures which are potentially beneficial forthose utilising them. As a result, more complexethical dilemmas emerge as different desired goods compete for priority in thedecision-making of individuals and groups. From a sociological point of view this raisesinteresting questions about the way ethicaldilemmas arise in the context of the ongoingsocial relationships of work. The paperexplores these issues using data from a studyof the development and implementation of acomputerised instructional package in amaternity setting. This medical settingillustrates clearly how seeking to assignethical priority to a particular concern, suchas the right to privacy, cannot butoversimplify the real day to day dilemmasencountered by participants. At the same time,the example of the instructional packagedemonstrates that it is difficult to predict inadvance what ethical issues will be raised bytechnologies that almost always turn out tohave a range of capabilities beyond thoseenvisaged in their original designspecification.  相似文献   

Moving Beyond Colorblindness in Early Childhood Classrooms   总被引：1，自引：0，他引：1  

Gloria Swindler Boutte  Julia Lopez-Robertson  Elizabeth Powers-Costello 《Early Childhood Education Journal》2011,39(5):335-342

Countering the position that colorblindness is desirable for teachers and children, this article encourages early childhood education teachers to engage in conversations about race and racism with young children. We discuss why the early childhood years are important for interrupting racism and make suggestions for helping children develop tools for addressing it. Annotated examples of children’s drawings about racism from a second grade classroom are shared to demonstrate that young children are not colorblind and that they think about and experience racism in their daily lives. We conclude that it is both an educational and ethical necessity to address racism with young children.  相似文献   

Aided search strategy enabled by decision support     

Gloria E. Phillips-Wren  Guisseppi A. Forgionne 《Information processing & management》2006

Current Web-based search engines presume a category search for a specific group of users. This approach is appropriate for generalized information searches since it is based on statistically generated user profiles. However, in some applications, such as medicine and law, an individualized search for a specific user at a given point in time is desired. In addition, the use of specialized terminology in some fields necessitates guidance for the non-expert to be successful in locating the desired information. This paper presents a new decision support system enabled by the analytic hierarchy process and intelligent software agents that can be used by researchers and practitioners in technical fields to aid information retrieval and improve search results from a controlled vocabulary. An application from telemedicine is given to illustrate the potential improvements.  相似文献