Using failure cases to promote veterinary students’ problem-solving abilities: a qualitative study     

Rong  Hui  Choi  Ikseon  Schmiedt  Chad  Clarke  Kevin 《Educational technology research and development : ETR & D》2020,68(5):2121-2146

Educational technology research and development - Failure is an inevitable human experience, which can offer great learning opportunities. Yet, in current educational contexts, failure has largely...  相似文献   

The Educational Aspirations and Expectations of Japanese Immigrant Mothers: Narratives of Raising Bicultural Nikkei Children in the Post-1965 Diaspora     

Rachel Endo 《Diaspora, Indigenous, and Minority Education》2016,10(3):156-168

This qualitative case study analyzed the diverse narratives of 10 Japanese immigrant mothers who reared their second-generation children in a midsize metropolitan community in the Midwest. The primary research questions are as follows: How have Japanese immigrant mothers envisioned academic success in relation to contemporary interpretations of diasporic Nikkei identity? How have the participants made sense of and negotiated their educational aspirations against the expectations of U.S. K–12 schools? Based on focus groups, individual interviews, and narrative analyses, this study captured the multiple ways by which Japanese immigrant mothers facilitated opportunities for their children to maintain a distinct but flexible Nikkei or diasporic Japanese identity (Nukaga, 2012; Takamori, 2010) that was centrally focused on rearing academically successful children who also exhibited cultural competence and confidence as bicultural Americans.  相似文献   

My tongue on your theory: the bittersweet reminder of every-thing unnameable     

Rachel Holmes 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):662-679

ABSTRACT

Across research in UK Higher Education, the most immanent demands for quality have taken the shape of the Research Assessment Exercise and the Research Excellence Framework (REF). The theorist, Martin, is cautious of the relationship academics have engendered with the process of the REF, asking are we actually creating a Frankenstein monster, becoming complicit in generating quality thresholds and standards that will become our own tormentors? I am taken by the idea of the monster when pursuing alternative discourses of childhood in educational research – fear of its potential to torment seduces me with the promise of dis-order, de-formity, chaos and mutation. The aim of this paper is to resist a fixed, knowable form of ‘quality’ (in) research, moving between the idea of ‘monster’ and the formlessness of ‘monstrosity’ to oppose the epistemological, ontological and ethical paradigms of reason.  相似文献   

Family‐centered positive psychology: Focusing on strengths to build student success     

Susan M. Sheridan  Emily D. Warnes  Richard J. Cowan  Ariadne V. Schemm  Brandy L. Clarke 《Psychology in the schools》2004,41(1):7-17

Family‐centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family‐based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifies FCPP practice, and illustrate its use through an authentic data‐based case study. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 7–17, 2004.  相似文献   

Write Now! Using reflective writing beyond the humanities and social sciences     

Rachel E. Cannady  Kasia Z. Gallo 《Journal of Further & Higher Education》2016,40(2):188-206

Writing is an important teaching and learning tool that fosters active and critical thinking. There are multiple pressures for disciplines outside the humanities and social sciences to integrate writing in their courses. The shift from teaching solely discipline-specific skills to including writing in a meaningful way can be a daunting process. An instructor and education reference librarian at a public, four-year research university infused an urban planning course with reflective writing exercises. The collaboration proved effective in increasing students’ perceived writing abilities and active thinking via increased immediacy, frequency of writing and active learning.  相似文献   

How do Students Feel about Grammar?: The Framework and its Implications for Teaching and Learning     

Rachel Yarrow 《Changing English: An International Journal of English Teaching》2007,14(2):175-186

Grammar's place in English teaching seems to be constantly under review. This paper reflects on the status and methods of grammar teaching at the moment. In particular, it explores both the positive and negative impact of the Key Stage 3 Framework for Teaching English on teaching and learning. It goes on to analyse the writer's experiences of teaching grammar as a student teacher, and asks whether the methods we are using today are adequate for the needs of young writers.  相似文献   

The PhD – is it out of alignment?     

Sharon Sharmini  Rachel Spronken-Smith 《高等教育研究与发展》2020,39(4):821-833

ABSTRACT

Globally there is recognition that doctoral programmes need to offer the opportunity for career pathways beyond academia, as PhD graduates are entering a range of careers. Consequently, some doctoral programmes now provide opportunities to develop a broader skill set. However, most PhD programmes in the United Kingdom and Australasia still concentrate on disciplinary knowledge and developing research skills. Moreover, the assessment has remained narrowly focused on a written thesis and an oral examination. Here we apply the notion of ‘constructive alignment’ to doctoral education and find that, even in terms of preparing PhD graduates for academic and research careers, the curriculum lacks opportunities to develop and assess relevant skills. The situation is even more extreme for wider careers beyond academia. To achieve alignment, we suggest providing more structured learning opportunities and personalised professional development plans with formative portfolios. If wanting true alignment in the PhD, a portfolio would be the summative assessment, but this is likely a step too far for a conservative academy.  相似文献   

Training in phonological strategies improves Chinese dyslexic children’s character reading skills     

Connie Suk-Han Ho  Rachel Nga-Lun Ma 《Journal of Research in Reading》1999,22(2):131-142

This study investigated Chinese dyslexic children’s efficiency in employing phonological strategies (i.e. the use of orthography-phonology correspondence rules) in reading and the effectiveness of training phonological strategies in improving Chinese dyslexic children’s reading performance. An Experimental Group of 15 Chinese dyslexic children received a five-day intensive training in phonological strategies while a comparable Control Group did not. The results showed that Chinese dyslexic children did not use the phonological strategies as efficiently as Chinese average readers, and the training programme was effective in significantly improving the Experimental Group’s reading performance. This suggests that Chinese dyslexic children can benefit from training in phonological strategies.  相似文献   

The Long and Winding Road from Promise to Fulfilment in Science Among Gifted Females in Israel     

Rachel Zorman 《High Ability Studies》1996,7(1):39-50

A long and winding road awaits gifted females in Israel in their quest to actualize their potential in the sciences. The present state of affairs can be pieced together from a series of studies on various aspects related to the development in the sciences of females in general and gifted females in particular. Gender differences observed in the participation of students in challenging science programs and in their consequent achievement can be attributed to cognitive differences, to environmental and cultural emphasis, or to an interaction between cognitive and environmental factors, reflected in different preferences for methods of inquiry and differences in styles of problem solving. Examples of recent efforts in Israel that attempt to deal with observed gender differences and encourage females to fulfil their talents include group counseling programs, such as “Trapped in Blue and Pink” and instructional programs integrating counseling, such as “Na'aleh — Girls toward degrees in engineering” and a crosscultural intervention program for enhancing gifted females' achevement in the sciences via reattribution training.  相似文献   

The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults     

Rachel Schiff  Ayelet Sasson  Galit Star  Shani Kahta 《Annals of dyslexia》2017,67(3):333-355

The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness.  相似文献