Making a difference—inclusive learning and teaching in higher education through open educational resources     

《Distance Education》2012,33(2):237-252

Recently there has been growing concern about the ways in which professional values such as “acknowledging diversity and promoting equality of opportunity” (Higher Education Academy (HEA), 2006 Higher Education Academy (HEA). (2006). UK Professional Standards Framework for teaching and supporting learning in higher education. York: Author. Retrieved from http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf  [Google Scholar], p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational resource (OER) is addressing this concern by facilitating understanding of the concepts and principles underpinning these professional values. We outline a set of principles for inclusive practice and show how they underpin not only the content of this resource, but also its design, development, and embedding. We argue that while these principles were derived from research in face-to-face teaching, they are just as relevant and applicable to learning, teaching, and curriculum design in distance learning and virtual contexts. Finally, we outline three models for embedding the OER and propose a model for embedding inclusive practice through OER across HE.  相似文献   

Language learning at Key Stage 2: findings from a longitudinal study     

《Education 3-13》2012,40(4):363-378

This paper discusses some of the findings from a 3-year longitudinal study of language learning in the upper stage of English primary schools, i.e. at Key Stage 2. This largely qualitative study (commissioned by the then Department for Children, Schools and Families) was designed to explore and document developing provision and practice in a sample of primary schools that had chosen to introduce language teaching ahead of the proposal that it should become part of statutory requirements. The research team examined the approaches and mechanisms these schools were using to develop and maintain language learning and teaching, teachers’ and children's attitudes towards language learning and children's achievement in oracy and literacy, as well as considering the possible broader cross-curricular impact of language learning. This paper goes on to consider some of the implications for embedding language learning and teaching in English primary schools.  相似文献   

Push and pull in the classroom: competition,gender and the neoliberal subject     

Andrew Wilkins 《Gender and education》2012,24(7):765-781

In this paper I explore how learning strategies based on competition and zero-sum thinking are inscribed into the dynamics of classroom interaction shaping relations between high-achieving pupils, and link elements of these practices to market trends in British education policy discourse. A detour through the politico-historical negotiations shaping relations between neo-liberal governance and education is initially sketched out, bringing into focus how the proliferation of policy discourses of consumerism and marketisation aim to facilitate and shape the conduct of persons in classroom settings. Drawing on ethnographic observation data taken from a study of two London comprehensive secondary schools, I then outline how pupils are incited to behave as competitive strategists in the classroom and reflect on the gender constructions underpinning these performances and their slippery dynamics.  相似文献   

Tools that come from within: Learning to teach in a cross-cultural adult literacy practicum     

Melissa Mosley  Melody Zoch 《Teaching and Teacher Education》2012,28(1):66-77

We report on a study of preservice teachers who tutored adults learning English in a free evening class while simultaneously taking a course titled Community Literacy. Exploring their participation, we wondered in what ways pedagogy developed within this context. Drawing on a close discourse analysis of preservice teachers’ written work, we found that each preservice teacher constructed pedagogy differently but in ways that drew on students’ funds of knowledge, interests, ways of learning, and political interests. Moreover, through reflections on practice, preservice teachers sedimented their identities as teachers who see diversity as a resource in teaching.  相似文献   

“小学数学教学论”课程的建设与实践     

任全红 《四川教育学院学报》2012,28(11):35-37

小学数学教学论是高等师范院校小学教育专业的一门专业基础课.随着社会发展以及教师教育开放性的需要,高师“小数教”课程改革势在必行,这是适应基础教育课程改革、培养新型小学数学教师的需要.就“小数教”课程如何确定更加科学合理的课程体系与教学内容进行论述,通过构建课程体系、优化教学内容,加强教学实践,提高从教能力,进一步突出”小数教”课程的教学实效.  相似文献   

基础日语课堂中翻译法和直接法结合使用的探究     

权玉华 《黑龙江教育学院学报》2012,(12):164-165

目前国内基础日语课堂主要采取翻译法或直接法进行授课。基于此,通过对比分析翻译法和直接法在基础日语课堂中的实际教学过程,探究两种方法结合使用的方案,进一步阐述基础日语课堂应采用"以直接法为主,翻译法为辅"的折中式教学方法。  相似文献   

Raising the Voice: Teaching Through a Multicultural Lens     

Laura Quiros 《Journal of Teaching in Social Work》2013,33(5):518-531

Questions pertaining to racial and cultural identification are salient among social work educators in their role as teachers in the classroom. In the context of the 21st century, as an increasing number of people cannot be classified by race, an awareness of the complexities of cultural and racial identity is more important than ever. For social work pedagogy there is a need for critical reflection, increased awareness, sensitivity to multiculturalism, and cultural diversity. As social work educators, it is crucial for us to teach through the lens of multiculturalism and create spaces for voices of students who belie traditional racial and ethnic categories. This article elevates the voices of Black ethnic women, underscoring the complexity of identity construction within the United States. Qualitative interviews explore the dynamic social constructions of identification for 10 women who identify as Black and ethnic, as one example of a nuanced differentiation of race and culture. This article is a discussion of research findings and includes implications for teaching social work practice that broaden our range of understanding and highlight representations of women with marginal identities, thus furthering our social justice mission.  相似文献   

Engaging Kenyan secondary students in an Oral History Project: Education as emancipation     

Heather Lattimer  Maria Kelly 《International Journal of Educational Development》2013

This article uses a case study approach to explore the viability and impact of learner-centered, emancipatory pedagogies. The research focuses on the implementation of an Oral History Project with students at a Kenyan secondary school. Findings reveal that the project had a significant impact on participants’ beliefs about teaching and learning, strengthened students’ sense of self-efficacy, and enhanced participants’ perceptions of community knowledge. The study suggests that while learner-centered, emancipatory pedagogies are viable and can have a transformative impact on students and teachers, systematic and sustained instructional support and professional development are needed to ensure long-term success.  相似文献   

Teaching Research to MSW Students: Effectiveness of the Team-based Learning Pedagogy     

Caroline Macke  Karen Tapp 《Journal of Teaching in Social Work》2013,33(2):148-160

Social work students often have been labeled as research-reluctant. Consequently, it is important to identify effective teaching strategies. One innovative strategy is team-based learning. The effectiveness of team-based learning has not yet been evaluated with a social work research class. As a result, the current study compared the effectiveness of team-based learning with that of other pedagogies. Findings suggest that team-based learning was not more effective than alternate pedagogies in increasing MSW students' intent to incorporate research into practice. Notably, the team-based learning approach was more effective in increasing research self-efficacy. Implications for future research and practice are discussed.  相似文献   

Don’t Silence “the Dinosaurs”: Keeping Caution Alive With Regard to Social Work Distance Education     

Pooja Sawrikar  Caroline Lenette  Donna McDonald  Jane Fowler 《Journal of Teaching in Social Work》2013,33(4):343-364

Distance education (DE) in social work programs and studies on its comparable effectiveness with face-to-face education continue to increase. Yet not all faculty are convinced of the results, and this study explores why. Three case studies indicate that reservations center on valuing the process of learning and nonverbal communication. Issues regarding duty of care to families to be served by future social workers primarily educated in a virtual classroom also matter significantly. The trend toward DE may be inevitable, but this does not mean that educators should not voice their concerns; their skepticism has merit, and they have a responsibility to be vocal.  相似文献