Impact of a Scientist–Teacher Collaborative Model on Students,Teachers, and Scientists     

Paichi Pat Shein  Chun-Yen Tsai 《International Journal of Science Education》2013,35(13):2147-2169

Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist–teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students’ learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers’ and scientists’ science teaching. A quasi-experimental design was used to understand the impact on students’ scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students’ scientific competency and a large effect on students’ scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.  相似文献   

Reciprocal learning in partnership practice: an exploratory study of a home visiting program for mothers with depression     

Matthias Finger 《Studies in Continuing Education》2013,35(2):99-106

The paper proposes that the function and meaning of adult learning has significantly changed since the times the ‘founding fathers’ outlined a philosophical framework for adult education. And already for them the philosophy of conventional education never really seemed adequate. Likewise, a philosophy of adult education today–which is badly needed ‐‐ can no longer be derived from the philosophy of conventional education, and must be elaborated from bottom‐up, i.e. by understanding themeaning of learning for adult learners today as well as the function of adult learning in present society.  相似文献   

“A Scientist Can Be Anyone!” Oral Histories of Scientists Can Make “Real Science” Accessible to Youth     

Jrene Rahm  Jayne Downey 《Clearing house (Menasha, Wis.)》2013,86(5):253-257

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Bilingual education policy and social justice     

Zane Ma Rhea 《教育政策杂志》2013,28(1):45-66

This paper examines the Australian government’s Indigenous policy by interrogating the concept of partnership between governments and Indigenous communities through three examples. Increasingly, the Australian federal government is focusing attention on the poor literacy and numeracy outcomes for Indigenous children in remote and very remote locations. The three examples examined in this paper occurred between 2002 and 2007 during the development of the government’s policies about partnership accountability. A case study methodological approach evolved into a policy ethnography which was adopted to investigate the central question examined in this paper about the strengths and limitations of partnering as a policy concept. The strongest theme to arise from analysis was that parents and caregivers, and indeed their broader families and communities, had a distinctly different expectation of partnership to that of the government policy. Drawing on social exchange theories, the differences identified were concerned with the asymmetry and reciprocity. Indigenous communities are asserting the right to negotiated agreements that are accountable ‘both ways’ and governments seem to be more focussed on a ‘one way’ process of making Indigenous people accountable for education failure.  相似文献   

新公共管理的政策工具:PPP的理论分析与实践经验     

陈静  周峰 《湖北生态工程职业技术学院学报》2007,(3)

传统观点认为,公共产品是典型的"市场失灵"领域,必须由政府提供。经济学家引用"公地悲剧"、"囚徒困境"、"集体行动的逻辑"这三个理论模型论证公共产品私人供给的无效率以及政府供给的必要性。但政府单独供给公共产品也遇到了困难。随着新公共管理运动的兴起,PPP成为提供公共产品的主要途径。  相似文献   

基础设施领域中公私伙伴关系的应用和发展     

奚秀岩 《科技与管理》2007,9(2):11-13

通过分析公私伙伴关系（PPP）在中国基础设施领域中的重要作用与必备条件,对于利用这种创新机制促进社会经济的有效增长提出了长期的全面解决方案。同时就深化和完善基础设施领域中的公私伙伴关系提出了具有针对性的建议。  相似文献   

合伙制度的特点及法律完善     

李运华 《培训与研究》2006,23(4):68-70

各国都非常重视对合伙制度的不断完善,相比之下,我国合伙制度还相当简陋,不能适应经济发展的需要。应当借鉴其他国家成功的立法经验,完善我国合伙法律制度,明确合伙的法律主体地位,确立有限合伙和事务所性质的合伙形式,建立层次明晰的合伙法律体系。  相似文献   

Theorising participation in urban regeneration partnerships: an adult education perspective     

Martin Galvin 《教育政策杂志》2017,32(6):809-831

While the policy approach in Urban Regeneration Partnership tends to be viewed as participatory governance using an urban studies lens, this article posits an alternative theorisation that takes an adult education perspective. We draw from Lefebvre’s notion of space, Engeström’s Cultural Historical Activity Theory and Holand et al.’s concept of positionality and social identity to theorise Urban Regeneration Partnership as expansive participation that acknowledges discursive struggle and contradiction in authentic democratisation. We argue for a multiscalar understanding of citizenship that attends to sociocultural conditions, challenges hegemonic spatial modalities and inculcates conditions for transformative agency. Our theorising is illustrated using data from a doctoral study examining one Urban Regeneration Partnership in the Republic of Ireland. Three themes emerged from the study: market-led discourse of transformation versus a narrative of community; rhetoric of empowerment versus the unequal positioning of residents, and the dominant hegemony of official knowledge versus community-based experiential knowledge. The article examines whether the academy can make a difference in people’s lives through challenging the prevailing orthodoxy, revealing unexamined assumptions and offering alternative frameworks for deeper understanding of the policy cycle in Urban Regeneration Partnerships.  相似文献   

Inclusive assessment for linguistically diverse learners in higher education     

Amrita Kaur  Mohammad Noman  Hasniza Nordin 《Assessment & Evaluation in Higher Education》2017,42(5):756-771

As classrooms become increasingly diverse in higher education, educators are emphasising inclusive practices in teaching and learning to accommodate the needs of diverse learners. There is also an emerging need for an inclusive approach in assessment for accessibility, opportunity, relevance and engagement. This study, using design-based research guidelines with student–faculty partnership, designed, developed, implemented and evaluated contextually sensitive assessment protocol as inclusive and fair assessment. Data from students’ reflections and face-to-face interviews with open-ended questions suggested that, despite concerns such as potential bias, time and accommodation challenges, such assessment practices can make valuable contributions in creating a positive learning environment, improving relatedness and self-esteem and motivating and engaging students for better effort and effective learning. Implications for higher education practitioners with diverse learners are discussed.  相似文献   

Peer partnership to enhance scholarship of teaching: a case study     

Alan Barnard  Waveney Croft  Rosemary Irons  Natalie Cuffe  Wasana Bandara  Pamela Rowntree 《高等教育研究与发展》2011,30(4):435-448

This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs.  相似文献