Rethinking Critical Thinking: Indigenous students studying at university     

Neil Harrison 《Teaching Education》2013,24(4):375-384

Critical thinking is conceived in the theories as a skill that students consciously learn and practice while the teacher is positioned as the one who can teach students how to critique. However, one of the major insights gained through research conducted at a university in the Northern Territory is that students are already critiquing what they say and do in the classroom as they negotiate a position in relation to the lecturer as an authority. The research finds that critical thinking is not just a cognitive attribute, it is constituted through a practice that is always at work, albeit in hidden ways in the classroom. It is through this hidden practice of critique that indigenous students at this university speak and learn outside an assimilation to the power and knowledge of the non‐indigenous teacher.  相似文献   

Prospective teachers’ perceptions of instrumentality,boredom coping strategies,and four aspects of engagement     

Altay Eren 《Teaching Education》2013,24(3):302-326

This study examined the mediating roles of prospective teachers’ boredom coping strategies (i.e. cognitive-approach, behavioral-approach, cognitive-avoidance, and behavioral-avoidance strategies) in the relationships between their perceptions of instrumentality and four aspects of engagement (i.e. agentic engagement, behavioral, engagement, emotional engagement, and cognitive engagement). A total of 521 prospective teachers participated voluntarily in the study. In addition to the latent factor and observed factor correlation analyses, a series of structural equation modeling analyses were conducted in order to examine the mediating roles of boredom coping strategies. The results demonstrated that perceived instrumentality, boredom coping strategies with the exception of cognitive-avoidance orientation, and four aspects of engagement were significantly related to each other. The results also showed that the relationships between perceived instrumentality and agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement were slightly, but significantly mediated by cognitive-approach orientation. Implications for teacher education and directions for future studies were also discussed in the present study.  相似文献   

Beyond hard outcomes: ‘soft’ outcomes and engagement as student success     

Nick Zepke  Linda Leach 《Teaching in Higher Education》2013,18(6):661-673

This paper questions current policy discourses that equate student success with hard outcomes like retention, completion and employment. It offers another view, one that uses ‘soft’ outcomes and student engagement literature to widen our understanding of student success. In the paper, we first draw on literature to explore student engagement, usually understood as a means to achieve success, and ‘soft’ outcomes as acceptable student outcomes, as success. We present possible indicators for these forms of success and a matrix of factors which influence such success. We then examine these ideas using data gathered from a project that investigated success as experienced by post-school foundation learners in Institutes of Technology and Polytechnics in Aotearoa/New Zealand. The findings suggest that the ideas have value. Finally, we identify some implications for teachers, arguing that, contrary to some current views, all four quadrants in the matrix are the business of teachers.  相似文献   

Communication for Public Decision-Making in a Negative Historical Context: Building Intercultural Relationships in the British Columbia Treaty Process     

《Journal of International and Intercultural Communication》2013,6(2):158-180

Abstract

Encouraging involvement in local, regional and national communities in order to develop a healthy democracy is a laudable goal for society. However, culturally marginalized groups that have been historically excluded from such participation, and who utilize communication patterns that differ from the dominant culture, cannot take all the responsibility for becoming engaged. The aboriginal peoples of North America are one such marginalized cultural group. Utilizing data from the current British Columbia treaty process, this study posits communication structures, attitudes, and behaviors that dominant culture groups must adopt in order to build positive long-term relationships for public engagement with historically marginalized cultural groups.  相似文献   

高校教师职务评聘中的法律问题探析--对一起诉讼案的法理学思考     

陈鹏  祁占勇 《高等教育研究》2004,25(2):46-50

从林某诉某大学案的审理和分析中,可以得出以下结论:高校是"法律法规授权组织",具有行政主体资格,相应被纳入行政诉讼制度的监督范围;司法审查的有限介入是必要的,而不是对学术自由的干预;教师职务授予行为的主体不是学校的教师职务评审委员会,而是学校;"评"与"聘"是两个相对独立的行为过程,前者是一种行政行为,后者是一种民事行为。  相似文献   

Selecting an open innovation community as an alliance partner: Looking for healthy communities and ecosystems     

《Research Policy》2019,48(8):103766

Organizations build strategic alliances with other firms with the intent of tapping into partners’ resources and capturing long-term value from these relationships. Such partnerships are typically governed by contractual or equity arrangements with clear mutual obligations. More recently, however, organizations have begun to seek strategic partnerships with open innovation communities, which are novel digitally enabled forms of organizing, and where contractual commitments are not possible. Thus, selecting the right open innovation community as an alliance partner becomes a more complex decision. We follow how the organizational decision makers, in two technology firms that were pioneers of forming strategic alliances with open innovation communities, developed metrics around making such decisions. We build upon Shah and Swaminathan’s (2008) contingency model of alliance partner selection and consider how it applies to the case of partnering with open innovation communities. This framework was useful in to frame our findings, yet our work recognizes and builds upon two key differences: 1) the evaluation metrics used in selecting an open innovation community were more focused on value creation than value capture; and 2) open ecosystem considerations, and not just partner-specific metrics, featured prominently in this type of alliance partner evaluation. We develop the notions of community and ecosystem health to refer to these new metrics.  相似文献   

旅游虚拟社区成员的参加动机对其契合行为的影响——以户外旅行俱乐部为例     

周泽鲲  乌铁红  唐文跃 《资源科学》2019,41(9):1734-1746

虚拟社区已成为当代旅游者的重要活动空间,他们在社区中展开发布信息、组织活动、寻求帮助、分享生活等非交易行为（即契合行为）,厘清旅游虚拟社区的参加动机及其与契合行为间的关系对于旅游虚拟社区的经营与发展具有重要意义。本文采用定量研究方法,对呼和浩特户外旅游虚拟社区进行了问卷调查,尝试明晰人们参加旅游虚拟社区的主要心理动因,并探索户外旅游虚拟社区中参加动机对于成员契合行为的影响。研究结果表明：旅游虚拟社区参加动机可划分为4种：自我成就、社交、学习和实际好处;虚拟社区参加动机对于契合行为具有显著影响,但仅对态度契合具有直接影响;群体认同是虚拟社区参加动机对契合行为产生影响的重要路径;契合行为的完全实现,必须要以达成态度契合为前提;旅游虚拟社区成员“参加动机-群体认同-态度契合-行为契合”的关系链条得以明晰,探索出从参加动机到契合行为的一般性普适路径。本文丰富了旅游虚拟社区契合行为研究,对旅游虚拟社区的经营管理者具有一定的借鉴和参考价值。  相似文献   

美国大学社会服务职能演进与转型     

王楠 《高等工程教育研究》2022,(1):188-193

美国大学社会服务职能萌芽于19世纪后期,其意涵与形式伴随美国社会和高等教育发展逐渐丰富和多元,先后历经以"知识传播和技术推广"促进农业技术变革、以"技术转移和成果转化"推动工业繁荣、以"参与型学术"引领社会发展的不同阶段并发挥了积极社会影响.以参与型学术为代表的新一轮学术革命撬动了社会服务职能转型,其价值理念从功利化回...  相似文献   

The link between student-perceived teacher talk and student enjoyment,anxiety and discursive engagement in the classroom     

Gaowei Chen  Jiahong Zhang  Carol K. K. Chan  Sarah Michaels  Lauren B. Resnick  Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N_{7th grade} = 1,146 and N_{8th grade} = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献