An account of practice: employing drawings and stories to enable reflective learning     

Jane Robertson  Heidi le Sueur  Nicky Terblanche 《Action Learning: Research and Practice》2019,16(1):77-86

Facilitating reflection for personal growth in a business context requires careful thought and planning. As a learning process, Business-Driven Action Learning (BDAL) has two points of focus. It aims to firstly identify and make recommendations regarding a business challenge, whist secondly facilitating potentially significant individual personal learning and growth. The research reported in this account of practice focused on personal learning by exploring the potential for individuals to experience transformative learning during a BDAL process. During the research I used a number of methods including hand-drawn images and in-depth interviews to enable the writing of interpretive stories. Findings revealed that participants found reflection during and after the BDAL beneficial. They gained insights into what they learnt, what changed since the BDAL experience and also what they still need to focus on. The findings have practical implications for the action learning facilitator of BDAL during management development programmes. One of the ways action learning facilitators can initiate the reflection process of new participants is to share the experience of previous participants. ‘Sandy’s interpretive story’, contained in this article, is such an example and includes hand-drawn images of her learning journey. I argue that the use of interpretative stories helps new participants understand programme challenges and stimulates their individual learning journey.  相似文献   

What student teaching evaluation instruments tell us about emphases in teacher education programs     

Stephen M. Koziol  J. Bradley Minnick  Michael A. Sherman 《Journal of Personnel Evaluation in Education》1996,10(1):53-74

Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. April, 1995  相似文献   

A quantitative and qualitative study of changes in the use of learning outcomes and distractions by students and tutors during a biology poster assessment   总被引：1，自引：0，他引：1  

Paul Orsmond  Stephen Merry  David Sheffield 《Studies in Educational Evaluation》2006,32(3):262

Learning outcomes are statements of intended learning within a module. In practice, students may consider various options when undertaking assessments. They may feel they can meet the stated learning outcomes by demonstrating other aspects of study which are termed distractions. Thirty-three undergraduate students' constructed scientific posters and completed questionnaires prior to and on the day of poster submission. Additionally, ten of these students were interviewed. Analysis of questionnaire data using principle components analysis and interview data by clustering units of relevant meaning revealed that students did not differentiate between learning outcomes and distractions, both of which steered their learning during the assessment. These results are discussed within the context of assessment tasks and implications for practice.  相似文献   

The humanities in English primary schools: struggling to survive     

Jonathan Barnes  Stephen Scoffham 《Education 3-13》2017,45(3):298-308

ABSTRACT

This article surveys the state of the humanities in English primary schools drawing on evidence from serving head teachers, current literature and policy documents. The findings suggest that whilst the humanities are highly valued in schools, there are serious challenges which threaten the ‘broad and balanced’ curriculum. It is suggested that a greater focus on spiritual, moral, social and cultural (SMSC) education and engagement with subject associations and alternative learning environments can help to rectify this imbalance. Such an approach recognises looming social, cultural and environmental threats, which have the potential to support children’s psychological health and well-being.  相似文献   

How confident are primary school teachers in teaching science?     

Mr. Stephen Yates  Dr. Denis Goodrum 《Research in Science Education》1990,20(1):300-305

The recent nationalDiscipline Review of Teacher Education in Mathematics and Science outlines the lack of confidence of many preservice primary school teachers in teaching science. This study explores the attitudes of 170 primary school teachers in a Perth school district. By means of a simple questionnaire the perceptions and attitudes of these teachers about the following aspects have been examined: (1) background understanding of science; (2) preservice training; (3) interest in teaching science; (4) skill in teaching science; (5) confidence in the plant, animal, matter, energy areas, and (6) time spent teaching science. Besides compiling frequency responses for all teachers on these aspects comparisons have also been made on the basis of: (1) gender; (2) time of graduation, and (3) grade level taught. Specializations: Primary science, teacher attitudes. Specializations: Primary science, science teaching strategies, curriculum implementation, cognitive studies.  相似文献   

The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model     

Nathaniel P. von der Embse  Alexander M. Schoemann  Stephen P. Kilgus  Maribeth Wicoff  Mark Bowler 《教育心理学》2017,37(3):312-331

The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States supported the hypothesis that educators who perceived the test as an invalid measure of teaching effectiveness were more likely to report high levels of test stress and to use counterproductive teaching practices, including fear appeals, in an attempt to motivate students for test-taking. This study provides initial evidence for the hypothesised relationships of test-based accountability policy with teacher mental health and instructional practices. Implications for research and practice are discussed.  相似文献   

Continuity and intensity of shock in one-way avoidance learning in the rat     

Stephen E. Dieter 《Learning & behavior》1976,4(3):303-307

Six groups of rats (n = 16) differed with respect to the continuity of shock (continuous or discontinuous) and the shock intensity (.3, .8, or 1.6 mA) used during 65 one-way avoidance-conditioning trials. In general, a facilitative effect on one-way avoidance learning was obtained for continuous as opposed to discontinuous shock and for strong as opposed to weak shock. For both variables, the results are opposite to those obtained in discriminated shuttlebox-avoidance and barpress avoidance tasks. The data support an interpretation of the effect of continuity of shock which holds that discontinuous shock is, in effect, less intense than continuous shock. This interpretation allows the effects of the continuity-of-shock variable to be incorporated within the effective reinforcement theory of avoidance learning which has been proposed to account for shock-intensity effects in various avoidance tasks.  相似文献   

Technology,teachers, and the search for school reform   总被引：1，自引：0，他引：1  

Stephen T. Kerr 《Educational technology research and development : ETR & D》1989,37(4):5-17

Educational technologists have increasingly moved away from direct involvement in the world of the classroom teacher in recent years. The assumptions that technologists and teachers make about educational technology and about teaching now diverge markedly. At the same time, new reform proposals have suggested ways to restructure schools that would enhance the role of teachers as instructional decision-makers and offer them more control over their professional work life. Elements of the reform agenda are characterized, and ways are described in which educational technologists might work together with teachers in pursuit of reform goals. These include: (1) preparation of models for teaching-with-technology; (2) design of intelligent software; (3) creation of technologically based tools to support teachers' professional work and development; and (4) improvement of research about technology in education. Note:An earlier version of this paper was presented at the Annual Conference of the Association for Educational Communications and Technology, Dallas, Texas, February 4, 1989.  相似文献   

Curious sex ratios and cytoplasmic genes     

Stephen J. Freeland  Laurence D. Hurst 《Resonance》1997,2(6):68-78

Evolutionary theory predicts that most populations should consist of roughly as many males as females. Recently, a variety of populations have been described which show very different proportions of the two sexes, especially in invertebrate species that contain individuals whose offspring are almost all female. Some of these instances can now be explained by the diverse actions of various ‘selfish’ elements residing in the cytoplasm of the individuals, which are transmitted exclusively through the female line. These instances of curious sex ratios exemplify an important principle: the fitness of genes, rather than of individuals, is the primary currency of evolution.  相似文献   

A case for collaboratives: Turning around the Bronx public schools     

Stephen Franse  Adrienne Siegel 《The Urban Review》1987,19(2):129-135

This article chronicles pace-setting collaborative educational programs which are succeeding in turning around Bronx public schools. It focuses on the results achieved when corporations, universities, cultural institutions, and health-care facilities become partners with the public schools to share their expertise, sophisticated technology, and superior financial resources with the city's children. The marshalling of new resources from outside the school establishment in support of a number of initiatives has set public education in the Bronx on a new course. The transformation of many troubled neighborhood high schools into theme schools which feature a particular career preparation has already brought dramatic changes in the borough's dropout rate and raised the aspirations of large numbers of students.  相似文献