Extended teams in vocational education: collaboration on the border     

Marco Mazereeuw  Iwan Wopereis  Susan McKenney 《Educational Research and Evaluation》2016,22(3-4):194-212

ABSTRACT

Extended Teams (ETs), in which teachers and workplace supervisors are jointly responsible for the quality of education, were established to solve problems concerning school–workplace connections in vocational and professional education. Six ETs were investigated during their 1st year of collaboration. In addition to recordings of ET meetings, questionnaires, focus groups, and interviews yielded triangulation of data pertaining to dimensions of team work and professional growth of individual team members. Five of the 6 teams showed marked changes for team functioning, especially with regard to social ties and intellectual building as well as needs for new knowledge. Analysis of individual professional growth indicated that working in an ET contributed to understanding the other context, and altering views of what can be achieved by and for students. We conclude that ETs hold potential for strengthening school–workplace connections, but note that they did rely heavily on external support.  相似文献   

“Because if we don’t talk about it,how are we going to prevent it?”: Lucidity,a narrative-based digital game about sexual violence     

Melissa Gilliam  Patrick Jagoda  Erin Jaworski  Luciana E. Hebert  Phoebe Lyman  M. Claire Wilson 《Sex education》2016,16(4):391-404

This paper describes the development and evaluation of an interactive, narrative-based, multimedia game to promote learning and communication about sexual violence and health topics. High school-aged participants created the game concept in a three-week workshop, after which assets were assembled and refined by a university-based game design lab. The outcome, Lucidity, was a multimedia game with a nonlinear narrative that led to two different outcomes based on player decisions. The narrative followed the life of one character, an African American woman named Zaria who remembers and grapples with a sexual assault from her past. The player discovers parts of the story by reading comics, watching videos, navigating interactive websites and playing short videogames. The final evaluation consisted of gameplay, a post-game focus group and follow-up interviews. Twenty-four young people participated in three focus group discussions (n = 9, n = 5, n = 10); 23 participated in the follow-up interviews. Salient themes identified in the focus group discussions included: overall approval of the game, the acquisition of new knowledge and minimal past exposure to conversations or education about sexual violence. At follow-up, almost all (n = 22) had initiated a conversation about sexual violence with a parent, peer and/or teacher. Lucidity succeeded in engaging young people and facilitating communication with adults and peers regarding sexual violence and other sexual health topics. Ultimately, a game-based intervention such as this represents a feasible approach for introducing issues of sexual violence, with potential for future implementation in educational settings.  相似文献   

高职院校“双师型”师资队伍建设与教师专业发展   总被引：3，自引：0，他引：3  

姚蕾 《黑龙江教育学院学报》2006,25(4):71-72

关于高职院校“双师型”师资队伍建设与教师专业发展;高职院校教师具有“双师型”素质是教师专业发展的必然要求;加强高职院校“双师型”师资队伍建设,确保教师专业发展。  相似文献   

幼儿语言游戏的本质特点、指导原则及策略     

陈亮  朱德全 《学前教育研究》2007,(10):47-49

从语言游戏的本质特点出发，教师需适时采用自上而下的“师者角色式”显性指导，平行关系的“伙伴角色式”隐性指导和自下而上的“生者角色式”隐性指导。显性与隐性相结合的指导方式有助于改变幼儿园语言游戏“训练化”与“反语言”的不良倾向，使语言游戏返回到游戏活动的本真状态。  相似文献   

促进教研员队伍发展的几点做法     

于善伟  赵蓉 《大连教育学院学报》2005,21(4):10-11

新的形势和任务要求教研员队伍的建设必须坚持以人为本,明确发展道路,采取多种创新措施。大连市旅顺口区教师进修学校正是坚持了这一做法,促进了教研员队伍的发展。  相似文献   

新世纪的鲁迅研究     

张永泉 《广播电视大学学报》2001,(1):14-19

回顾鲁迅研究的历史 ,以史为鉴 ,温故知新。鲁迅的人生哲学对于中华民族乃至全人类的生存发展具有恒久的意义。鲁迅研究在 2 1世纪能否得到更加健康深入的发展 ,关键在于研究主体的综合素质能否得到尽快的提高  相似文献   

梦的编织——勃朗特姐妹文化现象探究(一)     

孙周年 《郧阳师范高等专科学校学报》2001,21(5):57-59

一百多年来,勃朗特三姐妹的出现,一直被人们惊为奇迹,传为佳话.但勃氏三姐妹的成就并非一日之功.从地域环境、家庭背景、童年生活、成长历程等四个方面出发,可以揭示勃朗特三姐妹如何由孤独走向倾诉、由智力游戏发展为天才,将梦想演变为现实,从而在文坛上创下奇迹的人生路向.勃氏姐妹的成功表现了一种文化现象,"梦",是一个作家经由的必然心历.  相似文献   

More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico     

Brenna Hassinger-Das  Tamara S. Toub  Jennifer M. Zosh  Jessica Michnick  Roberta Golinkoff  Kathy Hirsh-Pasek 《Infancia y Aprendizaje》2017,40(2):191-218

Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development.  相似文献   

学习型图书馆专业队伍的继续教育   总被引：1，自引：0，他引：1  

汪琳 《培训与研究》2005,22(3):129-131

本从学习型组织理论概述入手，阐述何谓学习型图书馆，探讨学习型图书馆专业队伍的继续教育问题。  相似文献   

我国皮划艇竞赛制度的现状与改革          下载免费PDF全文

高文雅 《惠州学院学报》2002,22(6):82-84

我国皮划艇的比赛制度和世界强队相比, 次数过少, 不能用比赛模式促进运动成绩的快速提高. 为使我国的皮划艇项目在奥运会上实现奖牌零的突破, 必须改进比赛现状, 增加比赛次数.  相似文献