Environmental identity formation in nonformal environmental education programs     

Corrie Colvin Williams  Louise Chawla 《Environmental Education Research》2016,22(7):978-1001

This paper explores experiences that remained salient in the memories of former participants in three nature-based programs in Colorado, five to forty years after childhood involvement. Interviews with program founders and staff, archival research, and observations of current activities provided an understanding of each program’s history, mission and educational approach. In this context, 18 former participants were interviewed about program experiences that they remembered and program impacts on their environmental identities and academic or career choices. Results were analyzed through the lens of social practice theory, which has significant implications for the design and evaluation of environmental education programs. Results showed that social practice theory is a useful framework for interpreting the development of a social environmental identity, but an ecological identity that forms through direct contact with the natural world is an important complementary concept.  相似文献   

Use your imagination: what UK universities want you to think of them     

Jeroen Huisman  Jelle Mampaey 《牛津教育评论》2018,44(4):425-440

In higher education research, theoretical approaches stressing isomorphism dominate the discourse on how higher education institutions ‘behave’ in their higher education and research systems. We argue that research should address both instances of similarity and differences. Using theoretical notions from institutionalism and the branding/marketing literature, and focusing on how UK universities are different and similar in their welcome addresses—as expressions of the institutions’ images—we are able to offer a balanced view of patterns of similarities and differences as well as share findings of patterns over time (2005–2015). Using quantitative and qualitative content analysis, our findings show overall high levels of homogeneity of images across the universities. But younger and less prestigious institutions were (both in 2005 and 2015) more inclined to show distinctive images.  相似文献   

Tracing unique trajectories of participation for a ‘girl with ADHD’: from ‘unwilling student’ to ‘agentive learner’     

Ann-Carita Evaldsson  Johanna Svahn 《Emotional and Behavioural Difficulties》2019,24(3):254-272

ABSTRACT

The overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust.  相似文献   

Learning,literacy and identity: ‘I don’t think I’m a failure any more’     

Lyn Tett 《British Journal of Sociology of Education》2016,37(3):427-444

The impact of participation in adult literacy programmes on learners’ identities is examined through an interrogation of their past and current experiences and the assessment of the effect of particular pedagogies. The findings show how learners’ positive experiences in their programmes had caused them to re-evaluate their previous understandings and enabled the construction of new identities as people that are able to learn. These changes had come about through the challenging of negative discourses, the creation of new figured worlds and imagined futures, and the use of a learning curriculum where learners’ experiences were utilized as positive resources.  相似文献   

Jack in two boxes: A postmodern perspective on the transformation of persons into portraits   总被引：1，自引：0，他引：1  

Maggie MacLure  Ian Stronach 《Interchange》1993,24(4):353-380

The paper explores issues surrounding portrayal in educational research and interrogates the notion of a life as a textual product, via an analysis of two short biographical narratives which happen to portray the same person — a British primary school head teacher nearing the end of his career. The discrepancies between these two texts point to the problematic nature of the relationship between person and portrait, and make visible some of the textual devices that writers/researchers use in order to achieve coherence and authenticity in biographical narratives.  相似文献   

An Exploration of the Relationship Among Teacher Efficacy,Collective Teacher Efficacy,and Goal Consensus   总被引：2，自引：0，他引：2  

Kurz  Terri Barber  Knight  Stephanie L. 《Learning Environments Research》2004,7(2):111-128

This study explored the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Participants included 113 teachers of a high school located in the southwestern USA. During a teacher inservice meeting, teachers completed three surveys that measured the variables under study. Correlational and regression analyses were performed to examine the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Collective teacher efficacy was found to be correlated with all of the other variables examined, but was most highly correlated with goal consensus/vision. Individual teacher efficacy, while related to collective teacher efficacy, was not found to be related to goal consensus/vision. Findings from this study suggest that, because individual teacher efficacy, collective teacher efficacy and goal consensus/vision are related, changing one could have an impact on the others. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

中美两国对外语言教学的比较与思考     

雷莉  雷华 《比较教育研究》2003,24(11):12-16

本文从方针、政策、组织机构、教学环境、考试评估、奖学金制度等方面对中、美两国对外语言教学进行了比较、分析，剖析了美国对外语言教学的成功经验，指出了中国对外汉语教学还不完善的方面，并提出了相应的改进措施，以使中国的对外汉语教学沿着科学化和规范化的道路健康发展。  相似文献   

基于组织变革的中小学校长培训及其关系处理研究   总被引：1，自引：0，他引：1  

李小融  卢雄  高启明  邱兴  罗智超 《四川教育学院学报》2005,21(9):1-3,20

校长培训组织应该依据社会与教育发展所引起的培训环境的变化，及时调整和完善自身结构和功能，以满足校长培训发展的新需要，这是一种新的搞好“十一五”中小学校长培训工作的组织变革观。文章认为。在实现培训组织变革中，要慎重处理好正规与非正规、现代培训手段与传统培训方式等六大关系。  相似文献   

高校思想政治理论课的认同危机及对策思考     

李磊 《昆明大学学报》2007,18(1):74-76

目前高校思想政治理论课的教育教学通过大学生的普遍正向认同来看已经取得了明显的成效。正向认同一般划分为强制性认同、利益性认同和观念性认同三个等级,它们对思想政治理论课的教育教学产生着正负两方面的影响。通过对三个认同等级及其在思想政治教育中的转变的分析,对思想政治理论课的改革和发展进行了一定的思考和探索。  相似文献   

研究生党支部组织力提升途径研究     

焦璇 《教育教学论坛》2019,(7):21-22

研究生党支部在高校学生党支部中占比较大,如何发挥好研究生党支部的组织力是新时代赋予高校党建工作的重要命题。本文从政治领导力、组织覆盖力、组织凝聚力、发展推动力四个方面来分析研究生党支部组织力现状和提升途径,为研究生党支部建设提供经验参考。  相似文献