How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice     

Christopher Day 《British Educational Research Journal》2020,46(1):247-264

This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2 , 2015, 20) within a push to improve students’ progress and attainment. The research examined the tensions between staff who embraced the principal's agenda for collegially agreed change, and whose students’ academic progress and performance improved over a 3-year consecutive period when measured in terms of students’ entry-level attainment and socio-economic factors, and staff who asserted their right to ‘individual professional autonomy’ and whose students’ academic progress and attainment declined. The research: (i) challenges claims that reform necessarily results in school cultures of compliancy, de-professionalisation and the technicisation of teaching; (ii) raises issues concerning the pedagogical leadership of principals in a devolved, ‘self-governing’ school system; and (iii) questions teachers’ entitlements to individual professional autonomy where this is associated with students’ continuing academic underperformance.  相似文献   

Creativity development in preschoolers: The effects of children’s museum visits and other education environment factors     

《Studies in Educational Evaluation》2020

As one of the potential contextual factors for creativity development, children’s museum has been introduced to China from the western world in recent years, with the aim to offer a new informal educational environment to enhance children’s creativity. Based on experimental data for two groups of 4-year-old preschoolers (218 for the family mode and 202 for the preschool mode) from Beijing with an appropriately one-year long intervention (September 2017 to July 2018), this study examines the effect of regular visits to a children’s museum and other education environmental factors on young children’s creativity measured by Torrance’s Thinking Creatively in Action and Movement (TCAM) test. Results indicate that in terms of family visit, compared to the control group, the intervention that offers 18 times free tickets to visit a children’s museum significantly improved the experiment group’s originality (a sub-measure of creativity) by an additional 34.51 %. A beneficial effect of this intervention was also found in improving children’s fluency from the sample of preschool group visit (46.80 %). In addition, family education environment factors such as public preschool attendance, frequency of visits to science museums, and the degree of parents’ latitude were also found to positively affect creativity. Children’s personal features such as sex and geographic location of the family are also found to be related with children’s creativity.  相似文献   

“互联网+”背景下高校第二课堂运行有效性思考——以S大学为例     

郑一敏  谷亚华 《教育教学论坛》2020,(9):111-112

本文通过对S大学的研究,探讨高校第二课堂运行的有效性,并指出目前存在的问题,提供相应的解决办法。  相似文献   

Student success pocket-graphic: a mountain of data transformed     

Karen Briere  Kelly Drifmeyer 《Public Services Quarterly》2020,16(1):48-58

Abstract

How does a small community college library, without marketing experience or budget, advocate for its value to a campus community and its administrators? We did so by creating an engaging, bright, and easy-to-read “pocket-graphic.” In this column, we reflect on the process of shaping a multi-use product out of a mountain of data. Through research in design practices, field observations of popular information tools, and an uncomfortable step into braggadocio, we learned to articulate the successes of our library. Our “pocket-graphic” told our story, yes – but it also provoked surprise, questions (“you really have all that?”) and delight in the lesser known successes (“you really DO all that!”). In the process, we connected our students more deeply to helpful services and resources, faculty to supportive instruction, and positively changed the tone of conversation with all our stakeholders. By turning data points into selling points, we found insights and a focus that moved our own development forward, helping ourselves to define improved priorities for advancing our critical role in student success.  相似文献   

Not quite university people? Academics teaching on foundation studies programmes in New Zealand universities     

Pat Strauss 《高等教育研究与发展》2020,39(5):1013-1025

ABSTRACT

In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access.  相似文献   

Efficacy of using non-linear pedagogy to support attacking players’ individual learning objectives in elite-youth football: A randomised cross-over trial     

Simon J. Roberts  James R. Rudd  Matthew J. Reeves 《Journal of sports sciences》2020,38(11-12):1454-1464

ABSTRACT

The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players’ individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P< 0.02) and decision-making (P< 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.  相似文献   

身体关怀:徐英超体质教育思想的形成动因、内在逻辑与当代启示     

邵天逸  李启迪 《沈阳体育学院学报》2020,(3):23-28

徐英超是"体质教育思想"的首创者,这一思想在我国学校体育发展史中具有重要的地位。运用文献资料法、逻辑分析法,通过不同的视角深度剖析徐英超体质教育思想,旨在呈现徐英超体质教育思想的形成动因与内在逻辑,并挖掘体质教育思想对当前学校体育的启示。研究认为徐英超体质教育思想的成因在于反思体育的概念,内在逻辑包含3个方面:体育教学的视点应从技术传习回归身体教育,实证调研是揭示与掌握体质变化规律的关键,良好的心态与生活方式是促进体质健康的外部保障。徐英超体质教育思想的当代启示:正视增强体质与技术教学之关系;参考体测结果调整体育教学方向;建构面向生活的体育健康教育观。  相似文献   

一种旧的新逻辑:实质归纳理论     

李帅 《科学技术哲学研究》2020,37(1):20-26

诺顿在古德曼和亨普尔等人的启发下,结合他的科学哲学研究背景,提出一种不同于他所定义的“形式归纳理论”的“实质归纳理论”,强调归纳的局部应用性,拒斥普遍的归纳推理模式。归纳推理的基础往往建立在具体领域的事实之上,因此所有的归纳推理都是局部的。诺顿认为归纳推理模式是由事实授权的,我们可以通过考察这些事实的可靠性来评估归纳风险。同时实质归纳理论不再区分归纳的事实部分和模式部分,所以不易受休谟问题的影响。但我们发现,诺顿的归纳辩护面临着亟待解决的问题,其理论也遭受多方面的批评。实质归纳理论是归纳逻辑领域的前沿性成果,引起了逻辑学界和科学哲学界的广泛关注,一定程度上体现了归纳逻辑的强劲生命力和广阔的发展前景。  相似文献   

The Mystery Room: discovering the flexibility of an information literacy-based educational escape room     

Glenn Koelling  Alyssa Russo 《Public Services Quarterly》2020,16(1):1-11

Abstract

The Mystery Room is an educational escape room based on information literacy and applied to multiple audiences, including first-year students and library student employees. In this article, we explain how we developed the game, its theoretical underpinnings, and why it’s a flexible workshop for a variety of audiences.  相似文献   

新时代我国体育消费力提升研究     

孙威  王晓辉 《沈阳体育学院学报》2020,(3):49-55

当前我国体育消费力较弱,亟需通过研究提升体育消费力。运用文献资料、逻辑分析等方法,依据马克思消费力理论提出并解析了体育消费力的4要素及其现实情况:体育供给不到位导致消费品难以满足需求、居民收入不平衡限制消费者的支付能力、体育环境不规范阻滞良好消费氛围的形成、体育消费者不成熟拉低消费力的整体水平。体育消费力提升路径:以供给侧结构性改革为主线有效优化体育供给力,以拓宽人民增收渠道为手段动态平衡居民可支配收入,以完善市场化引导监督机制为动力合理规范体育社会环境,以强化消费者要素整合能力为抓手全面提升体育消费者成熟度。  相似文献