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Cornelius Riordan 《Int J Intercult Relat》1978,2(3):309-327
This paper reports a quasi-experimental study of a six-week integrated summer camp experience for a group of teenagers from all parts of the country and from various economic and racial/ethnic backgrounds. A set of controls (withdrawals and friends of participants) were employed for comparative purposes. Contrary to other evidence, interracial tolerance for black and white participants was not increased as a result of contact. Whites actually became significantly less tolerant towards Blacks over the six-week period. Likewise, ethnocentric attitudes for both Blacks and whites were not decreased. By comparison, these same participants received a specific educational program dealing with homosexuals and ex-convicts and did become more tolerant of these groups. An explanatory discussion of these results is offered along with the practical implications of the research. 相似文献
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This article argues for a flexible model of learning for adults which allows them to make choices and contextualise their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community. It presents a design based around online ‘learning activities’ which draws on ideas of constructivism, collaborative learning and reflective practice. The model was developed for adult learning in Higher Education, and has been adapted and extended to a number of different programmes. Implementation of the model for the Teaching Qualification (Further Education) has been the subject of an interpretative evaluation using a multiple methods approach. Learners' experiences of this programme together with issues associated with the application of the model to other programmes are discussed. 相似文献
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An element of current reform in science education worldwide is the shift from the dominant traditional algorithmic lower-order
cognitive skills (LOCS) teaching, to the higher-order cognitive skills (HOCS)-promoting learning; that is, the development
of students' capabilities including those of question asking (QA), critical/system thinking (CST), decision making (DM), problem
solving (PS), conceptualisation of fundamental concepts (CFC) and the transfer of these within both the science disciplines and real life interdisciplinary situations. Accordingly, an innovative metacognition-promoting
science teacher professional development course, integrating formal and informal science education, was developed and implemented
within a traditional model, focusing on the HOCS skills of QA, PS, and CFC. The HOCS promoting teaching and assessment strategies
of this course not only enabled participants to reflect on their own learning, but also facilitated their self-reflective
assessment, utilising a pre–post designed research-based methodology. The results suggest that such, or similarly appropriate,
metacognition-oriented courses can contribute positively to the development of science teachers' HOCS capability. 相似文献
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Özkanlı Özlem de Lourdes Machado Maria White Kate O’Connor Pat Riordan Sarah Neale Jenny 《Tertiary Education and Management》2009,15(3):241-257
This paper reports on the second phase of a multi-country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity.
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This paper argues for the use of ‘developmental’ evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little consensus about the nature of educational ‘problems’, let alone educational ‘solutions’. Developmental evaluation is an emerging approach to evaluating innovations and/or organisations that are in a continuous state of change; it asks the evaluators to not simply appraise a final design, but to work with designers through processes of rapid reconnaissance, mapping the territory and emergent modelling. This paper provides an account of how the adoption of the dispositions and approaches of developmental evaluation increased the trustworthiness of decision-making in the design of a new post-graduate teacher education degree in Australia. The principles of developmental evaluation as a design thinking approach have application in other complex curriculum settings. 相似文献
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This content‐analytical study investigates, over a two‐decade period, the contribution of ethnic and non‐ethnic scholars to communication research on Greater China. Although its findings show a significant increase in research publications on China over the years by both Chinese and non‐Chinese scholars, Chinese scholars are much more productive than non‐Chinese scholars. In addition, mixed ethnicity scholars have published more comparative studies than single ethnicity scholars. Telecommunications and advertising are the two fastest growing areas in communication research on China. 相似文献
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Cornelius A. O'Connor 《Irish Educational Studies》2013,32(1):103-119
Maria Edgeworth was a nineteenth century novelist, primarily remembered for her adult and children's novels. Yet her book, Letters for literary ladies discussed the importance of science education for girls and in conjunction with her father, Richard Edgeworth, she wrote several treatises on education. Their book Practical education advocates an inquiry approach to teaching science and also using scientific practices, such as observation and data collection, to examine and plan children's education. They emphasised the importance and the role of experimentation, observation and critical thinking in the development of children's knowledge, skills and attitudes towards learning. However, the history of science education has to date ignored this seminal work and Maria's contributions to women's science education. 相似文献
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