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This paper contrasts the notion of ‘independent learning’ as perceived by two informant groups at a UK institution of higher education: (1) teachers, educators and providers of education and (2) their students or ‘consumers’ of education. Both informant groups are staff and students studying in a culture different to that of their first education. They are identified in their receiving institution as ‘international’, or have identified themselves as such. The experience of transition into a UK University was explored with both informant groups, through interviews and focus groups, over a cycle of two years. ‘Independent learning’ as rhetoric and practice emerged for both groups as an issue in their transition from familiar to unfamiliar learning culture. Three key insights emerged. Firstly, a mismatch is identified between teacher perceptions and student interpretation of ‘independent learning’ expectations and practice. Secondly, it emerges that student experience of the learning culture is in a state of continuous flux, evolving between first arrival and end of programme through cycles of bafflement and empowerment. Finally, both students and teachers identify a number of strategies for dealing with this experience of ‘transitional’ independence. The paper concludes by recommending a notion of ‘phased scaffolding’ that might inform educational practice and by reflecting on the implications for the educator in revisiting received educational discourse from the perspective of participants negotiating a second learning culture. 相似文献
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Mediated public diplomacy scholarship investigates the manner in which governments attempt to shape the framing of its leaders, people, and foreign policy in other nations’ media outlets. A growing body of literature identifies agenda-building efforts by these governments who often use state-sponsored media platforms to promote some issues and attributes as more salient than others. The current study provides a unique examination of China's use of its Xinhua News Agency as an information subsidy for US news outlets. Study results point to a limited transfer of issue salience between the Chinese news agency and the US news outlets. Non-significant findings were identified regarding attribute agenda building. The results of the study identify a significant intermedia agenda-setting effect between the US news outlets, with The New York Times serving as a conduit between Chinese and US news agendas. Results are discussed in the context of global political public relations and mediated public diplomacy scholarship. 相似文献
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Jane Spiro 《English in Education》2007,41(3):78-93
This paper considers the ways in which the authentic strategies and struggles of the creative writer in formulating a text, can be translated into classroom activity. It explores four activities which derived from my own practice as a writer, and demonstrates the process of adapting, trialling and evaluating them in a range of different classroom settings. The paper attempts to answer the questions: w ere these ‘real‐life’ processes successful as a basis for learning activities? How did the learners respond and what can we learn from heir responses? The paper concludes with the premise that being congruent with one's own ‘real‐life’ strategies can indeed lead to valid learning activities, and that these activities help us to deconstruct many of the myths about what it means to be creative. 相似文献
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Ethics committees have an important role to play in ensuring ethical standards (e.g. BERA, ESRC, RCUK recommendations) are met by educational researchers. Balancing obligations to participants, society, institutions and the researchers themselves is not, however, easy. Researchers often experience the ethics committee as unsympathetic to their research endeavour, whilst ethics committees find some research approaches do not make ethical implications sufficiently explicit. This potential for misunderstanding is evident in the literature, but studies investigating how participants perceive this relationship are missing. This research comprises a novel empirical study which explores researcher perceptions of research ethics committees. Fifty-five participants in higher education departments of education responded to an online survey. Open and closed-ended questions were used to collect data on roles, methodological stance, experiences of the research ethics committee, perceived tensions and examples of good practice. The results indicated that contemporary educational researchers regard research ethics committees as friends when researcher and reviewer are transparently engaged in a shared endeavour. When this shared endeavour breaks down, for a variety of reasons—including apparently unreasonable demands or mutual misunderstanding—the research ethics committees can become foes. The difference between foe and friend lies in the quality of communication, clear systems and a culture of respectful mutual learning. The contributions of this study have practical implications for the ways that education researchers and research ethics committees relate to one another within university settings, both to alleviate areas of tension and to arrive at a shared understanding which will enable best ethical research practice. 相似文献
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This study tested for intermedia agenda-setting effects among explicitly partisan news media coverage and political activist group, citizen activist, and official campaign advertisements on YouTube—all in support of the same candidate. The setting for this investigation was the political activist organization MoveOn.org's “Obama in 30 Seconds” online ad contest, which was held during the 2008 U.S. presidential election primaries. The data provided evidence of first- and second-level agenda-setting relationships. Partial correlations revealed that the citizen activist issue agenda, as articulated in the contest ads, was most strongly related to the partisan media coverage, rather than to the issue priorities of the official Obama or MoveOn.org ads on YouTube. These results extend the intermedia agenda-setting framework to political activist communication efforts and consumer-generated content. 相似文献
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Alternation of generations and experimental design: a guided-inquiry lab exploring the nature of the her1 developmental mutant of Ceratopteris richardii (C-Fern) 
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下载免费PDF全文 Inquiry-based labs have been shown to greatly increase student participation and learning within the biological sciences. One challenge is to develop effective lab exercises within the constraints of large introductory labs. We have designed a lab for first-year biology majors to address two primary goals: to provide effective learning of the unique aspects of the plant life cycle and to gain a practical knowledge of experimental design. An additional goal was to engage students regardless of their biology background. In our experience, plant biology, and the plant life cycle in particular, present a pedagogical challenge because of negative student attitudes and lack of experience with this topic. This lab uses the fern Ceratopteris richardii (C-Fern), a model system for teaching and research that is particularly useful for illustrating alternation of generations. This lab does not simply present the stages of the life cycle; it also uses knowledge of alternation of generations as a starting point for characterizing the her1 mutation that affects gametophyte sexual development. Students develop hypotheses, arrive at an appropriate experimental design, and carry out a guided inquiry on the mechanism underlying the her1 mutation. Quantitative assessment of student learning and attitudes demonstrate that this lab achieves the desired goals. 相似文献
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