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This paper outlines a project based on an approach to teacher empowerment through collaborative action research. Using accounts from teachers involved in the project, the conditions necessary for the development of collegiality on in-service courses are explored. The nature and significance of agenda setting and ways of introducing tools for empowerment are described. The use of collaborative autobiography (CA), interpersonal process recall (1PR) and a general supervisory framework (GSF) are analysed in detail. The paper concludes with comment on the extent to which teachers are empowered by these tools to reconstruct the complex relationships between power, knowledge, ideology and schooling which dominate much of their working lives. 相似文献
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The purpose of this study was to examine the career planning of university student athletes and relationships between their career planning and athletic and student role identities. Two retrospective in-depth interviews were held with four male and four female university student athletes. Participants entered university with vague or nonexistent career objectives and invested heavily in their athletic roles. In the latter years of their college career, the participants discarded their sport career ambitions and allowed the student role to become more prominent in their identity hierarchies. The current findings support Brown and Hartley's (1998) suggestion that student athletes may invest in both the athlete and student role identities simultaneously and that investing in the latter may permit the exploration of nonsport career options. 相似文献
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Alison M. Devlin Vic Lally Madeleine Sclater Karla Parussel 《Interactive Learning Environments》2013,21(4):405-424
This paper presents the findings from one of the first empirical research studies which has investigated the impact of Inter-Life; a novel three-dimensional immersive virtual learning environment, on learning and development of social and educational life transition skills in a group of looked after and accommodated children. Drawing on social constructivism in which meaningful learning is related to context and situated in practice, we report on a series of Inter-Life workshops that enabled young people to work together and through the processes of participation in authentic learning activities contributed to the development of life transition skills such as self-confidence, empathy, negotiation and mediation skills, teamwork and active problem-solving skills. The novel affordances of the Inter-Life virtual world which contributed to the development of the learning community included the ability to personalise learner engagement and activities from the outset along with ‘co-presence’ and ‘immersion’ and the flexibility provided by the innovative, technology-enhanced Inter-Life platform. This study presents some empirical evidence to demonstrate the efficacy of new models of learning that are mediated by innovative malleable technologies that can be shaped by the learner in a participatory manner. 相似文献
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ABSTRACTIntroductory undergraduate courses present an opportunity to use disciplinary concepts in solving authentic problems. Making complex natural systems accessible to students through computer-based models allows them to practice making evidence-based predictions and communicate understanding. Despite the importance of modelling tools in formal classrooms, gaps exist in our understanding of how post-secondary students engage in computer-based modelling. Introductory courses, particularly in the hydrosciences, typically do not use these tools. This mixed methods study examines students’ model-based reasoning about a water-related issue over two years in response to a flipped course model. Students in an introductory water course learned basic hydrologic content and used a computer-based water model to complete a project. Data came from a pre-/post-course assessment, student assignments, and student interviews. Results of quantitative and qualitative data analyses show that students in the revised version of the course (Year 2, n?=?53) increased their understanding of core hydrology concepts and performed better on their evaluation of a computer-based water model, than students in the initial course (Year 1, n?=?38). We tentatively attribute these observed changes to increased active learning opportunities surrounding computer-based modelling of water systems. Findings contribute to science literacy development, undergraduate science learning environment design, and undergraduate scientific modelling. 相似文献
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J R Lally 《Child abuse & neglect》1984,8(2):243-254
The failure to address child neglect prevention efforts from a system viewpoint is presented as a major impediment to the generation of truly preventive interventions. Child neglect prevention is discussed at three levels: at the level of the individual, at the level of social systems and at the level of fundamental beliefs and cultural agreements. A process of component selection and placement is suggested with component selection based on components drawn from recent research and clinical work. Interventions would be geared to meet the particular needs of individual settings and at the same time be constructed so that each component would mesh with and build on previous components. An outline of a preventive child neglect intervention strategy is presented. Practices of government, the impact of business and technology and economic theory and practice are shown as plausible areas for preventive intervention. Core beliefs upon which social systems are built are challenged. It is stated that too narrow a view of child neglect often limits problem definition and encourages placement of blame at the family level. This decreases the effectiveness of the clinician who is coping with an individual problem as well as the researcher who is exploring the basic issues. 相似文献
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This paper reports two phases of an ongoing study of the effectiveness of teacher training programs related to school discipline. An exhaustive review of efficacy studies of programs such as Reality Therapy, Teacher Effectiveness Training, and Human Relations Training revealed serious methodological weaknesses. Most studies indicated programs involved teacher attitudes towards more humane discipline, but there were few demonstrations of actual behavior change in students. After phase 1, programs were examined for teaching strategies and processes taught to teachers to improve school discipline. A list of 38 processes were identified and each program examined for their presence. Phase 2 reports the incidence of these processes across programs and suggests further approaches to using these data for continuing research.The research reported here was supported by the National Institute of Education. The opinions expressed are the authors', and no official endorsement of the NIE should be inferred.Presented at the Annual Meeting of The American Psychological Association, Montreal, September 1980. 相似文献
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Maarten de Laat Victor Lally Robert-Jan Simons Etienne Wenger 《Educational Research Review》2006,1(2):99-111
In this paper, we have attempted two ambitious tasks. We have undertaken a wide-ranging survey of the Network learning (NL) literature, and tried to identify the emerging themes of this work. We have selected three of these themes, and in each case tried to identify the main theoretical perspectives in use, the main directions of the studies, and the key ideas being addressed and researched. We have also tried to indicate where the main research effort might be directed in order to help to ‘fill in the gaps’ and achieve some coherence for the theme. Our second major task has arisen from our assertion that the field of Networked Learning research is theoretically fragmented. We have argued that this situation arises because Networked Learning research is a new field, and is drawing upon a wide range of theoretical perspectives. However, unless we can achieve some synthesis of these perspectives we may find it difficult to establish a coherent research programme in the field. We argue that one way of developing some coherence is to make theory and praxis interact explicitly, in other words, to ‘converse’ with each other in our research. By this we mean, to use theory to interrogate praxis, and use praxis to modify and develop theory, thus moving towards perspectives that are changing theory, modifying and improving it. As part of this argument, we have briefly surveyed the current level of Theory–Praxis Conversation, either explicit, or implicit, in the thematic research we have described. It is clear that some outstanding work is being done to make theory work, and to modify it in the light of research into praxis. However, it is also the case that much current Networked Learning research does not interrogate the theory that it uses to contextualise it. We see Theory–Praxis Conversation as a way of thinking explicitly about how we might make the work of interrogating theory in our research more explicit and systematic. In this way, our ‘Quest for Coherence’ may, we hope, help Networked Learning research to climb up to the higher ground, and give us a wider ranging view of learning in networked environments. 相似文献
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