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Farewell Charlotte V. Quinlan Jennie Melnick Emily Powers Jamie Puma Jini 《Early Childhood Education Journal》2022,50(2):197-206
Early Childhood Education Journal - The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during... 相似文献
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Quinlan S 《Endeavour》2010,34(4):142-150
During the French Revolution, there appeared a striking and far-ranging medical literature on heredity, reproduction and biological 'perfectibility'. In some ways anticipating ideas associated with modern eugenics, these writings emerged from radical revolutionary projects for 'physical and moral regeneration' and incarnated deep-seated desires to transform French society and make a 'new man' in mind and body. But by breaking down boundaries between public and private life, doctors did more than just try to regulate intimate sexual behaviour. Instead, they proffered a more intimate vision of civic volunteerism, in which sexual hygiene and domestic practices allowed their patients to imagine new forms of society and gave them ways to attain these socio-political dreams. Moreover, they were responding to powerful new worries about heredity and sought to counsel their patients in the ways of family panning. By the end of revolutionary period, then, medical and lay thinkers had transformed the marriage bed and household into a specially controlled environment - a kind of affective laboratory - in which conscientious parents could make healthy children and raise them in the context of specific political and social values. 相似文献
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Margaret M. Quinlan J. Webster Smith Casey Hayward 《Journal of Research in Special Educational Needs》2009,9(1):59-61
Ed Marko redefines what it means to be not only an auto mechanic but also a person who is blind. At the age of 20 years, he lost his sight from a degenerative disease called infantile glaucoma. However, he has surpassed what we traditionally think of as the capabilities of blind people. Now in his late 60s, he was once a rehabilitation counsellor, but he also enjoyed working on cars. Then he decided to open his own shop, Community Car Care, in Columbus, Ohio. Plan F , a 27-minute documentary awarded the 2007 Oxford International Film Festival Award in cinematography and nominated for best short documentary at the Southern Winds Film Festival, takes us through a day in Ed's life as we watch him work on cars and interact with his partner Brad and his cat. Ed teaches us that one does not need to see to work on cars as he uses his fingers and tongue to manipulate bolts, nuts and bearings. The ways Ed navigates the auto shop demonstrate how he approaches life. If Plan A does not work, he moves on to Plan B. Flexibility and a sense of humour allow him to switch to a new plan when the first one does not work out. In this review of Plan F , we begin with summaries of the nine major scenes of the documentary, followed by reviews by a blind and a sighted person. The piece concludes with comments from the director. 相似文献
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Kathleen M. Quinlan 《Innovative Higher Education》1996,20(4):299-307
Various approaches to conducting peer coaching and peer review are described in this article. Examples of team mentoring, reciprocal class visitation, teaching circles, departmental teaching libraries, teaching portfolios, course portfolios, pedagogical colloquia and departmental reviews are discussed as methods for involving peers in the evaluation and improvement of teaching. Many departments will adapt a combination of approaches which fit their particular goals and context. All of these approaches rest on the assumption of faculty responsibility for the process; grassroots leadership; and a view of teaching as a substantive, scholarly activity.Kathleen M. Quinlan is a doctoral candidate in the Stanford University School of Education. A former research assistant with the American Association for Higher Education' s Teaching Initiative, she is now an American Association of University Women Dissertation Fellow. After she completes her Ph.D. in June 1996, she will continue to pursue her interests in disciplinary and departmental cultures and peer involvement in teaching improvement and evaluation as a lecturer at the Centre for Academic Development and Educational Methods at the Australian National University, Canberra, Australia. 相似文献
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This paper extends current research on departmentalpeer collaboration as a means of faculty development. Given the potential advantages of such situateddevelopmental activities, the need for furtherresearch is pressing. The study reported hereexamines two different cases of department-based,practice-centered peer inquiry projects; one set in adepartment of history and one in a department ofmechanical engineering. Both departmental projectswere part of a larger initiative on the peer review ofteaching coordinated by the American Association forHigher Education.The aim of this study is to illuminate factors thatcan influence the nature, development and impact ofsuch collaborative activities. The leadership,structure and outcomes of each department's projectare compared and contrasted. The role of departmentalculture is considered, through an investigation ofpotential influences from the discipline andinstitution, as well as from departmental history. Factors such as the norms of scholarly collaboration,standard work patterns, the presence or absence ofexternal curricular standards, university status,faculty autonomy and morale are discussed. 相似文献
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The scoring matrix, a method used to facilitate community participation in collaboratively planning and monitoring development projects in natural resource management, was adapted to promote collaboration and reflection in a course in participatory resource management. The scoring matrix is described and its strengths and weaknesses in relation to key objectives are analysed. The matrix represents an innovative approach to evaluation that may be useful in a variety of fields. The authors argue, too, that the case is an example of how discipline (and profession-) specific tools can be adapted in an educational setting to serve the dual purposes of promoting experiential learning of particular key skills, and of monitoring and evaluating student learning. They suggest that academics in other fields may wish to consider participatory tools like the scoring matrix or adapt the tools of their own disciplines as ways of collaboratively evaluating teaching in their own disciplines/professions. 相似文献
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This paper explores connections and disconnects between identity and literacy for a group of adolescents in a second level classroom setting. We build on Mead and Vygotsky’s conceptualisations of identity formation as an intricate emergent happening constantly formed/reformed by people, in their interactions with others [Mead, G. H. 1999. Play, School, Society. Edited by M. J. Deegan. Oxford: Peter Lang; Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, UK: Harvard University Press]. This paper will set to explore the impact of this on adolescent literacy practice, student choice and agency [Lewis, C., P. Ensico, and E. M. Moje. 2007. “Reframing Sociocultural Research on Literacy: Identity, Agency, and Power.” The Electronic Journal of English as a Second Language 12 (3): 1–205]. The concept of figured worlds plays a fundamental role in our theorisation of adolescent literacy and identity. Literacy and identity remain interwoven in very complex ways for adolescents as they attempt to make sense and meaning from in and out of school experiences [Burnett, C., J. Davies, G. Merchant, and J. Rowsell. 2014. New Literacies Around the Globe: Policy and Pedagogy. New York, NY: Routledge; Davies, J. 2013. “(I’m)Material Girls Living in (in)Material Worlds: Identity Curation Through Time and Space.” Presentation at UKLA Conference, Liverpool]. A combination of quantitative and qualitative research was used in carrying out this exploration with a thematic approach to data analysis. The findings of the exploration identify that there is a disconnect between identity in and out of school. We then see the struggle students have in coming to terms with their various figured worlds, and varying identities in given scenarios. There is an emphasis on the dated nature of some prescribed texts for study on the English course and the need for a review of these to bridge the scholastic and social divide evident from the findings. This paper explores the literacy and identity experiences of one group of adolescents alongside their opinions about the English literacy curriculum. 相似文献