Understanding students’ experiences of professionalism learning: a ‘threshold’ approach     

Hilary Neve  Helen Lloyd  Tracey Collett 《Teaching in Higher Education》2017,22(1):92-108

Professionalism is a core element of curricula in many disciplines but can be difficult to teach and learn. This study used audio-diary methodology to identify professionalism threshold concepts in a small group learning setting in undergraduate medicine and to understand factors that might facilitate students to ‘get’ such concepts. Fifteen students and seven tutors kept audio-diaries over two terms. Data were analysed qualitatively for content. The key themes were then cross referenced to threshold concept criteria (e.g. where language indicated that learning was troublesome, integrative or transformative). Seven potential threshold concepts were identified which centred on students’ developing professional identities including working with uncertainty, considering the bigger picture, not needing to know everything and professional culture. Reflection on workplace experiences within a small group helped students ‘get’ these concepts. The study concludes that threshold concepts and audio-diaries are useful tools for understanding lived experiences of professionalism learning.  相似文献   

Sometimes an Orgasm is Just an Orgasm     

Erika Lorraine Milam  Gillian R. Brown  Stefan Linquist  Steve Fuller  Elisabeth A Lloyd 《Metascience》2006,15(3):399-435

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Change in Teacher Education: interpreting and experiencing new professional roles     

David Blake  Vince Hanley  Mike Jennings  Michele Lloyd 《欧洲师范教育杂志》1996,19(1):19-34

In this paper we consider the effect of moves by the British Government to make initial teacher education (ITE) in England and Wales more school‐based (Blake, 1993). To monitor the impact of this shift towards school‐based training we conducted a fine grain study of what was happening on the ground within the one‐year Secondary School‐Based Postgraduate Certificate in Education (PGCE) at the Chichester Institute of Higher Education (ChIHE). * *At the time the research was conducted, the Institute's name was the West Sussex Institute of Higher Education, hence interviewees refer to ‘WSIHE’ and ‘West Sussex’. View all notes Data were gathered from questionnaire surveys and interviews. Findings from our regional case study indicate that while school‐based ITE programmes may offer student teachers greater insight into school life, this should not be at the expense of developing students’ analytical and theoretical understanding of education and schooling promoted within higher education‐based work.  相似文献   

Effects of visual grouping strategies of computer-animated presentations on selective attention in science     

Lloyd P. Rieber 《Educational technology research and development : ETR & D》1991,39(4):5-15

The effects of visual grouping strategies involving animated and static graphic presentations on selective attention were studied. Also studied was the ability of students to learn a scientific rule presented incidentally in an animated sequence. A total of 39 fourth-graders participated in an introductory lesson on Newton's laws of motion. Two levels of Visual Presentation (Static Graphic, Animated Graphic) were crossed with two levels of Visual Grouping (Grouped, Ungrouped). A within-subjects factor consisted of two levels of Learning Intent (Intentional, Incidental). Results showed that students given animated presentations of lesson content outperformed students receiving static presentations, but only when the animated lesson frames were presented in groups, or “chunks,” of textual and visual sequences. Results also showed that students were able to successfully extract information pertaining to an application of Newton's second law incidentally presented in animated sequences. These latter results replicate earlier findings.  相似文献   

MARKETING EDUCATIONAL PROGRAMMES TO COMMERCIAL BROADCASTERS     

D. Lloyd‐Kolkin 《Learning, Media and Technology》1981,7(3):90-92

A major investment in educational television programmes by the federal government led the United States Department of Education to seek ways to extend the audience size for these programmes beyond public television by placing them on commercial broadcast stations in America. This article describes the programmes, the marketing organization and strategies used to promote programming to the commercial marketplace, and the successes achieved in persuading commercial broadcasters to accept educational children's programming, particularly programmes aimed at minority audiences.  相似文献   

Moving towards transdisciplinarity: an ecological sustainable focus for science and mathematics pre‐service education in the primary/middle years     

Kathryn Paige  David Lloyd  Mike Chartres 《Asia-Pacific Journal of Teacher Education》2008,36(1):19-33

One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture. Capra (2000 Capra, F. 2000. The challenge of our time.. Resurgence, 203: 18–20.  [Google Scholar]) argues, “To become ecologically literate we must learn to think systemically – in terms of connectedness, context and processes” (p. 270). We have attempted to structure connected learning experiences through our transdisciplinary approach to teaching for learning science, mathematics and ecological aspects of society and environment. We support Jucker's (2002 Jucker, R. 2002. Our common illiteracy: Education as if the Earth and people mattered, Frankfurt: Peter Lang.  [Google Scholar]) view that we must have lateral rigor across disciplines and vertical rigor within disciplines in order to best prepare students for teaching. This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment.  相似文献   

Animals,Governance and Ecology: Managing the Menace of Venomous Snakes in Colonial India     

Lloyd Price 《Cultural and Social History》2017,14(2):201-217

During the nineteenth century, the British Raj launched a campaign to reduce the number of people killed annually by venomous snakes on the Indian subcontinent. Unlike its successful effort to cull large mammals, the colonial government was forced to abolish its bounty scheme in 1890 and instead seek to use sanitation to reduce interactions between humans and snakes. This article will assess this transition in policy as a means to understand how attitudes towards the governance of animals were shaped by cultural and ecological factors. It will be shown that during its inception, discourses of scientific governance statistically augmented perceptions of the threat posed by snakes, presenting them as a direct yet manageable danger within an anthropocentric cultural model. However, financial and practical limitations forced the government to recognise that the behaviour, seasonal patterns and territorial movements of snakes influenced the rate of mortality, and thus adjust its policy to acknowledge the experience of cohabitation in India’s diverse ecological contexts.  相似文献   

Red blood,red science,red fiction: Bogdanov’s proletarian assemblage     

Lloyd Ackert 《Metascience》2014,23(2):377-380

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“Forget birth pains,we haven't got past the conception stage yet”. A reply to Frank Coffield's ‘Britain's continuing failure to train: the birth pangs of a new policy’     

Caroline Lloyd  Jonathan Payne 《教育政策杂志》2013,28(5):563-568

This article is a response to Frank Coffield's recent reflections in this journal on the Performance and Innovation Unit's project on workforce development in Britain. It questions the extent to which the PIU's findings represent a ‘new understanding’ of the UK's skills problem and asks why academics have been so reluctant to spell out what a demand‐side strategy for tackling the problem would involve.  相似文献   

Commentary     

Lloyd Duck 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):500-503

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