Teaching for creativity: from sage to guide to meddler

This paper serves three purposes. First, it makes a case for seeing creativity as a key learning outcome in our times, and thus the core business of education. It then goes on to examine the nexus of creativity and pedagogy, showing the conceptual work done to demonstrate creativity as a learnable set of dispositions and capabilities. Finally and most importantly, the paper argues the value of a pedagogical approach the author calls “Meddling-in-the-Middle”, in augmenting and enhancing the repertoires of “Sage-on-the-Stage” and “Guide-on-the-Side” in order to build students' creative capacity. Examples are given of what these meta-approaches might look like in relation to the teaching of Shakespeare. The author concludes by arguing the important connection between Meddling pedagogy and creative capacity building.     

修辞形势中缺失意识对外宣英译的启示

结合比彻的"修辞形势"理论中"缺失"这一概念,从外宣翻译"清楚传递事实"的本质出发,通过实例分析,阐明在外宣翻译这种特殊修辞话语中也要紧记"缺失"、恰当填补"缺失",从而充分发挥译文的修辞力量,在西方受众中产生良好的传播效果。     

Games for math: Thoughts to grow on

Every child is different when it comes to math. One child loves big numbers. Another child loves addition. A third sinks into despair at the sight of mathematical symbols — until suddenly, at age eight, an unexpected math talent develops. In one way, though, all children are the same: they like math games. Put the right game in front of a child, explain the rules, and that child will eagerly play, happy and alert.Excerpted fromGames for Math, by Peggy Kaye. © 1987. Reprinted by permission of Pantheon Books, 201 East 50th St., New York, NY 10022.     

From HOW to WHAT to WHY: The search for educational utility

Summary Educational technologists have moved from a unique concern with the how-to-do-its of behavior change (such as television, computers, and instructional delivery systems) to the inclusion ofwhat to teach. This expanded scope was encouraged and made possible by the pioneering work on measurable objectives. As soon as consideration of not onlyhow andwhat were part of the technologist’s repertoire, the consideration ofwhy was upon us. Tools and techniques, including needs assessment, needs analysis, system analysis, and systems analysis, were all moving us not only toward doing a more efficient and effective job of changing (or maintaining) behavior, but also toward determining why something should be taught and why behavior should be changed (or maintained) in the first place. The formal consideration ofwhy is a growing and thriving area of educational technology and is seen as possibly having several layers, including considerations of results both within and external to an organizational context. A suggested relationship is presented between several possible layers or organizations, with the ultimate referent for planning, doing, and evaluating being the individuals’ abilities to survive and contribute in society when they legally leave our educational agencies or training establishments. It is suggested that in the future, in order to relate the various factors of production of behavior change and/or maintenance, we reserve the terms “input,” “process,” and “output” for activities and results within an organization, and the term “outcome” for the results external to the organization. The technologist’s world has indeed expanded from the sole consideration ofhow to teach better to the inclusion ofwhat to teach better, andwhy we should teach what we are teaching in the first place. As we grow more inclusive and responsive in our planning and doing, as we grow more holistic and humanistic, our risks grow—but so do our responsiveness, responsibility, and satisfactions. An erratum to this article is available at .     

Correction to: Optimization Strategies for Selective CO2 Electroreduction to Fuels

Transactions of Tianjin University - A correction to this paper has been published: https://doi.org/10.1007/s12209-021-00286-8     

Coping strategies for adaptation to new teacher appointments: Intervention for retention

Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies. Where protective structures and processes existed in environments, teachers employed direct-action problem-solving strategies. Avoidant strategies were more common in young and mature-aged novices, rather than experienced teachers.Three critical times were identified to support adaptation: first weeks of appointment for information, first semester for assistance, support, feedback for development of competence and three months before the year-end for stability and certainty.     

Letter to the Editor: Physics for Women: The Last Frontier

Journal of Science Education and Technology -     

教师合作研究：为何与何为

阐述了教师合作研究的定义,详细论述了教师合作研究的原因,强调教师合作研究的重要性,也对目前教师合作研究的现状剖析,并探讨了教师应该如何进行合作研究的问题,对提高教师合作研究的有效性提出自己的见解。     

Using Wikis to Collaboratively Prepare for Qualifying Examinations:

This article focuses on the experiences of seven Ph.D. students implementing a wiki to collaboratively prepare for qualifying examinations in the educational technology program at a large southeastern university. Concomitant study for such a rigorous examination is rare, and the trials and tribulations of the group are described in detail. Specific guidelines highlighting effective preparation options for qualifying exams are often elusive, and, as such, this article explores current research related to collaborative preparation and mentoring, as well as the qualifying examination process in total, in hopes of adding to the scientific body of knowledge related to these subjects. It also offers best practice strategies, suggests possible technology tips regarding wiki implementation, and seeks to better scaffold future scholars and/or mentors seeking to effectively participate in or plan for collaborative qualifying examination preparation.     

幸福教育:一种人性教育的回归

人生的所有问题都可以还原为幸福问题。而今天学校把一些用来达到目的的手段本身变成了目的来追求。建构"幸福教育"的两个体系是:其一,让教师拥有一种物质、精神和心灵的幸福生活,因为孩子的幸福观、幸福品质和幸福能力主要从教师那里获得。其二,不仅给予孩子一个幸福童年,还要给予孩子一个幸福人生。所谓幸福童年,指充满成长气息的校园生活;所谓幸福人生,是为孩子今后人生走向构建完整而和谐、可持续发展的人生基础。     

Connecting to nature at the zoo: implications for responding to climate change

Societal response to climate change has been inadequate. A perception that the issue is both physically and temporally remote may reduce concern; concern may also be affected by the political polarization surrounding the issue in the USA. A feeling of connection to nature or to animals may increase personal relevance, and a supportive social context may counteract political tensions. Zoos may provide opportunities for both sense of connection and social support. We surveyed over 7000 zoo and aquarium visitors to examine the ways in which a feeling of personal connection among zoo visitors may encourage concern about climate change. Results show that feeling connected to animals at the zoo is significantly associated with cognitive and emotional responses to climate change, as well as with other social groupings and social responses. Overall, the zoo seems to present a supportive social context for considering the topic.     

Educating for Good Work: From Research to Practice

ABSTRACT

Launched in 1995, the GoodWork Project is a long-term, multi-site effort to understand the nature of good work across the professional landscape and to promote its achievement by relevant groups of students and professionals. In this essay, the authors review the goals and methods of the initial research project and its most salient findings. They describe the GoodWork Toolkit, a versatile instrument that consists of actual dilemmas faced by professionals, along with exercises designed to make the issues salient to those who use the Toolkit. Introduced as well is a system of classification of the dilemmas, in terms of their applicability across the professional landscape; and a review of the range of educational settings in which GoodWork materials have been utilized.     

从权威主义到权威:为教师权威辩护

在教育过程中,教师权威时常和权威主义混淆在一起."民主"、"自由"以及"平等"等教育理念也将矛头指向教师权威.实质上,教师权威总是作为权威主义的"替罪羊"存在,权威主义才是教育过程中的真正敌人.相反,教师权威有其存在的合理性与合法性.从权威主义到教师权威,是为教师权威正名的过程,也是对教师权威重建的过程.     

Connecting Theories to Practice: A Model for Categorizing Theories According to Use

In modernist fashion, counseling theories are ordinarily categorized according to their common conceptual features. This system of classification generally does not serve counseling practitioners, who use theories to help clients. The author proposes a practitioner-based, postmodernist model of classification that organizes theories according to the ways that they can be used.     

Troops to Teachers: Future Implications for Teacher Educators

Teacher educators will soon be confronted with the prospect of a relatively large number of former members of the United States Armed Forces seeking to make a transition to the profession of education. With support from the federal government in the form of the Troops-to-Teachers program as well as various state supplements, America's colleges and universities will be charged with ensuring that these aspiring teachers will be trained properly. It will soon be imperative that teacher education professionals recognize and effectively deal with the unique challenges related to this coming reality.     

Teamwork: education for entrants to the environment professions

Numerous reports over recent years emphasise the importance of teamwork training in undergraduate programs in environment education at tertiary level. This paper describes a project undertaken by a team of final year undergraduate environment students from four faculties at RMIT University in Australia working on a multi‐disciplinary environment project in Vietnam. The students clearly gained confidence in teamwork and working as professionals. Importantly, they identified some of the key issues associated with teamwork, and with professional activities. While they had not yet entered professional work, the students demonstrated that they had learnt skills that would be of direct importance to them in the professional conduct of a multi‐disciplinary project. The project also demonstrated that multi‐disciplinary teamwork fits well into environmental projects, and importantly that the experiences are recognised by students as being valuable preparation for their environmental professions.