尼克·武伊契奇:人生不设限

1982年,尼克·武伊契奇降生在澳大利亚的墨尔本市,既没有双臂,也没有双腿,这一点在医学上无法作出解释或提出警告。在整个童年时期,尼克不仅要应付学校和青春期常有的挑战,比如遇到恶霸同学和自尊心受到伤害,他还要与沮丧和孤独抗争,因为他     

Experience in Adult Education: a post-modern critique

ABSTRACT The concepts of experience and experiential learning are of critical significance in both the study and practice of adult education. Adults are seen as uniquely characterised by their experience, experiential learning an alternative to didactic and knowledge-based modes of education. In this paper a critique is presented of the powerful discourse of the autonomous subject based on humanistic psychology which, it is argued, has shaped adult education in a misleading, inappropriate and unhelpful way. A postmodern perspective drawing on Continental philosophy is utilised. The 'situated' subject provides a conception of subjectivity and experience which preserves a needed dimension of agency whilst avoiding psychologism and individualism.     

A cyclical self-assessment process: towards a model of how students engage in self-assessment

While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate students from a teacher education institute took part in in-depth interviews focusing on the common actions students normally undertake to self-assess. The findings identified the following three actions that are commonly undertaken in the self-assessment process: (1) determining the performance criteria, (2) self-directed feedback seeking and (3) self-reflection. The paper discusses the implications of the findings and concludes with suggestions for promoting student self-assessment.     

Gender differential in self-assessment: a fact neglected in higher education peer and self-assessment techniques

This paper analyses student cross-assessment with a gender perspective in three different courses along several academic years in an engineering school in Spain. The aim of this study is to contribute to a wider understanding of the hidden effect of gender in higher education by testing if gender has any effect on the way students assess others and themselves. Previous research has demonstrated sex differences in self-image and self-confidence, which are both closely related to self-esteem and same- and other-sex esteem. It follows that gender effects might be expected in investigations on peer and self-assessment (PSA), as both techniques are closely linked to self-image and self-confidence. But a critical review of the literature on PSA with a gender perspective reveals that findings on this field are inconclusive, thus more research is needed. The analysis of the results of our study reveals that women judge themselves too harshly. As the literature on PSA does not show great concern for gender issues, some tentative suggestions are proposed to support PSA with gender-awareness sessions.     

网络远程教学：一种后现代主义文化教学观

文章认为,与传统的学校课堂教学模式的不同之处在于,网络远程教学模式采用了消解知识叙事中心、颠覆知识叙事主题、拒绝知识叙事深度、离散知识叙事结构、破坏知识叙事语言、表演知识叙事游戏、追求知识叙事享乐等后现代主义的知识叙述模式,正是这种知识叙述模式造成了网络远程教学独特的后现代主义文化魅力。     

Toward a post-modern agenda in instructional technology

“Post-modernists look to the past and future equally and position themselves in the present, seeing time as a broken continuum in need of acknowledgement” (Jencks, 1992b, p.6). Traditional views in instructional technology are often based on the application of scientific knowledge. Post-modernism, an alternative paradigm, questions whether science alone offers the best approach to teaching and learning. Post-modernism holds promise for guiding research and development in instructional technology.; however, its potential contributions to the field require clarification. Accordingly, cogent definitions of post-modernism have been constructed—from an instructional technologist's point of view—and implications for the field have been presented to address the concerns of critics. This paper received the 1999 ETR&D Young Scholar Award and the author notes that the termpost-modern shall be hyphenated to symbolize “the continuation of Modernism and its transcendence” (Jencks, 1995, p. 30). David Solomon is completing his dissertation in the Instructional Technology program at Wayne State University. In addition to teaching college students at the secondary and postsecondary levels, he has more than 13 years experience designing, developing, and implementing instruction and performance improvement solutions for multinational and privately held businesses, and can be reached.     

姿意的狂欢--对《土拨鼠》的后现代主义解读

诗人胡宽的代表作《土拨鼠》在上世纪80年代初,中国现代主义思潮刚刚兴盛之际,已呈现出明显的后现代主义特征,其主要表现在随意性、中心零散化和颠覆权威等方面。     

女性无爱人生的爱情言说——再论张爱玲散文《爱》之内涵

张爱玲散文《爱》具有极大的爱情迷惑性。作者虽试图以"爱"阐释爱情的内涵,事实却给读者提供了一个女子单向的爱情臆想故事。小说从爱之建立基础的空缺、"回忆-梦"的爱情重构方式以及女性叙述视角三个方面体现了女子爱情自我言说的单向情感故事。无爱的人生和孤独的女性爱情境况依然是张爱玲笔下女性真实的存在方式。     

Self-assessment of self-assessment in a process of co-teaching

The present paper engages in a qualitative research of self-assessment of two lecturers and their students within the framework of a mathematics teaching seminar course (a course during which students submit a research final work) at a teachers’ training college in Israel. Two lecturers co-teach in the course – one of them in the discipline of mathematics and the other in the discipline of academic literacy. The study explores the development process of this experience in the course of one academic year. Data were gathered by means of observations, interviews and reflection records, and the data analysis was done by the ‘grounded theory’ method. The research findings indicate that the self-assessment experience of students is far from being faultless.     

Initiating self-assessment strategies in novice physiotherapy students: a method case study

Student self- and peer-assessment strategies ideally are instigated early in programmes for health professionals. This study presents an innovative method of stimulating critical evaluation of clinical skills learned in the practical class setting for first year physiotherapy students. Twice in the semester (beginning and end) students assessed mock clinical demonstrations using examples of two widely discrepant approaches to evaluation of clinical skills: (1) a detailed analytical rubric of listed criteria and (2) a broad holistic, competency-based proforma. Anonymously, 67 students rated the usefulness of the activity to learning. They provided estimates of individual self-efficacy to make fair and reliable judgements in grading the demonstrations using the rubric and proforma and contemporaneous levels of personal stress with the perceived stress scale_10. Students reported that the activities aided their learning of course work on both occasions. By the end of semester the change in students’ self-efficacy to grade the demonstrations with the proforma was significantly greater than that for the rubric. The changes flag a deep understanding of the analytic and holistic methods used by class examiners and future clinical educators. Practical experience with assessing clinical performances enhanced student familiarity with the practical assessment and was associated with a reduction in pre-examination personal stress levels.     

Reflective journaling: a tool for teacher professional development

ABSTRACT

This qualitative study explores the introduction of postgraduate education students to reflective journaling as a tool for professional development. Students were purposefully selected to keep a weekly journal in which they reflected in and on the activities (methodologies, techniques, strategies) they engaged in while executing a workplace assignment. Empirical results from the study demonstrate that while the students initially expressed reluctance and resistance to journaling, they subsequently became aware of the benefits of being consciously reflective; both for their own professional development and for the learners they taught. This outcome highlights the role of higher education institutions in the preparation of prospective teachers.     

Quantitative studies of student self-assessment in higher education: a critical analysis of findings

Student self-assessment occurs when learners make judgements about aspects of their own performance. This paper focuses on one aspect of quantitative self-assessments: the comparison of student-generated marks with those generated by teachers. Studies including such comparisons in the context of higher education courses are reviewed and the following questions are addressed: (i) do students tend to over- or under-rate themselves vis-á-vis teachers?, (ii) do students of different abilities have the same tendencies?, (iii) do students in different kinds or levels of course tend to under- or over-rate themselves?, (iv) do students improve their ability to rate themselves over time or with practice?, (v) are the same tendencies evident when self-marks are used for formal assessment purposes?, and (vi) are there gender differences in self-rating? The paper also discusses methodological issues in studies of this type and makes recommendations concerning the analysis and presentation of information.     

Accuracy in student self-assessment: directions and cautions for research

Student self-assessment is a central component of current conceptions of formative and classroom assessment. The research on self-assessment has focused on its efficacy in promoting both academic achievement and self-regulated learning, with little concern for issues of validity. Because reliability of testing is considered a sine qua non for the validity of assessment interpretations, and research into the human ability to self-evaluate work raises concerns about the quality of students’ judgements, it is sensible to investigate the accuracy of students’ self-assessments. This article reviews relevant literature from educational psychology and psychometrics to define the need for a better understanding of accuracy in self-assessment as well as to identify possible pitfalls in measuring accuracy that could undermine its effectiveness by, for example, trading the focus on formative feedback for summative scoring or rating. The article concludes with recommendations for the design of research on accuracy in self-assessment.     

后现代语境下"狼"形象的文化解读

在异彩纷呈的后现代语境下,作为食肉动物的“狼”频频出现于艺术领域。该形象改变了传统文化中单一的文化内涵,呈现出多元化发展的态势:从残忍、贪婪、狡诈的代名词到人类内在精神依托的艺术文化符号;从为人忽视的可憎形象到消费社会倍受欢迎的文化亮点;从主体理性桎梏的对象到艺术解构的对象。     

Helping Youngsters Construct a Life: Life Foundations in Perspective

This paper describes the review and evaluation of the house/pastoral system at the Anglican Church Grammar School. The main findings were: an overwhelming acceptance of the house system; a high level of caring and commitment; and a desire to offer new challenges and support to permeate the whole educational process. There was also an almost total disregard for and antagonism towards the tutorial system. Based on interviews with staff, a representative staff working party agreed the changes that needed to be undertaken and improvements were made. The approach to the evaluation is an example of collaboration.     

Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Abstract

Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical model. As a result there is little evidence of impact on learning. Even fewer learning analytics tools seem to be informed by an understanding of the social context and social practices within which they would be used. As a result, there is very little evidence that learning analytics tools are actually impacting on practice. This paper draws on research in self-regulated learning and in the social practices of learning and assessment to clarify a series of design issues which should be considered by those seeking to develop learning analytics tools which are intended to improve student self-evaluation and self-regulation. It presents a case study of how these design issues influenced the development of a particular tool: the Learning Companion.     

Investigating trait emotional intelligence among school leaders: demonstrating a useful self-assessment approach

An exploratory study of two grammar schools in the South East of England is used to justify and demonstrate a self-assessed approach that investigates trait emotional intelligence (EI) among school leaders. First, the theoretical underpinnings of ability and trait EI approaches are critically compared based on recent relevant literature. Then the results from TEIQue-SF, a self-evaluation questionnaire, are presented and discussed. Finally, notwithstanding limitations of the study and the approach taken, we suggest that with further empirical research, a refined and usable self-assessed approach could be a useful way for practitioners to evaluate trait EI among school leaders in the future.