Doctoral students writing: where's the pedagogy?

Writing occupies a key role in doctoral research, because it is the principal channel students use to communicate their ideas, and the basis on which their degree is awarded. Doctoral writing can, therefore, be a source of considerable anxiety. Most doctoral candidates require support and encouragement if they are to develop confidence as writers. Drawing on interviews with two international doctoral students at an Australian university, this paper examines the writing practices the students have encountered and discusses them in the light of recent research on doctoral writing pedagogy. Analysis of the students' experiences in terms of Wenger's ‘communities of practice’ framework suggests that this perspective fails to account adequately for the power relations that impact on the students' learning opportunities. Examining the students' experiences also highlights the importance of good pedagogy in supporting the development of scholarly writing in the doctorate.     

Digitally mastered? Technology and transition in the experience of taught postgraduate students

Taught Master's students have been largely overlooked in research into learners' engagement with digital technologies. This article reports work to redress this imbalance, in which an extended email correspondence was conducted with 23 Master's students. Specifically, it investigates (1) the extent to which these students start their courses both functionally competent in the use of IT and digitally literate, and (2) the relationship between students' engagement with digital technologies and their experience of transition to postgraduate study in five areas: knowledge and skills, autonomy, ‘deeper’ learning, enculturation into an academic community, and self-concept. Findings suggest that students may initially be less functionally competent in IT than might be expected, but use these tools in an informed manner. Engagement with a wider range of digital technologies parallels their shift from novice to expert practice and their developing self-concept as researchers; however, non-digital means also remain important in mediating all aspects of transition.     

高校《应用写作》的教学改革

本文分析了高校《应用写作》教学上存在的一些问题,指出要提高《应用写作》的教学效果,必须从结合专业特点授课、培养学生实际写作能力、强化以实践为主导的训练、改变考核方式、实行多媒体教学等五个方面进行改革。     

活动型写作教学的研究与实践

活动型写作教学法是一种以活动为主要方式的新型写作教学法。从写作学、心理学及素质教育的角度论证了其可行性 ,并对其性质 ,涵义、基本特点和开展形式作了具体阐述     

对五年制高职教育人才培养中实践特色的思考

五年制高职教育是高等职业教育中一种新的办学类型,要使学生通过专业教育既获得必备的理论知识,又具备面向市场的就业能力,教育者必须坚持职业教育思想,确实转变教育观念,认真制定教学计划,合理安排教学程序,切实凸显专业实践特色。     

Identity Production in Figured Worlds: How some Mexican Americans become Chicana/o Activist Educators

Using Holland, Lachicotte, Skinner, and Cain’s (1998) theory of identity and their concept of figured worlds, this article provides an overview of how twenty-four Mexican Americans came to produce Chicana/o Activist Educator identities. The desire to raise consciousness (teach for social justice pero con ganas) and “give back to the [their] community” became a very important part of this identity. Using an ethnographic interview as well as a life history interview methodology, this article specifically focuses on the participants’ conceptual and procedural identity production in local Chicana/o activist figured worlds (usually in colleges and universities). In these local figured worlds, the participants produced a more complex process of identity production that was both conceptual and procedural. The article concludes with broad implications for urban teacher education. Luis Urrieta, Jr. is assistant professor of cultural studies and education and Fellow in the Lee Hage Jamail Regents Chair in Education at the University of Texas at Austin. His research interests are in identity, agency, and social movements in education with a focus on Chicana/o and Indígena (P’urhépecha) education, citizenship and social studies education. 1 University Station D5700, Austin, TX 78712, USA.     

Moving beyond the minimum: socially just pedagogies and Asperger’s syndrome in UK higher education

A year‐long longitudinal study was conducted to gain insight into the lives of eight students who had a label of Asperger’s syndrome during their transitions into higher education in the UK. Reflecting on life history data, the findings suggest that universities might actually be maintaining and (re)producing barriers that perpetuate the exclusion and ghettoisation of disabled people. The analysis goes beyond an acknowledgement of institutional disabling practices to pinpoint the subtle impacts of issues of pedagogy, learning, teaching, and assessment. It is argued, therefore, that inclusive education needs to engage more directly with the specific issues faced by learners with the label of Asperger’s syndrome. However, rather than viewing this as an issue of special education for distinctly impaired learners, Asperger’s syndrome must be understood with reference to wider questions of how higher educators respond to diversity and difference.     

研究生教育要突出创新能力培养

研究生教育必须突出“创新教育”观念 ,注重研究生创新意识和治学能力培养 ,强化科研指导队伍建设 ,为研究生参加科研创造良好环境。     

Sexuality education: how children of lesbian mothers ‘learn’ about sex/uality

Sexuality is something that children experience from an early age. It may be a cause of individual concern and anxiety, but is seldom, if ever, deconstructed at any stage of a child's education. Institutionalized fear and misunderstandings of Section 28 (1988) have effectively removed discussion of sexuality, homosexual or otherwise, from the English school curriculum. This structural silence on sexuality is all too frequently repeated at home. In this article I interrogate how children from lesbian parent households ‘learn’ about sexuality, looking at the effects of their parents' (homo)sexual orientation on their ‘sexuality education’. I consider how sex education is taught in schools; what children traditionally ‘learn’ about sexuality. I then look at whether sexuality education is any different for children from lesbian parent families; whether these children have greater sexuality knowledge, and, if so, how this has been ‘learnt’. I suggest that it may be the ambient presence of sexuality—as both a topic of conversation and mothers' unspoken sexual identity—that means lesbian parent families offer a distinctive form of sexuality education. This article draws on empirical research on sexuality and lesbian parent families with lesbian parent families who lived in the Yorkshire region, UK.     

Seeking a Mexicana/Mestiza Critical Feminist Ethic of Care: Diana’s Revolución of Body and Being

This Chicana Critical Feminist Testimonio reveals a Mexican/Mexican-American Ethic of Care and Testimonios of struggle and survival informing curriculum and pedagogy of one Mexican/Mexican-American female educator of predominantly Mexican/Mexican-American students. This work is part of a larger ethnographic study conducted through multiple methods. Findings here reveal Diana’s Ethic of Care, a (re)framing of social justice revolution/Revolución at the intersection of race, class, gender, language, and immigration status. As Diana (re)constructs and (re)claims her Mexican/Mexican-American identity, she likewise endeavors toward her students’ dignity and academic access. Findings have curricular, pedagogical implications for all educators serving marginalized youth and youth of color.     

在高职实践教学中注重学生创新精神的培养

在高职实践教学中要注重学生创新精神的培养。为了实现这一目标,必须激发学生的学习兴趣,鼓励学生问题质疑,让学生亲自动手操作,灵活解决实训中实际问题,在校企合作产学结合中,逐步提高实践能力、创造能力、就业能力,培养学生的创新精神。在此结合纺织品检验与贸易专业教学实践,做了一些有针对性尝试,取得了满意的教学效果。     

Closing the policy–practice gap for low-SES students in higher education: the pedagogical challenge

This paper reports on an interpretivist research study that sought to articulate the strategies being adopted by selected universities to recruit, teach and retain students from low socio-economic status (SES) backgrounds. The literature is clear that these students face more barriers and fewer encouragers than their peers to engage with higher education and that the institutional habitus of universities, including their pedagogies, does not always work in their favour – creating an impression that they do not belong. Using a naturalistic inquiry approach, 19 semi-structured interviews were conducted with teachers and leaders from 12 Australian universities with a regional focus. Findings suggest that while these universities have successfully developed initiatives to recruit and support students from low SES backgrounds, less attention is being directed to the teaching and learning challenges and opportunities created by increased student diversity. New thinking, effective curricula and pedagogies, and transformative staff-development programmes are needed to capitalise on the potential benefits of a more socially diverse cohort.     

项目式教学培养高职学生英语写作能力探析

以项目式教学为平台,对高职院校英语教学培养学生写作能力进行了研究。目前一些高职院校英语教学依旧采用传统的应试方法,以过级考试和期末考试的需要为英语写作教学的指导方针,这势必无法满足职业教育培养应用型人才的需要。基于此,将项目式教学的先进理念引入高职英语写作教学,打破教材和教法局限,以真实的写作素材为平台,整合写作课程资源,能有效解决写作教学内容和实践需求相脱节的问题。     

关于建构研究生教育学学科体系的思考

建构研究生教育学这一新学科，对研究生教育进行系统的专门的理论研究，是当前我国研究生教育中最具有理论价值和实践意义的工作。研究生教育学作为一门应用学科，不宜通过理论推导和逻辑演绎的方式来建构其理论和学科体系。在总结大量实践经验的基础上，坚持经验总结与理论抽象的结合、坚持借鉴与创新相结合是当前建构研究生教育学理论和学科体系较为现实的选择，也是一种必然选择。     

对完善毕业论文管理体制的探讨

完善大学生毕业论文管理体制有五条措施:一是进行充分的写作前动员;二是建立相应的跟踪制度;三是增加论文答辩的透明度;四是引入市场机制;五是强化对指导教师的监督。     

基于培养学生自主性的高职基础写作教学改革

高职院校同类专业基础写作课程教学实效不高是个普遍问题。改变这一现状,要针对高职写作知识内容较为枯燥,学生写作缺乏自主性等情况,把基础写作教学的总体思路定位在培养学生自主思维习惯和自主表达能力上。贯彻这一总体思路,首先要在课堂教学中调整知识讲授与能力训练的结构,同时采用由实例品鉴到知识提炼等创新方法,还要创新作文作业和成绩评定方式。     

科研育人：研究生培养教育的关键

科研育人是提高研究生培养质量的一个重要途径。本通过分析当前研究生科研能力的现状，提出了科学研究在研究生培养中的作用和科研育人的有效途径。