Emotions in group work: insights from an appraisal-oriented perspective

Small group work is common practice in higher education. However, empirical research on students’ emotions related to group work is still relatively scarce. Particularly, little is known about students’ appraisals of a group task as antecedents of emotions arising in the context of group work. This paper provides a first attempt to systematically disentangle the relationship between individual differences in group work appraisals and emotions that arise in the context of a real-life group assignment. Beginning and end questionnaires (with an interval of 6 weeks) from 446 teacher education students who completed a mandatory, assessed group assignment within a university course were used to examine students’ multi-dimensional group work appraisals and emotional experiences. Findings showed that individual differences in emotions emerge as a function of appraisal processes and provided support for systematically treating students’ group work experiences as multi-dimensional, as appraisal dimensions have distinct implications for students’ emotional experiences.     

Cooperative learning in latin America: A perspective from the alternative education experience

Alternative education experiences in Latin America which have been inspired by Brazilian educator Paulo Freire's ideas are analyzed in the light of cooperative learning. Critical awareness and process-centered education are compared to values inherent in cooperative learning. Cooperative learning in Latin America is studied from the viewpoint of community and alternative projects.     

Liberal Studies in Hong Kong: A new perspective on critical thinking through group work

This article reports research that is contextualised within reforms of secondary education in Hong Kong and the reintroduction of Liberal Studies, which jointly emphasise the need for a learning environment that facilitates the practice of group work and the development of critical thinking. A study is described that explores the relevance of group work for fostering critical thinking, looking in particular at the participation of teachers in small group activity. While attention is paid to the results of critical thinking tests and excerpts extracted from the students’ dialogues, the research also seeks to highlight the role of the teacher in breaking stalemates in discussion with appropriate interventions. In sum, this article concludes by illustrating the importance of collaborative group work in the development of students’ critical thinking skills.     

英美两国教师专业发展比较研究

教师专业发展受到制度文化、教育哲学、自身人生经历和教学生活目标的影响。正确的专业目标和适当的教学方法都是针对教师可资利用的教育资源和特殊情境中的学生的。英美两国教师有关他们教学和专业发展的应答凸显他们对教学实践复杂性的理解和洞察。课程进修、阅读、研讨班和课堂观摩为教师的成长提供机会,这种专业成长建基于教师的专业判断和自我反思,观照教学的复杂性,与同事建立良好的合作、信任关系。     

浅论美国利益集团

作为民主主义不可缺少的要素和归宿，利益集团构成美国政治的实质．有着非常重要的地位。随着美国社会经济、科技、文化等的发展．美国的利益集团也获得了发展．形成了自己鲜明的特点。现在美国的利益集团逐渐成为美国政治制度的有机组成部分．尤其是近年来美国公共利益集团的发展．利益集团在美国政治中的作用日益凸现。     

About U.K.

《Milk ＆ Fashion》媒体见面会，“BEN”再次抵沪，十一位杰出企业家成为“安永企业家奖中国2006”得主。     

Signs in the U.K

同学们都知道,"Keep off the grass!"是一种sign,在这里,sign的意思是"告示,牌示",其英文释义是:anotice or mark to give information,instructions or a warning.平时同学们如果能注意收集各种signs,那是一件很有意义的事情。下面我就把在英国伦敦和剑桥收集到的各类signs介绍如下。(划横线的可看注解)一、In the underground 1.Way out→ 2.Emergency exit 3.Emergency stairs 4.This staircase has 125 steps.Don't,use the stairsexcept in an emergency. 5.If you see fire or smoke ①Operate the fire alarm.No sound will be heardbut the Fire Brigade will be called. ②Tell any staff member the location of fire or smoke     

Culture,role and group work: A social network analysis perspective on an online collaborative course

This paper discusses the patterns of network dynamics within a multicultural online collaborative learning environment. It analyses the interaction of participants (both students and facilitators) within a discussion board that was established as part of a 3‐month online collaborative course. The study employs longitudinal probabilistic social network analysis (SNA) to identify the patterns and trends within the network. It conjectures and tests a set of hypotheses concerning the tendencies towards homophily/heterophily and preferential attachment. The paper presents identified interaction network patterns in relation to cultural differences. It also evaluates network dynamics by considering participant roles and group work in the course under study. Results of social network analyses are reported along with measures of statistical confidence in findings. The potential for extending exploratory SNA methods and visualisation techniques in educational research are discussed here.     

美、澳、英专业博士教育模式浅论

通过介绍美国、澳大利亚和英国现代专业博士教育模式,揭示三个国家在专业博士教育模式方面的特色,提出这三个国家专业博士教育模式对我国开展专业博士教育的启示。     

英、美、中三国高等学校组织结构的比较

本文把英、美、中三国高校的组织结构自下而上划分为系、院、校、三级进行比较分析，探讨了三国内部学术、行政管理共有的特征,据此提出我国高校的内部管理要重视学术管理、下移权力中心和适当分散权力。     

英美社区矫正的历史发展

英国和美国同属于英美法系国家,两国有着许多相通的文化传统和法律意识,特别是在社区矫正的法律实践中,都经历了从萌芽、定型到完善的发展历程。探讨和借鉴英美社区矫正的历史发展进程,对完善我国法律制定有一定现实意义。     

Learning from group work in science

Abstract

This paper addresses itself to the question of how effective group work is in promoting ‘learning from others’. It follows an earlier report in which verbal interactions between pupils engaged in group work were analysed. The tasks attended to during the group work were all concerned with the planning of scientific investigations.

The findings obtained indicate that a significant amount of ‘learning from others’ occurs as the result of pupils being involved in group work: in the present case, about 40% of information points included in pupils’ independent written accounts had previously been contributed to the group discussion by other pupils. However, the accounts also contained information points that had not been mentioned during the preceding group discussions.

The extent of pupils’ achievement and ‘learning from others’ in group work appeared unrelated to their actual group behaviours, which suggests that even seemingly ‘inactive’ group members benefit from their involvement in group learning experiences.     

Rationalising for and against a policy of school-led careers guidance in STEM in the U.K.: a teacher perspective

This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n?=?94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures.     

Models of the vocational counsellor's work performance: A polish perspective

In the article I describe five models of vocationalcounsellor's work performance or role: (a) an expert,(b) an informant, (c) a consultant, (d) a reliableguardian, and (e) a laissez-faireist. Moreover, Iplace these models along a continuum of counsellingthat is based on the Polish counselling literature. An expert guides the counselee by providing him or herwith ready-made solutions, diagnosing the counselee'sattributes, and matching them with the most``appropriate' vocation. An informant deals mainlywith information about the possibilities of employmentand recommends vocations, which are ``the best' for thecounselee. A consultant treats a counselee as apartner, shows new aspects of activity, and givesinspiration to establish new aims. A reliableguardian treats a counselee as needing strength,suggests new solutions, provides support in makingdecisions, does not impose his or her own opinionunless asked, and does not resign from giving advice. A laissez-faireist accompanies counselee in theprocess of vocational choice, stimulates theacquisition of self-knowledge, and sheds light on theproblem, avoids giving advice.     

大学自治与政府干预:英国大学-政府关系的变迁历程

大学自治一直被认为是大学最基本的特征,但随着时代的发展,政府对大学的干预实际上一刻也没有停止过。本文剖析了英国政府干预逐步加深的过程,对英国大学与政府间的缓冲器——大学拨款委员会的兴衰给予说明,最后对英国大学一政府关系的变迁历程提出阐释。