You can’t teach me: exploring academic resistance to teaching development

Societal, governmental, and research expectations of universities in contemporary western society have led to increasing calls for teacher professionalism and accountability as well as research excellence and research-informed teaching. Consequently, demands on academic staff development continually emerge, which academics may view as oppressive. This paper reports research that critically examined the commonalities between a pre-established set of discourses about resistance to teaching development and views about teaching and learning in academics’ comments on student evaluations of teaching. The comparative study and the identification of commonalities are used to speculate about implications for academic development approaches both with teachers and institutions.     

英语歧义现象浅析——从I don't teach because teachingis easy for me”说起

主要分析英语歧义现象的产生及其特征 ,并就如何识别、消除以及利用歧义作一粗浅的探讨。     

It's me

写点什么呢?就写写我吧! 本人自称本世纪大才女。唉!其实我跟武则天比,人家是一代女皇;跟冰心比,人家是大作家;就是跟秋瑾比,人家也留过洋。而且,我这个人,一见到奥数就头痛,眼皮打架。不过,我对书倒是挺感兴趣的,什么书我都爱看。     

me too和me neither的用法

一、me too意为“我也一样、我也如此”，源于“so＋be动词／助动词／情态动词＋与前句不相同的主语”，用于后一句的情况与前一句所述的肯定情况相同的场合。例如：     

It''''s me

Hi,everybody! My name is Che Zhonghua.You can call me Jenny.I am eleven years old. I study in ShaoCheng Primary School. I am in Class Two, Grade Six. I like English,Chinese and     

英语歧义现象浅析－从“I don‘t teach because teaching is easy for me”说起

主要分析英语歧义现象的产生及其特征，并就如何识别、消除以及利用歧义作一粗浅的探讨。     

Why teach critical thinking?

Abstract

The purpose of this article is to expose lack of clarity that surrounds the justification for teaching critical thinking and to argue for communally beneficial reasons for teaching this important skill. An explication of critical thinking is done and the prerequisite conditions for its optimal utilisation are indicated. The views of eight educators on why we teach critical thinking are offered. An argument for a semiotic understanding of culture is presented and this is followed by views on why critical thinking is taught.     

Can you teach me not to be angry? Relations between temperament and the emotion regulation strategy distraction in 2-year-olds

Little is known about toddlers’ acquisition of specific emotion regulation (ER) strategies, and how early ER is shaped by temperament. This study investigated if 24-month-old German toddlers, predominantly from families with high levels of parental education (N = 96, n = 49 male), learned the ER strategy distraction through observational learning, and its interaction with temperament. Increased use of distraction correlated with reduced negative affect. Use of distraction increased through observational learning. Highly active toddlers tended to use active playing activities to distract themselves in a frustrating situation, whereas toddlers with a less active temperament used calmer activities. Toddlers’ learning to apply distraction through observational learning was independent of a match between their own temperament and the model's actions.     

This is me

A girl wants to fly,and wants to know ev- erything in the World．Do you know who the girl is?Yeah!The girl is me．My name is Tao Xi．I’m thirteen years old．I am a Chinese girl,and I also have an English name“Lydia”．I love English very     

me喜欢写作

生活中,我喜欢听缠绵的故事,感叹其中的花开花落,斗转星移,物是人非。故事听多了,看多了,也便多了倾诉的欲望。当这种欲望像奔腾的河水一样时,自己的或别人的故事,便幻化成潺潺的小溪,奔腾     

How do you teach learning?

The question ‘How do you teach ‘learning'?’ is located within the domain of professional adult education practice and is dealt with through a series of ‘stock‐taking’ moves through the field of practice. First, we offer a high‐level overview of standard answers to the question imbedded in contemporary educational practice. Second, we examine the adult education case in particular, focussing on the peculiarly idealised role the ‘adult learner’ has come to assume in international practitioner discourse. Third, we narrow the focus sharply to present a brief case‐study of our own attempts to teach ‘learning’ within the Advanced Diploma Course for Educators of Adults at the University of Cape Town. Finally, we attempt to clarify our present assumptions about the requirements of a ‘curriculum for learning’. (1) 1. An earlier version of this paper was presented at the Kenton Educational Conference, University of the Witwatersrand, Johannesburg, South Africa, in November 1992.

     

Call me吴空

精灵古怪的吴空，遇上了唠叨的唐老师，呵呵，原来是《大话西游》的生活版。看过之后，一个很鲜活的吴空就出现在我面前，人物的描写，其实不需要太多累赘的语言记下他所有的事情，有时候简单的几句话——从动作、语言、表情……着手，细节会点亮整篇文章。[编者按]     

客气的Excuse me

在英语交际礼貌用语中, Excuse me是最为常用的。那么,它一般适用于哪些场合呢?一、用于向陌生人问路Excuse me,could you tell me how I can get to the station,please?劳驾,请告诉我去车站的路好吗?     

Olympic games and me

I like watching Olympic games not only because it is exciting, but also because I can learn so much from it. When i watch the Marathon game, I see that the athletes have ran for 40 kilo miles but they don＇ t give up until the last moment. They make me believe that I should be unremitting in my life.     

Lend me your ear

Lend me your ear(借我一只耳朵)顾名思义是“专心倾听”的意思。该习语常用在一方需要引起另一方注意的时候。如: Could you lend me your ear for a minute?I need to talk with youabout something.能专心听我说几句吗?我要和你谈点事情。     

对不起与Excuse me

在日常生活中“对不起”使用非常广泛,许多英语学习者往往用I'msorry来表达。实际上,英语中的I'm sorry仅在向人道歉时使用。许多场合都是用Excuse me。现将Excuse me的应用场合归纳如下。