The scholarship of teaching: A comparison of conceptions held by experts and regular academic staff

Over the past decade the scholarship ofteaching has received considerable attention inthe higher education literature as a reactionto the widely cited Carnegie Foundation'sreport ``Scholarship Reconsidered'; however, theconcept has remained devoid of a unifieddefinition. A recent Delphi study conductedwith a selective group of scholars whoseexpertise lies in the area of universityteaching and learning indicated the extent towhich these ``experts' agreed with each other onimportant features and unresolved issues theyassociate with the scholarship of teaching. Building on the results of the Delphi study,the present article discusses the results of asecond survey comparing these ``experts' 'conceptions with those of a larger group ofscholars whose expertise lies in a differentacademic field (``regular academic staff'), inorder to identify the similarities anddifferences in the conceptions of thescholarship of teaching held by each of the twogroups. While regular academic staff werefound to associate the scholarship of teachingmore with good or effectiveteaching ``experts' pointed to notions such aspeer review and scholarly standards. Thediscussion of the results focuses on the notionof consensus reached within and betweenthe two groups. It is argued that in order topromote changes in policy with respect to whatis to count as scholarship, identifying andreporting ``experts' ' conceptions, thoughclearly necessary for promoting moreenlightened discussions on the issue, willremain insufficient. Policy change in academeis more likely to ensue as a result of thewider academic community reaching consensus onthe meaning, and nature, of the scholarship ofteaching. The wider academic community includes``experts', as well as colleagues in departmentsand disciplinary associations. The articleconcludes by exploring the notion of consensusthrough the lens of critical social theory.     

Hope, attentiveness, and caring for difference: The moral voice in teaching

The concern of this article is with the moral dimension of teachers' knowledge. Moral concern pervades all of teachers' work and the knowledge that grows out of that work, yet researchers have tended to concentrate on cognitive aspects of teacher thinking. Beginning from an analysis of teachers' accounts of their work and their caring for students, and drawing on the work of Ruddick (1989) and Arandt (1968), the article identifies three aspects of the moral in teacher knowledge: a sense of hope, attentiveness to particular students, and caring for difference among students. It is further suggested that each of these characteristics of teachers' knowledge operates counter to the technocratic world view that is prevalent in modern educational settings.     

高分子化学实验课程的网络教学

利用网络教学良好的互动性,在实验教学的设计过程中,仅仅提出各个实验的目的及要求,倡导学生广泛的查阅文献、自主设计实验,实现讨论化教学,有效提高了教学的互动性。通过对高分子化学实验课程网络化教学的实践,使学生主动参与到教学的各个环节,培养学生具备较好的动手能力和科学思维习惯,以及敏锐的观察能力。该文主要记叙了高分子化学实验课程网络教学的课程设计指导思想和教学方式。     

改革实验教学,走绿色化学之路——以无机化学实验教学为例

在化学实验教学中进行绿色化研究,引进多媒体和现代实验新技术手段,将常量实验改为微型、小量-半微量实验,以求从源头阻止污染,培养学生的环境保护意识和创新意识。     

Education for pupils with profound disabilities: Issues of policy,curriculum, teaching methods,and evaluation

ABSTRACT

This paper discusses some issues in the education of pupils who have profound disabilities. Following an examination of policy and curriculum issues, we review recent research on teaching methods. In particular, we look critically at the concepts and methods of behavioural psychology and its influence in this field of education. We then examine the issue of evaluation of educational outcomes using illustrations from current research at a special school for adolescents with profound disabilities. Finally, we suggest some directions for future research which place the education of persons who have profound disabilities clearly within the mainstream of educational thinking and research endeavour.     

Because every pupil counts: the success of the pupil monitoring system in The Netherlands

The National Institute for Educational Measurement in The Netherlands has developed a pupil monitoring system for primary education to assess pupils' learning progress on a longitudinal basis. If pupil development is unsatisfactory, pupil monitoring system material can be used to locate and tackle the problems. This article describes the system, the set-up of the longitudinal calibration, the psychometrics used and the educational procedure for structured action. The pupil monitoring system comes with a software program and this article also explains the possibilities of the program, the information it provides to the teacher and school, the role of the computer and the advantages of working with the program. Experience of working with the system is discussed as well as the modifications and improvements that may be necessary in the future     

A comparison of the guidance received and desired by black and white pupils in South Africa

A survey was conducted of 692 black and white high school pupils in sixteen South African high schools. A questionnaire requested information regarding pupils' perceptions of the extent to which they actually received guidance services in twelve areas listed in official syllabi. Subjects were also asked to indicate which of these dimensions they wished to receive, and their preferences in this regard. Results indicated that black pupils received guidance significantly less than did whites, and that they had a commensurately stronger desire for such input. In their ordering of preferred areas in which Guidance should be provided, there were certain commonalities and a few differences in the responses of black and white pupils. It was concluded that the inadequacies in the guidance system, particularly for blacks, are associated with the nature of the apartheid society. Accordingly, changes in the guidance system are seen as dependent upon pervasive reform of that society.     

Planning, teaching and assessing the curriculum for pupils with learning difficulties: a response from EQUALS

EQUALS is a national organisation that has a major concern for the development of a curriculum that promotes the inclusion of all pupils. The EQUALS movement has, in the past, published its own materials in support of curriculum development for pupils with learning difficulties. In this article, Keith Humphreys, EQUALS' quality assurance manager, provides a response to the publication of the QCA/DfEE guidelines. He discusses EQUALS' response to these guidelines and proposes a way forward for schools already using EQUALS materials. While acknowledging that the implementation of the QCA/DfEE guidelines will lead to an evolution of good practice, he articulates a concern that staff should continue to appreciate and value their own development work. Keith Humphreys details the ways in which EQUALS intends to support this process of evolution in the future.     

Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants

During the past ten years in the UK there has been a considerable increase in the number of teaching assistants (TAs) appointed to work alongside teachers in schools. A significant number of these colleagues are appointed to support pupils with special educational needs (SEN), including those with social, emotional and behavioural difficulties (SEBD). This paper reports on the ways in which the role of the teaching assistant in supporting pupils with SEBD has been developed in schools for pupils aged 7–11 years in one English Local Education Authority (LEA). It suggests that there are several models of support emerging and that the role of the teaching assistant is perceived as crucial to the effective inclusion of pupils with SEBD in mainstream classrooms.     

职业教育师资队伍建设存在的问题与对策

当前,我国职教师资队伍还存在一系列问题。加强职教师资队伍建设,应大力发展职业技术师范教育,强化职教师资培训基地的建设,完善职教师资培训机制,加强职业学校教师的在职进修提高,统筹调配、使用师资,充分发挥专业课教师的作用,合理解决职业学校教师的各种问题,鼓励企业参与职教师资培训。     

高校教师成长中的困惑与反思——兼与中小学教师成长历程比较

通过对高校教师和中小学教师成长历程的分析发现,高校教师与中小学教师在发展观、教育背景、知识结构、发展路径、成长倾向、继续教育等方面存在差异,成长标准、成长途径、成长适应的困惑影响着高校教师的成长与发展.理念提升、知识优化、标准导向、条件保证、人才流动能够为教师成长提供不可或缺的思想基础、资源基础、标准导向、组织和环境保证及发展动力.     

浅析新阶段无锡高职院校师资队伍建设

无锡高职教育正处在从规模发展到提升质量的新阶段.师资队伍建设要适应无锡经济转型发展的需要,要高度重视专业带头人的培养和引进,学习国外先进经验实现教师队伍建设的国际化,建立一支稳定而充满活力的兼职教师队伍,不应忽视人文社科师资队伍建设,切实解决好影响和制约无锡高职院校师资队伍建设的问题.     

实践、理论、比较:翻译教学的几个重要环节

在翻译教学中有必要强调一下实践、理论和比较几个环节的重要性及其关系问题。在翻译教学中 ,实践使人发现存在的问题 ,向理论寻求指导 ,同时也检验理论的正确程度 ;理论是从实践中总结出来的规律 ,是对实践的概括 ;没有比较便没有鉴别 ,让学生把英语和汉语进行对比 ,在习作之间进行比较 ,并拿范文与习作进行比较 ,之后教师进行讲解并点评 ,在比较中找出规律。这几个环节相辅相成 ,对提高翻译教学质量十分有益     

亡者之声与生者之鸣——论不平则鸣与韩愈墓志铭的创作

＂不平则鸣＂是韩愈所提出的重要文学思想之一,不仅对时人乃至后世的文学创作产生了深远影响,对其自身的诗文创作也有着重要的指导意义。墓志铭是韩愈碑志文中的主要组成部分,同时也是韩愈抒写＂不平之鸣＂的重要载体。韩愈所创作的墓志铭,大多有着较浓厚的情感,不仅抒写了墓主生前的＂不平＂,也融入了创作者的＂不平＂,主要包含五种不平：愤贬谪、怜少孤、慕才尚杰、反佛老、伤逝等。     

职业高中师资队伍建设存在的问题及对策

由于各方面的条件限制,职业高中的师资队伍建设中存在着教师数量不足、队伍不稳定、结构不合理等诸多问题。为了提高职业高中的教育教学质量,就必须拓宽教师来源渠道,确保师资充足;拓宽教师培训渠道,保证师资质量;加大“双师型”教师的培养力度,满足高技能人才培养的需要;提高农村职业高中教师的待遇。     

Developing a test for exploring student performance in a complex domain: Challenges faced,decisions made,and implications drawn

This paper illustrates the application of existing guidelines to develop a test grounded in theoretical perspectives and empirical findings in the area of problem solving. By documenting this process, the paper outlines the challenges test developers face when seeking to construct a theory/research-driven test, discusses the decisions made at different junctures, and emphasizes that the findings from test administration need to be seen in perspective of those decisions. Moving beyond the guidelines proposed in the literature on test development, the paper also suggests that the results of test administration be linked to instruction and explores how instruction could have informed and might be informed by these findings.     

建设高水平教师队伍是建设高水平研究型大学的核心

教师队伍的建设是建设高水平研究型大学的核心。作者以四川大学为例,对建设高水平教师队伍的现状、问题、思路和主要措施进行了探讨。