The mentoring dilemma: guidance and/or direction?

Abstract

How effective is your mentoring programme? How does the nature of a mentoring programme influence outcomes? By looking beneath the process and practice, an examination, analysis and classification of the nature of current real‐life mentoring practice is made and a template for the identification of your own project is presented.     

Killing the old myths: Positioning an instructional technology center for a new era in higher education

Summary In conclusion, consider that the best directors, the most successful ones, the most powerful ones, do not direct; they orchestrate and conduct. The most common gestures in conducting are circular. A symphony conductor works on a piece of music written by someone else, but the richness comes from the interpretation. Knowing the music is not enough. A conductor must exact the best performance from each player and each instrument. In a symphony, there is no center, no autonomy, no competing forces, only a seamless whole. How can you conduct your work to make your media center one player in the larger orchestra of your institution? How can you harmonize your role within the mission and needs of the university with the support of your clients and supervisors, create beautiful sounds together, get a solo once in a while, and hear a lot of applause? This article is adapted from a keynote address at the Fall conference of the Consortium of College and University Media Centers, Honolulu, HI, October 1991.     

如何回答面试提问

Don't be rattled(使慌乱) by your next job interview. It's possible to answer any question that comes your way. How? By preparing and knowing how to direct the conversation to the topics you want to cover.     

Evaluating Classroom Assessment Training in Teacher Education Programs

What should training for teachers look like? Do our assessment practices align well with what we would like our students to do? How can you self-assess assessment training at your institution?     

超级成语SHOW

A:你学习还顺利吧?B:我在拼写和发音上有困难,但最令我头疼的是说英语。A:我希望你能抓住每一次机会练习说英语。要知道,“熟能生巧”。B:谢谢,我会努力的。     

小教五年专科女生课余篮球训练探微

全课心率测定每间隔6分钟手测脉率的方法，学生进行五项素质测定方法。篮球的运球和投篮技术考核，用统计学原理分析的方法。     

Roundtable: what is temperament? Four approaches

4 current approaches to understanding temperament are discussed in the roundtable. In an introductory overview, Goldsmith outlines some of the major convergences and divergences in the understanding of this concept. Theorists representing 4 positions--Goldsmith, Buss and Plomin, Rothbart, and Thomas and Chess--outline their views by responding to each of 6 questions: How do you define temperament and explain the boundaries of the concept? What are the elements of temperatment? How does the construct of temperament permit you to approach issues or organize data in ways that are possible only if this construct is invoked? How does temperament develop? To what extent do you consider temperament to be a personological versus a relational or an interactional construct? and How does your approach deal with issues of temperamental "difficulty"? In 2 commentaries on the theorists' answers, Hinde highlights differences among their positions and indicates issues that current theories of temperament must take into consideration, and McCall draws on common aspects to propose a synthesizing definition that draws on all 4 approaches.     

Creating a woman friendly culture in institutes of higher engineering education

This article describes the results of a workshop that was held in Valencia during the annual conference of SEFI in 2004. The authors give remarks on the results supported by relevant and recent research. In the workshop, where about 35 participants were present, the following questions were discussed and answered:

Which factors indicate that an institute of higher engineering education is woman friendly? How can we rank these factors and what is the weight of the factors? What initiatives did your institute or other institutions of your country make to increase the percentage of female academic staff and to attract and retain more female students?     

A Letter to Wang Min

<正>Dear Wang Min,How are you these days? I’m writing to you because I need your help. We’re going to have a summer holiday soon and I’m going to Xiaogan City next week, and if possible I will stay in Wuhan for two days. During the time, I want to visit Yellow Crane Tower. I’ve got a picture of     

认知教学设计理论比较框架

认知领域的学习一直是教育研究的热点，不断有新的教学设计理论和模型出现。该提出了一个比较认知教学设计模型的框架，包含学习类型、学习控制、学习焦点、学习分组、学习交互、学习支持几个维度，可以用来作为理解各种教学设计模型的工具.     

运用多种手段丰富国际营销学的教学

通过在教学中总结的一些方法，如：案例分析法，网络教学法，强化英语教学法等，把枯燥的国际营销学理论，转化成灵活有趣的知识，使之易为学生所接受，取得满意的教学效果．     

Survivors guide to graduate research

Conclusion As you conduct your research, you will undoubtedly suffer from the perennial condition of all graduate students—constant, paralyzing guilt. When you are not working on your research, you are agonizing because you should be. Unfortunately, guilt also keeps you from doing many other things, like cleaning house or simply relaxing. The good news is that guilt usually disappears within a year after you take that final walk across the stage and shake the dean’s hand. The cure is painful, but worth it. We have presented some ideas that worked for us, in hopes that they will work for you. Perhaps these ideas will cause you to consider a factor that you may not have considered before. Perhaps some small suggestion will provide you with a solution to a nagging problem, or simply remind you that some of your frustrations are a natural part of the dissertation or thesis process. For additional information on this topic seeHow to Complete and Survive a Doctoral Dissertaion, by David Stemberg. The chapters on “The Unfolding Dissertation: Diplomatic Relations with your Committee” and “Down in the Dissertation Dumps: How to Get Out” may be especially useful.     

Teacher self-evaluation: an analysis of criteria,indicators and processes used by teachers in judging their success

This paper summarises the accounts provided by some 60 experienced infants and primary teachers and 18 student teachers to the questions “How do you tell when you've taught a really good lesson?” and “How do you evaluate your success as a teacher?” These accounts were analysed both in terms of the criteria and the indicators used by teachers in evaluating their own short- and long-term success. The results contrast strongly with those reported by Jackson (1968) and by Lortie (1975) and an attempt is made to delineate and describe the constructive processes used by teachers to evaluate their success in a classroom setting of complexity and uncertainty.     

Constructing student portfolios: A process and product that fosters communication with families

When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?”     

The Usable Past: teachers (re)playing school

This paper focuses on memory, not as a school subject with which it is still associated for many learners, but as one in which school is the subject and where the question ‘what are some of your earliest memories of playing school?’ can serve as an autobiographical prompt. In what ways do we continue to ‘play out’ early experiences of school long after we begin our teaching careers? What significance should we attach to not remembering? How can early memories of school, of teachers and of particular episodes of playing school become part of what bell hooks describes as ‘the usable past'? (hooks, 1984, Feminist Theory: from margin to centre, South End Press).     

Religious Influences in Public Education: Political and judicial Developments

What can preservice teachers tell us about the impact of culture on literacy? Participants responded to an open-ended survey asking, “How do you think your culture influences what you read and write?” Three themes emerged in their answers: family influence, self-exploration through literacy, and the cultural politics of literacy. Further examination led to three premises about literacy. Findings highlight the importance of students’ literacy history and provide means for teachers to reframe their instruction, based on student voice.     

Closing address

Now that the present international Conference is about to end, I wish to express my heartiest congratulations to the European Society for Engineering Education for organizing their work so remarkably well. I also wish to express my thanks for having been invited to wind up your discussions. You made an excellent choice of theme when you decided to study an engineer's training in an economic and social context. How could one, in fact, remain indifferent to the profound scientific and technical changes that have, during these last decades, affected the whole world? How could one be insensitive to the prodigious technological evolution that will, to be sure, upset our way of life in the next few years? But also, how can we not realize that the transformations that have forged contemporary civilization are essentially due to the engineer's work, thanks to whom the fruits of scientific progress have been mastered to an extraordinary degree.     

What Could be More Practical than Good Research?

These seem to be very special times for mathematics education. The public interest in the topic has never been greater. Probably the most prominent among the occurrences that occasioned this recent leap in popularity are international comparative studies such as TIMSS and PISA. The fact that, in spite of the ongoing efforts toward reform in mathematics education, many countries found the results of the international measurements of their students’ achievements rather disappointing led the ICME 10 Program Committee to create the Survey Team on Relations between Mathematics Education Research and Practice. The team, coordinated by the author of this talk, and including Aline Robert from France, Ole Skovsmose from Denmark, Yoshihiko Hashimoto from Japan, and Gelsa Knijnik from Brazil, was invited to reflect on the question of how research has been informing the practice of mathematics education over the last decade. Following the invitation, the Survey Team turned to the members of the mathematics education community asking them to answer three queries about their own work: (1) How would you describe the essence of your work in mathematics education over the last 5 years or so? (2) During this period, to what extent was your work stirred and influenced by the current state of mathematics education in your country and/or in the world? (3) Do you think that the work done by you and by your colleagues over the last five years or so had, or is going to have, an actual impact on the practice of mathematics education? Analysis of the 74 responses received from all over the world revealed several interesting trends. This article is the text of the ICME plenary address in which the author presented an “executive summary” of the findings.     

紧急呼叫

如果你认为消防员的职责仅仅是灭火,那你就错了。除了灭火外,他们还要处理各种紧急事件,其中不乏稀奇古怪的事情。很多不起眼的物件都能带来危险,比如玩具车、水龙头、晾衣架等。不信？一起来看看。     

READINGS

(A) One day Tom's mother looked at Tom's shoes and said,"Tom, look at your shoes. How dirty they are!You must clean them." "Oh, Mum, but I cleaned them only yesterday," said the boy.