The Need and Use of Process Recording in Policy Practice: A Learning and Assessment Tool for Macro Practice

This article proposes the use of a structured process recording format for policy practice students, field instructors, and social work faculty as a learning, teaching, and assessment tool. Traditionally, casework and group work have used process recording to facilitate students learning in the field practicum to assess both the process and content of student‐client interactions. Since policy practice is concerned with achieving a preferred course of action to shape policies and interactions affecting large numbers of people, process recordings offer a method to assess tasks, competency skills, and learning needs while examining process and conscious use of self in action.     

Developing teachers’ knowledge of students as learners of mathematics through structured interviews

A structured interview process is proffered as an effective means to advance prospective teachers’ understandings of students as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three phases with the primary objective of developing listening skills for accessing students’ mathematical thinking. The interviews adhere to clinical interview procedures for discovering cognitive activities and, accordingly, are initiated by presenting an open-ended mathematics task. Three rounds of interviews were completed by undergraduates enrolled in a middle school mathematics methods course. Anecdotal data generated by their interview reports suggest that the structured interview process engenders an interpretive orientation to listening to students and furthers awareness of how students make sense of mathematics. Features of the interview process that may limit its potential benefits are discussed; recommendations for further study are proposed.     

戏剧理论视域下大学生微信朋友圈的自我呈现行为研究

微信朋友圈是大学生自我呈现的新舞台,研究大学生群体的自我呈现行为有助于加深对该群体自我呈现行为的认知,促进其良好交往模式的建立.本研究依据戈夫曼的戏剧理论,采用参与观察法与深度访谈法,从个人信息、生产内容、表演策略及动机需求四个方面剖析大学生群体在微信朋友圈的自我呈现行为.发现大学生群体通过个人信息与生产内容,运用积极...     

高校资助育人:新状况与新措施

以两所不同类型高校作为研究场域,基于扎根理论的质性研究,通过对深度访谈资料进行编码、文本分析以及理论饱和度检验等分析,发现当前高校学生资助在贫困认定、公示伦理、制度宣传和育人机制中存在多重育人困境,这种困境背后是高校学生资助政策制度局限性的外化表现,蕴含着深层的制度逻辑:其中贫困生身份认定的“阿喀琉斯之踵”体现资助育人的运行机制和政策目标的脱节;学生资助政策中的公示环节和政策宣传过程中所产生“两难”背后是政府政治逻辑和贫困生情感逻辑的一定程度的匹配偏差;资助育人执行“困境”凸显了高校育人逻辑和管理逻辑名实分离。新时代充分发挥学生资助育人功能,应推进信息化条件下贫困生甄别的技术重建,贫困生权利义务均衡的机制重塑,去污名化前提下的贫困生自尊自信的情感重现以及“立德树人”理念下资助育人的模式重构,从而实现高校学生资助“解困—育人—成才—回馈”的突围。     

Online tutorial support in open and distance learning: students' perceptions

The Open University of Hong Kong (OUHK) offers 199 courses with online features to enhance the distance learning environment. The university has arranged these courses to provide students with greater flexibility in interacting with tutors, classmates, and the content itself. Integral to learner flexibility online is access, valuing computers and online learning, endorsement, and language proficiency. The current investigation attempts to explore these issues by examining the perceptions of OUHK students enrolled in courses with online tutorial supports. The methods of questionnaire survey and semi‐structured interview were employed. Surveyed using multistage stratified sampling technique were 449 OUHK students enrolled in 18 upper level courses (9 English, 9 Chinese) at the OUHK. Forty‐two students were randomly selected for a follow‐up interview. Five major topics were explored including: (1) accessing the Internet; (2) perceptions of technology; (3) rationale for using the Internet in course work; (4) learning strategies used by the tutor online; and (5) perceptions of the online tutorial support.     

Explicating Students' Personal Professional Theories in Vocational Education through Multi-method Triangulation

Students in competence-based vocational education are expected to actively construct a personal professional theory, in which they integrate different types of knowledge and beliefs. Students' personal professional theories are seen as an important learning outcome of competence-based vocational education. However, it is unknown how personal professional theories can be measured. This study focused on measuring the content and nature of students' personal professional theories using a multi-method triangulation approach, in which 16 students in the domain of Social Work constructed a concept map, an interview and a self-report. The results show that the relatively structured methods (i.e., interviews and concept maps) reveal more insight into students' personal professional theories than less structured methods (i.e., self-reports). It is concluded that both structure as well as adequate prompts are important in the process of explicating personal professional theories.     

教师发展指导者工作的预研究报告

本研究基于人种志的录像带分析,通过现场观察、访谈以及制作刺激录像(stimulus tape)进行对教师发展指导者(staff developers)的聚焦组访谈(focus group interviews)的讨论与分析。归纳出我国教师发展指导者六块教学指导内容,即(1)学科一般知识;(2)教学理论知识;(3)学情分析;(4)任务设计;(5)过程测评;(6)行为改进。四种指导方式,即(1)一般通识讲评;(2)估计问题然后讲评;(3)教师提问后的针对性讲授;(4)探究式的平等讨论。经过元分析,厘清了六块指导内容之间的关系,其中:"学科一般知识"、"教学理论知识"是指导者教学指导的统领性知识;"学情分析"、"任务设计"、"过程测评"、"行为改进"是指导者教学指导的工作要素。当前教学指导的不足是"学情分析"到"任务设计"的不足和"过程测评"到"行为改进"的不足。     

一种有效的形成性评价方法——美国的成长记录袋制度述评

传统的评价,一直被认为是对教师教学情况和学生学习情况的检验和考察,是教学后教师和考试人员的工作。美国的成长记录袋制度向我们提供了一种新的评价视野和评价方法,告诉我们形成性评价是教学过程的一个组成部分,是对教师教学和学生学习情况的一种反馈;有效实施成长记录袋制度有利于教学的改进,使学生参与到评价中来,有利于学生的自我调整和进步。     

SAGE as a Source for Undergraduate Research Projects

Abstract

This article examines the use of the computer algebra system SAGE for undergraduate student research projects. After reading this article, the reader should understand the benefits of using SAGE as a source of research projects and how to commence working with SAGE. The author proposes a tiered working group model to allow maximum benefit to the students with a reasonable time requirement from the supervising faculty. Once a faculty member is familiar with the current state of SAGE functionality, it is possible to institute a long-term development plan that spans multiple years and students greatly reducing the “setup” time for new students. This model also allows the faculty member to work with a broad range of students as they can support each other. To illustrate this model, outcomes from several years of student research projects are discussed as well as the setup requirements and the process of using SAGE for research. The author worked with five different students over the course of 3 years. This resulted in two refereed undergraduate publications and 41 new additions to the SAGE code base. Of these five students, three entered graduate school, two in mathematics and one in computer science.     

Switching Hats

Abstract

One of the most problematic issues in the field of social work is the gap between practice and research. This paper describes the roles of the social work clinical practitioner and the social work researcher, and explores the role discontinuity that occurs as social work doctoral students' transition between these roles. A model illustrating the three possible routes that are taken during this role transition is introduced. Understanding the process of change that occurs as social work doctoral students shift roles has important implications for social work. Investigating these two roles can help doctoral programs support students during the difficult transition. Discovering how doctoral students bridge the gap between practice and research in their own experience may provide insight into how the field of social work as a whole can successfully address this gap.     

Overcoming MSW Students' Reluctance to Engage in Research

Social work students are typically reluctant to engage in research. The research partnership model takes a service-learning approach, allowing students to work with data from a community agency and resulting in a final paper with all the sections of an empirical journal article. Use of this model in teaching social work research enhances student motivation, learning, and skills through hands-on activities within an authentic context, and by using group support with individual accountability, structured and incremental learning opportunities, and teaching from a strengths-based perspective.     

Implementing Academic Choice: A Self-Study in Evolving Pedagogy

The goal of this research is to examine how implementing a new pedagogical structure, Academic Choice, informs my understanding of my students as learners and individuals. Using a self-study methodology over the course of eight working sessions in my Kindergarten classroom, I collected multiple forms of qualitative data, including student work samples, focal student observations, structured interviews, and research journal entries containing my own reflections as well as notes on consultations with critical friends. These data were analyzed inductively by connecting observations and patterns from across these sources. Findings indicated that providing a choice in content allowed struggling students to self-differentiate, that one-on-one interactions were essential to understanding a student's choice and work process, and that advanced students needed support to challenge themselves. Furthermore, I found that developmental stage, time allotted for working, and social construction of knowledge were important factors to consider in structuring these working sessions.     

Modelling research: a collaborative approach to helping PhD students develop higher-level research skills

A high proportion of PhD candidates in science and engineering fail to complete their degrees. This paper reports the results of a series of workshops where experienced researchers and supervisors were brought together with PhD students to discuss and develop a model of the PhD process. The objective was to help students develop a more rounded and thoughtful approach to their work. The impact of the workshops was assessed by carrying out structured interviews and coding the results to determine the impact on participant perceptions. The analysis suggests that the approach is effective in helping participants to clarify their thinking about the research process in which they are engaged. A proportion of participants appear to have moved from a tactical to a more strategic approach to their research. The study involved students in a postgraduate university but has implications for training of all research students in applied disciplines.     

细胞生物学实验教学中学生科研能力培养的措施研究

培养学生的科研能力是当今高等院校实验教学的主要目标,科研文献的检索和阅读能力、实验设计能力、科学记录实验、发现问题和解决问题的能力、掌握最基本实验的技能、科研论文的撰写等是独立从事科研工作所必备的几项基本能力。在细胞生物学实验教学改革中,我们通过开设创新设计实验,规范细胞生物学的基本操作,开展文献的讨论等教学措施将上述基本科研工作能力的培养贯穿到整个教学环节中。为学生今后独立从事科研工作奠定基础。     

中国学生英语议论文写作中的思维模式

Kaplan认为亚洲学生不能进行抽象思维的语言表达,中国学生的议论文写作是螺旋迂回归纳式,而西方人的议论文写作是直线演绎的方式。论文采用回溯访谈方法,记录五个中国学生的写作过程。英语写作的思维方式受英语程度的影响,而不是简单地归结为东、西方议论文写作思维模式的不同。     

ASSESSING CHANGES IN ATTITUDES ABOUT AGING: PERSONAL REFLECTIONS AND A STANDARDIZED MEASURE

Research has shown that learning more about successful aging and the aging process can be reflected in positive attitudinal change. Further,individuals having frequent contact with older adults generally have more positive attitudes. The purpose of the present study was to assess attitudinal change in two gerontology courses, one sophomore and one senior-level, using two methods of measurement: a standardized measure, the Aging Semantic Differential (ASD) and self-reported beliefs about older adults. A secondary goal was to facilitate meaningful interaction by requiring students to conduct a structured life-history interview with an older adult. The sample consisted of 55 students with a mean age of 27. Students completed the ASD and the self-reports at the beginning of the semester and after completing their interviews. Students also were asked to reflect upon any changes in attitude over the time period between assessments. In both classes, results of repeated measures MANOVA on the ASD indicated significant positive attitudinal change from pretest to posttest. Content analysis of self-reported beliefs provided converging validation. While students indicated classroom activities as important for attitudinal development, many specifically cited the interview activity as an influential and valuable experience.     

Using deductive reasoning to promote the change of students' conceptions about force and motion

Deductive reasoning is a basic logic form used in scientific explanations and predictions. In dynamics, the process of finding the direction of force acting on a moving object, from the change of its motion, can be structured as a syllogism that is an elementary model of deduction. In this study, the syllogistic form of a scientific explanation task was used to help middle school students change their prior conceptions about force and motion. However, because the conclusion drawn from a syllogistic explanation task contradicted students' prior ideas, many rejected the conclusion or reached another conclusion without using deductive reasoning. From the preliminary interview using the syllogistic explanation task with eight students, we found four factors preventing students' use of deductive reasoning. In the main interview designed to remove these obstacles, it was observed that 26 of the 27 students could find the direction of force correctly by using deduction. Finally, implications for classroom teaching are     

We reap what we sew: perpetuating biblical illiteracy in new English Religious Studies exams and the proof text binary question

ABSTRACT

This article draws on three sources of evidence that together indicate hermeneutical weaknesses in exam courses on Christianity in English Religious Education (RE). It scrutinises a single exam paper and an associated text book from a recent authorised course. It conceptually explores features of a new style of long Religious Studies (RS) exam question that is commonly set for the majority of students studying for a RS qualification at 15–16 years old. It combines these documentary sources with a focus group interview of teachers in the first year of teaching the new GCSE Religious Studies. The findings from the document analysis, conceptual analysis and focus group interview, together concur that there is a problem related to the use of fragmentary texts and the promotion of a particularly propositional conception of religion. These features are structured in by systemic elements. A small proportion of students follow text-based GCSE routes include a more detailed study of Biblical texts but the majority of 15–16-year-old students do not and so are exposed to this problem. These weaknesses could be ‘designed out’ of exams with smarter questions and mitigated against by curriculum content that specified the study of how texts are interpreted, as well as teacher expertise in the teaching and practise of hermeneutics.