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This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive
science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings
combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such
settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator
as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’
strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between
children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural
perspective using the notion of communities of practice. Implications for the roles of education managers and their staff
in further research are developed. 相似文献
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Alan Thornton 《The International Journal of Art & Design Education》2011,30(1):31-36
Education as a liberating and democratic process remains an aim and belief in discourses within the field and beyond. The arts also have a tradition in which ‘artistic freedom’ is valued even if what constitutes artistic freedom is contested. In this article an educational discourse in which dialogue is considered a means to personal and collective liberation through education is highlighted and related to ‘artistic freedom’ and the dual roles of artist and teacher, in which learners and teachers are encouraged to contribute to and change culture as well as study and absorb it. Conceptualisations of the artist teacher and professional development and practices associated with these are considered to open up creative possibilities for art teachers without undermining other positive aspects of identity as a teacher and practitioner. 相似文献
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Attempts at school reform and improvement have experienced difficulty creating and implementing feedback systems that energize
and sustain change efforts. If the call for reform at all levels of education is to be met, attention must be given to establishing
effective feedback mechanisms in educational institutions as they embark on improvement efforts. The purpose of this article
is to describe application of an educational design metaphor to create a Knowledge Management System that provides teachers
with timely and constructive feedback about their professional practice. This system includes the way in which a corpus of
professional knowledge about differentiated content and instruction, classroom grouping, evidence-based practice and classroom
management can be embedded in a set of tools that provides multiple stakeholders (teachers, students, administrators) the
opportunity to generate feedback about instructional practice. Use of the approach is discussed within the broader context
of Knowledge Management as a vehicle to extend the role of feedback in school reform and improvement within a long term pilot
application in one school. 相似文献
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Jeffrey Alan Greene Lara-Jeane Costa Kristin Dellinger 《Metacognition and Learning》2011,6(3):275-301
Researchers often use measures of the frequency of self-regulated learning (SRL; Zimmerman, American Educational Research Journal, 45(1), 166–183, 2000) processing as a predictor of learning gains. These frequency data, which are really counts of SRL processing events, are
often non-normally distributed, and the accurate analysis of these data requires the use of specialized statistical models.
In this study, we demonstrate how to implement and interpret count statistical models in path and latent profile analyses
to investigate the role of SRL as a mediator of the relation between pretest and posttest conceptual understanding. Our findings
from a sample of 170 college students using a computer to learn about the circulatory system show that SRL does mediate the
aforementioned relation, and that count models are a more accurate representation of SRL processing data than standard analysis
models based on ordinary least squares estimation. The results of our path analyses revealed which specific SRL processes
were related to learning, above and beyond the effect of prior knowledge. Our latent profile analysis revealed two groups
of participants, indicative of Brophy’s (2004) model of schematic and aschematic learners. We conclude with implications and future directions for basic and applied SRL
research. 相似文献
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