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141.
Action Learning—a learning and teaching method in the preparation programme for supervisors of midwives 总被引:2,自引:2,他引:2
Marianne Mead Carole Yearley Chris Lawrence Cathy Rogers 《Action Learning: Research and Practice》2006,3(2):175-186
Supervision of midwives is a statutory responsibility, which provides a mechanism for support and guidance to every practising midwife in the United Kingdom. To be eligible for appointment as a supervisor, midwives are required to undertake a preparation programme successfully. Because of the changing nature of the professional role and education, the level of the programme of preparation has evolved from an attendance course, to programmes delivered at diploma, degree and, more recently, Masters' level. In collaboration with clinical colleagues and the statutory authorities, the University of Hertfordshire has presented a programme of preparation at Masters' level since 1997. Revalidation in 2001 provided the opportunity to review the learning and teaching methods, and a decision was made to use Action Learning as an important component of the new programme that commenced in 2002. Alongside the normal university quality assessment mechanisms, a systematic evaluation was undertaken to explore the acceptability and perceived usefulness of Action Learning by the students of the second and third cohorts. This paper presents the findings of this evaluation. 相似文献
142.
143.
Rogers Alan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(5):501-503
International Review of Education - 相似文献
144.
Anne Collins McLaughlin Wendy A. Rogers Edmundo A. Sierra Jr Arthur D. Fisk 《Learning, Media and Technology》2007,32(4):381-405
Task instruction may be presented in many forms. However, training system designers are often forced to depend on intuition when choosing a presentation medium. Though past research has investigated the effectiveness of instructional media types, results have been mixed with no clear recommendations of which medium to use for instruction. An organizational framework for matching the appropriate medium or media to a learning situation is necessary for progress to occur in this research area. Through three experiments, we investigated the attributes of audio and video as instructional media, identified tasks for which we might predict the most beneficial instructional media, and tested our proposed organizational framework by manipulating the difficulty of the task and the complexity of the instructions. Older and younger adults participated in the experiments to help us understand differences in training needs for varying cognitive and perceptual abilities. We provide the basis for a taxonomy of instructional media and task demands, to be added through further research. 相似文献
145.
Meredith Park Rogers Sandra Abell John Lannin Chia-Yu Wang Kusalin Musikul David Barker Shannon Dingman 《International Journal of Science and Mathematics Education》2007,5(3):507-532
This study compares the views of teachers and professional development facilitators about effective professional development
(PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics
PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and
teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences
for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and
improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research
documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1)
challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging
teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student
data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based
reform. 相似文献
146.
Stories appear frequently in the Australian media regarding parent and teacher perceptions and attitudes towards the National Assessment Program—Literacy and Numeracy. However, thorough empirical investigations of parent perceptions are sparse. This study presents a survey of 345 parents across Years 3 and 5 from a sample of Independent schools in Western Australia. A representative sample of teachers from these schools were also surveyed in order to compare and contrast parent and teacher perspectives about the transparency and accountability associated with testing, the usefulness of results for helping individual students, and the perceived clarity of communication of results. Findings reveal mixed positive and negative views that reside within an overall prevailing low opinion of the testing. Some ways for improving the perception of the testing with the general public are discussed. 相似文献
147.
148.
This article examines how conversations during design reviews in which 8th-grade mathematics students shared population models with visiting specialists expanded the disciplinary expertise of the classroom. Re-contextualizing is a conversational exchange that visiting specialists initiated to invite groups to consider their models in novel contexts. Analysis of 14 design reviews in 2 classrooms showed that re-contextualizing resulted in both the elaboration of ideas students already understood and new contributions to students' understandings of mathematical aspects of population modeling. This article presents case studies of 2 groups that differed in terms of their interest in the curricular task and the level of conceptual integrity of their population models. Despite these differences, the re-contextualizing exchanges that emerged in their design reviews led to new insights for both groups and provided them with opportunities to try on ways of thinking and acting like population biologists. 相似文献
149.
Debb Hurlock Constance Barlow Anne Phelan Florence Myrick Russell Sawa Gayla Rogers 《Teaching in Higher Education》2013,18(3):291-301
This article is situated within an experience of conflict for Tina, a social work student, who is caught between her beliefs about the virtues of social work practice, and her disillusioning encounter with the school's administration. In this paper, we interpret Tina's experience of conflict by drawing on the central concepts of liminality and natality, and how she moves through disillusionment to illumination, thereby generating new self-understandings and meanings of social work practice. We conclude with the pedagogical implications for students, and educators, and that as messy and complex as the liminal is, it is also vital to the creation of new understandings and regeneration of meaning in professional education. 相似文献
150.
Bev Hopper 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):211-222
One area of great change and continuing development in the UK is the mentoring role of the Higher Education Institution (HEI) tutor during trainees' school-based professional placements. It might be suggested that with schools assuming ever greater responsibilities for trainees the role of the HEI tutor in school is diminishing and may even become extinct. This paper suggests that whilst tutors' roles are clearly changing, tutors have a crucial role to play in minimising the limitations and maximising the undoubted benefits of professional placements. A wide range of issues relating to trainees' placement schools, HEIs, the development of school-based mentors and trainee teachers, and the role of the HEI tutor are evaluated with suggestions for improving future practice. 相似文献