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131.
This is a study of the Connections project; a collaborative design exercise between Birmingham School of Architecture and Landscape, and local primary schools. It explains the processes and outcomes of this annual collaborative design exercise, in which students of architecture join forces with primary school children, to explore connections between architecture, and various subjects of the National Curriculum. It shows how graphical learning methods, from architectural education, have been adopted successfully across the curriculum at primary level. Three phases of the project, and their different kinds of graphic communication, are identified. Learning in each of these is explored with supporting evidence from students’ diaries and interviews with teachers. Two examples of recent project work are used to show processes and outcomes. The first, a Science and Architecture project, demonstrates how methods of working gave a clear relationship between abstract ideas, and representational models and drawings. The second illustrates quality of outcomes, and depth of understanding in an Art and Architecture project. Finally the study introduces ongoing research, based on the Connections project experience, which addresses the scope of learning at both curriculum levels. 相似文献
132.
Peggy A. Ertmer Carole Hruskocy 《Educational technology research and development : ETR & D》1999,47(1):81-96
Although administrators are scrambling to bring technology into their schools, the introduction of computers into individual classrooms has created challenges for both experienced and inexperienced teachers. Recognizing that teachers' use of technology is likely to increase when support is more readily available, a university-elementary school partnership was formed to provide ongoing professional, instructional, and technical support to teachers at one elementary school. Professional support was provided through monthly meetings and ongoing interactions initiated by teachers' changing technology needs. Instructional support was provided through two teacher inservice workshops that emphasized practical ideas for infusion. Technical support was provided, at least in part, by training 18 third- to fifth-grade students to serve as technology experts for the school. Survey and interview data from teachers, students, the principal, and the library media specialist were used to examine the impact of these efforts. Findings describe perceived increases in teachers' levels of instructional and professional uses, and in students' confidence, self-esteem, and computer skills. Although participants described changes in the school's overall approach to technology use, use of student-trainers was limited.Special thanks to other team members who contributed to this project: Justin Ahn, Brooke Banta, Kathy Cennamo, Tristan Johnson, Wade Oliver, Feng-Qi Lai, Scott Ringer, and Jamie Turpin, as well as the students, teachers, library media specialist, and principal from Midland School. 相似文献
133.
关键条目:●应聘时谈到被上一个老板解雇是相当艰涩的过程。●事先想好如何做出诚实而又合适的回答。●即使一个小小的善意谎言也会使你失去这份新工作。“我最初的老板很不错,但他走了之后,接替他的新老板与我关系并不融洽,我们两个性格中共同点太少了。她不断地改变做事的方法和规则,比如同样的事情今天会让你这么做,明天又会那样。我并非一个难以跟上级相处的人,但这个新的女上司在管理方法上太独断专横了点。”像这样的陈述也许在解释为何会被解雇时不足为奇吧,然而却不是将状况说清楚的好办法。面试官极有可能把你定义为一个牢骚满腹之人,在面试过程中说过去上司的坏话可是会置你于死地哦。没有人会乐意听到其他人的短处,特别是那些他们压根不认识的人。 相似文献
134.
135.
Carole Leathwood 《Higher Education》2006,52(4):611-633
The ‘independent learner’ is a key construct within discourses of educational policy and practice in the UK. Government policy statements stress the importance of developing learner independence, and higher education pedagogical practices tend to rest on the assumption that students are independent learners. This paper draws on research with undergraduate students in a post-1992 university to offer a critical appraisal of the discourse of the independent learner. The paper examines students’ perceptions of independence in both their first year of undergraduate study, and in the later years of their degree courses. Support for learning and issues related to asking for help are discussed. Whilst students tend to both expect and want to be independent, it is suggested that dominant constructions of the independent learner are gendered and culturally specific, and as such are inappropriate for the majority of students in a mass higher education system. 相似文献
136.
The place of evidence to inform educational effectiveness has received increasing attention internationally in the last two decades. An important contribution to evidence‐informed policy has been greater attention to experimental trials including randomised controlled trials (RCTs). The aim of this paper is to examine the use of evidence, particularly the use of evidence from experimental trials, to inform national curriculum policy. To do this the teaching of grammar to help pupils’ writing was selected as a case. Two well‐regarded and influential experimental trials that had a significant effect on policy, and that focused on the effectiveness of grammar teaching to support pupils’ writing, are examined in detail. In addition to the analysis of their methodology, the nature of the two trials is also considered in relation to other key studies in the field of grammar teaching for writing and a recently published robust RCT. The paper shows a significant and persistent mismatch between national curriculum policy in England and the robust evidence that is available with regard to the teaching of writing. It is concluded that there is a need for better evidence‐informed decisions by policy makers to ensure a national curriculum specification for writing that is more likely to have positive impact on pupils. 相似文献
137.
Critical incident experiences are a powerful source of counselor development (T. M. Skovholt & P. R. McCarthy, 1988a, 1988b) and are relevant to attachment issues. An attachment theory perspective of supervision is presented and applied to a critical incident case scenario. By focusing on the behavioral systems (i.e., attachment, caregiving, and exploratory) identified by J. Bowlby (1969), previous conceptualizations are expanded by illuminating relational concepts that supervisors could use to facilitate counselor learning. 相似文献
138.
This paper presents a case study of the implementation of a flexible learner-centred programme of study which blends face-to-face and online learning. The programme was developed to be flexible in terms of content and study strategies, whilst remaining within more rigid organisational structures and processes. This paper outlines the programme and presents the model developed for flexible content delivery. The programme has been delivered simultaneously by five tutors to six groups of learners. Tutors drew on varying personal experiences of flexible and online learning and this paper also presents the results of an investigation to explore their experiences of facilitation. The findings provide a unique insight into the implications of such a programme for educators. Data were gathered using methods to promote and structure reflections on practice. Issues of relevance for others considering the development of flexible learner-centred programmes of study are presented. 相似文献
139.
This paper examines the category of "Woman" within the metastructure of a system of knowledge organization. We trace the subject scheme used to list books about women in a standard bibliographic guide over the first three-quarters of the twentieth century.Building on the feminist critique of subject representation, our analysis documents how the category was continually constructed over time, providing evidence of multiplication, isolation, and confusion in the process. The outcome is a framework that fails to capture the complex nature of knowledge about women and conceals relationships to the larger body of knowledge. The case of this legacy system exemplifies problems associated with representing the complexity and integration of knowledge and provides a basis for considering the potential residual impacts of current information organization and navigation systems. 相似文献
140.
Scientists continually work with information to move their research projects forward, but the activities involved in finding and using information and their impact on discovery are poorly understood. In the Information and Discovery in Neuroscience (IDN) project we investigated the information work involved as researchers make progress and confront problems in the practice of brain research. Through case studies of recent neuroscience projects, we found that the most difficult and time-consuming information activities had parallels with Simon’s explication of weak methods in scientific problem solving. But, while Simon’s weak/strong distinction is an effective device for interpreting information work, his general conception of how discovery takes place is artificially constrained. We present cross-case and case-based results from the IDN project to illustrate how the conditions of problem solving Simon associated with weak methods relate to information work and to identify additional weak aspects of the research process not considered by Simon. Our analysis both extends Simon’s framework of what constitutes the discovery process and further elaborates how weak approaches influence the conduct of research. 相似文献