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31.
Teaching awards are now common practice in higher education. However, few award applicants and their writing guides have investigated their experience of writing a teaching award application, a writing process recognised as different from that required in research publication. To systematically research and analyse their personal experiences two successful Australian Learning and Teaching Council Citation applicants (Robyn and Thea) and their guide (Coralie) undertook a process of self-inquiry from an autoethnographic perspective. This paper presents a narrative constructed by Coralie, Robyn and Thea to bring into one story their individual autoethnographies. This collective narrative takes the reader beyond the scholarly discussions of benefits and concerns about teaching award schemes prominent in the literature to date, to uncover a previously hidden view of award application writing. From this new viewpoint writing a teaching award application is seen as a process which moves the applicant from a position of certainty and comfort (‘homeliness’), through a period where ‘things fall apart’ as the applicant's sense of ‘unhomeliness’ (disorientation and confusion) increases, to a time where ‘things fall together’ as a newfound sense of ‘homeliness’ that represents growth in the individual as a teacher and a writer. Applicants develop a clearer understanding of their strengths and weaknesses as educators and the confidence to challenge their previous pedagogical practices. As writers they develop attitudes and skills to recognise and to set aside familiar, but limiting, writing strategies. 相似文献
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Two studies were conducted to investigate the effects of ethnocentrism, cognitive differentiation and extent of contact/information experienced with three stimulus groups varying in ethnicity on (a) respondents' perceptions of similarity in personal values between themselves and members of these ethnic groups, and (b) social distance orientations toward these groups. None of the predictor variables systematically induced differential attributions of value similarity. Ethnocentrism was found to be the most potent determinant of social distance, with low ethnocentric persons showing less social distance toward ethnic outgroups. The results were generally compatible with the notion of social competition proposed by Turner (1975) as a relevant factor in interethnic relations and are discussed in relation to the belief differences theory of prejudice (Rokeach, Smith & Evans, 1960) and the concept of positive prejudice (Dienstbier, 1970; Dutton, 1976). 相似文献
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Coralie McCormack 《Studies in Continuing Education》2013,35(2):141-156
Storytellers have always known that there is more to a story than ‘just a good yarn’. It is through stories that individuals construct and reconstruct their sense of self as they learn ‘to be’ in the world. Learning through stories is common across a number of professional contexts. However, storied approaches are under-utilised in supervisor professional development programs. This paper argues that telling, receiving, reading, writing and re-writing stories can open to doctoral supervisors a way to negotiate the chaotic pedagogy of becoming and being a doctoral supervisor. Two examples of storytelling – interactive telling and reading of stories of research student experience and supervisor autobiographical writing – illustrate how the art of storytelling can return personal narrative ways of knowing to professional development in today's performance-driven higher degree by research context. 相似文献
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Jason Cusack Frank P. Deane Coralie J. Wilson Joseph Ciarrochi 《International journal for the advancement of counseling》2004,26(3):271-283
The degree to which men's current or most recent access to professional psychological help was influenced by others, and their future independent help-seeking intentions were measured. Seventy-three males currently accessing, or who had recently accessed a mental health service, completed a questionnaire that asked about their pathway to care and future help-seeking intentions. Ninety-six percent of participants reported their decision to seek help was influenced to some degree by others, with G.P's, and intimate partners most influential. Thirty-seven percent indicated that without this influence, they would not have sought help at all. Once in therapy, treatment helpfulness was a significant predictor of future help-seeking intentions for a personal-emotional problem or suicidal thoughts, irrespective of the pathway to care. 相似文献
38.
Setting events are typically seen as antecedent contextual variables that influence behaviour. They are thought to act independently of Skinner's three‐term contingency, which consists of a discriminative stimulus, response, and reinforcing consequence. There has been increasing interest in setting events in education from both a theoretical and applied perspective. This paper examines a range of conceptualisations of setting events and appraises the extent to which they can be viewed as a discrete class of phenomena. Variation in the terminology used to describe setting events and lack of clarity in consideration of explanatory mechanisms tends to hinder analysis. Nevertheless, a number of plausible explanations exist to account for setting events associated with both conditioned and unconditioned reinforcers. While the conceptual underpinnings of setting events remain unclear in part, they do serve the function of drawing our attention to a wide range of antecedent variables that may influence behaviour. Resolution of issues related to consistency of terminology and clarification of our conceptual understanding of setting events may provide further guidance in their practical application to behaviour. 相似文献
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Is non‐completion a failure or a new beginning? Research non‐completion from a student’s perspective
Coralie McCormack 《高等教育研究与发展》2005,24(3):233-247
Today’s performance‐driven model of higher degree research has constructed student withdrawal and non‐completion as failure. This failure is often internalized by the student as their own failure. This paper draws on a longitudinal study that examined the experiences of four female Master’s by Research degree students—Anna, Carla, Grace and Lydia—who had either withdrawn, not completed or who had taken a very long time to complete their research. Their stories reveal that they experienced many of the factors recognized in the literature as likely to negatively affect a student’s chances of completion: isolation (social and intellectual); lack of resources; ‘absence’ of, or poor, supervision; and personal and/or professional crises; and additionally, in three cases, tensions arising from a mismatch between an individual’s understandings and institutional conceptions of postgraduate research. Rather than internalizing their experience as one of loss and failure, each of these women ‘wrote’ beyond this expected ending to reconstruct non‐completion of their postgraduate research as a beginning to a positive re‐storying of their lives. 相似文献
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Coralie Driscoll Mark Carter 《International Journal of Disability, Development & Education》2018,65(6):599-613
Analysis of previous research has indicated that restricting the amount of equipment available may be a practical strategy to facilitate peer interaction in childcare, but a disadvantage is a possible increase in aggressive behaviour. An alternative approach is manipulating the variety of activities while holding the quantity and type of equipment consistent. The effect of such an intervention was examined on social interaction of two children with disabilities including severe language problems. A single case alternating treatment design was used to compare the effectiveness of eight activities, as opposed to four activities with the quantity of equipment doubled. There was no consistent clinically significant difference in social interaction when the variety of activities was varied for the children in this study. It is possible that the language delay of the participants may have attenuated the effect of the intervention, and this possibility warrants further investigation. 相似文献