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排序方式: 共有401条查询结果,搜索用时 15 毫秒
391.
Fiona Murphy 《Learned Publishing》2016,29(1):51-53
Key points
- Technological advances in the amounts of data that researchers generate and use are causing problems for the scholarly communication system.
- How, when and by whom should quality checks and assurance be integrated into this – already overloaded – ecosystem?
- This paper outlines the challenges, illustrates some current initiatives and posits possible directions for the future.
392.
Abaci Serdar Robertson Judy Linklater Holly McNeill Fiona 《Educational technology research and development : ETR & D》2021,69(1):29-34
Educational technology research and development - In response to Philipsen et al.'s (Educ Technol Res Dev 67:1145–1174, 2019) article titled “Improving teacher professional... 相似文献
393.
Fiona J. Hughes-McDonnell 《The New Educator》2016,12(3):269-288
One of the more heated and consequential debates in teacher education today concerns the instructional methods used in preparation programs and the knowledge and skills that teacher candidates should acquire. In this study, I examine looking at learning as a pedagogical approach to transition teacher candidates from the technical conceptions of teaching that they bring to the field toward a conception that more closely aligns with the research on how people learn for understanding (National Research Council 2000, 2005). Data are taken from responses given by teacher candidates to a writing prompt administered at the course outset and field reports they submitted following field assignments that required them to detail moments of learning as they presented volunteer learners with materials they selected to spark their curiosity and elicit exploration. The approach is an application of Duckworth’s critical exploration methodology (2006) in the field of teacher education and responds to the call of leaders in the field of teacher education to articulate a “pedagogy of teacher education” that is grounded in theory (Grossman, 2005) and reflects the nature of teaching for understanding itself (Loughran, 2006). 相似文献
394.
395.
This study examined aspects of academics'satisfaction with theirjob across the eight nations (Australia, Germany, Hong Kong, Israel, Mexico,Sweden, UK, USA). Interesting patterns emerged across countries reflectingdifferences in the international academic climate. The study also exploredpatterns of job satisfaction and dissatisfaction more closely for theAustralian data, and examined the impact of context elements, includingworking climate and atmosphere, on general levels of job satisfaction.Results indicated that factors related to the environment in which academicswork, including university atmosphere, morale, sense of community, andrelationships with colleagues, are the greatest predictors of jobsatisfaction. Implications for university management and governing bodiesare discussed. 相似文献
396.
397.
Fiona Hilferty 《British Journal of Sociology of Education》2008,29(2):161-173
In this article I elaborate a theoretical framework for examining teacher professionalism as an enacted discourse of power. Central to this framework is an understanding of professionalism as a process that relates to the ways teachers attempt to influence the quality and character of their work. For subject teaching associations this process connects to issues of power such as teacher participation in educational policy‐making, and the advocacy of subject interests. In this article I theorise professionalism as enacted by subject teaching associations, arguing that the enacted form is shaped by changing structural, cultural and agential variables. Finally, I explore the interactive relationship between structure, culture and agency in the work of subject teaching associations, and present a working model through which enacted professionalism may be analysed and interpreted. 相似文献
398.
This article reports on the findings of a research project (Exploring the Field) carried out with two Year 6 classes during the period of the FIFA World Cup in 2006. Drawing on Elaine Millard’s concept of ‘fusion literacy’ the pupils’ contributions to individual journals and a class blog are analysed. Key findings relate to ways in which the content of the project, which accorded with many of the pupils’ interests, combined powerfully with the communicative channels offered by the journals and blog. This combination gave some pupils new opportunities to find a writing voice and, given the global status of the tournament, raised particular issues about identity. 相似文献
399.
Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children 总被引:2,自引:0,他引:2
Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed. 相似文献
400.