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151.
Lynn McAlpine Cheryl Amundsen Mieke Clement Greg Light 《Studies in Continuing Education》2013,35(3):261-280
In this paper, academic developers from universities in three countries explore underlying assumptions about what we as developers do and why we do it in relation to evaluating development programs. Through addressing three questions, key ideas emerge that highlight what is often overlooked in day-to-day practice: the fact that academic development has a ‘signature pedagogy’ defined by the ‘learning paradigm’; the potential role of different stakeholders in setting criteria for evaluation; and the inclusion of non-traditional academic development literatures (e.g., adult education, educational change, organizational development) to avoid perpetuating established practices. Our intent is to intellectually challenge ourselves and others to move beyond sharing program and evaluation activities to explore ideas and literature not often considered in our day-to-day work. While the context is academic development, we believe the questions and the answers that emerged are of value to all involved in staff and professional development. 相似文献
152.
The scrumpled geography of literacies for learning 总被引:1,自引:0,他引:1
Richard Edwards Roz Ivanič Greg Mannion 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):483-499
This paper draws upon the experience of the Literacies for Learning in Further Education research project in the UK. The project explored the literacy demands of a number of curriculum areas and the literacy practices of students in their everyday lives, in order to identify those ‘border literacies’ which may act as resources for learning and attainment within their college courses. Drawing on Literacy Studies and aspects of actor-network theory, this article outlines the conceptual innovations that we found necessary arising from our data analysis, extending existing work on situating practice and boundary crossing to posit a conceptual landscape that we term the scrumpled geography of literacies for learning. This landscape is one in which purification, naturalization and translation are key concepts, where literacy practices are enacted as network effects of a folding of a range of micro-practices into conglomerations. 相似文献
153.
Greg R. Lankenau 《Environmental Education Research》2018,24(2):230-244
Environmental thinkers and educators have argued for the importance of celebrating our connectedness to nature, or the perception of being part of, rather than separate from, the natural world. Using pre-and post-test measurements of Nature Relatedness and supplemental interviews, this study addresses the question of whether a particular introductory college-level ecology course can increase learners’ connectedness to nature, both independently and in comparison to a similar course. The results show that the course significantly increased participants’ connectedness, particularly their identification with nature and nature-focused worldview. Other environmental courses studied demonstrated no such changes, suggesting that environmental education does not automatically lead to connectedness. However, if woven into the goals and approach of teaching, connectedness to nature can indeed be fostered in higher education. This is a promising result for educators and others working towards a sustainable future. 相似文献
154.
Christopher J. McCarthy Greg Brack Catherine J. Brack Hsin-tine Tina Liu Michele Hill Carlson 《Journal of College Counseling》1998,1(2):135-153
This study assessed the relationship of parental attachment and gender to appraisals of conflict with parents in an effort to clarify the psychological mechanisms that mediate the relationship between attachment and psychological well-being. Appraisals of conflict with parents were found to be related to level of attachment and gender. 相似文献
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Place-based and place-responsive approaches to outdoor learning and education are developing in many countries but there is dearth of theoretically-supported methodologies to take a more explicit account of place in research in these areas. In response, this article outlines one theoretical framing for place-responsive methodologies for researching outdoor learning and education. We exemplify how this might work in practice with data and analysis from one suggested place-responsive research method: the walking interview. Implications and consequences are explored for how outdoor learning might be researched more widely. 相似文献