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91.
92.
Teresa Schaefer Claudia Magdalena Fabian Tobias Kopp 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1406-1419
Research stresses the importance of social components in learning. The social contact with peers and tutors stimulates reflection and supports higher processes of learning necessary for the internalisation and application of new knowledge. However, merely proposing opportunities for interaction does not necessarily lead to fruitful discussion and collaboration. Social presence and facilitation are key concepts for successful mutual learning. Both are represented in Murphy’s collaboration model; social presence forms the basis of collaboration on which discussions and co-construction of knowledge evolve. Facilitation supports the entire collaboration process. In this paper, an adjusted version of Murphy’s model was applied to analyse 1085 comments shared in an online course between career practitioners of a public employment service. The results show that without a dedicated tutor, learners can still be involved in collaborative learning and co-construction of new knowledge provided that the topic under discussion is highly relevant and controversial. Learners themselves take over social presence and facilitation activities, but less frequently than when a professional tutor facilitates discussions. Ex post summative evaluation revealed that only a few learners applied the gained knowledge in the long-term. As comparisons with related research suggest, higher facilitation support leading to a higher cognitive interaction with the learning could have better supported the transfer to practice. 相似文献
93.
EDUCATION FOR DEMOCRACY 总被引:1,自引:0,他引:1
94.
Fabian Cannizzo 《高等教育研究与发展》2016,35(5):881-894
This article explores the role that universities play in shaping the relationship between academics and their work. Drawing on Miller and Rose's interpretation of our present era as being characterised by ‘Advanced Liberal’ governance, this article demonstrates how discourses seeking to govern academic labour enrol ideals about the academic and subjectify academic staff within strategies to govern their conduct. Entrepreneurial conceptions of ‘good’ academic conduct are valorised through such initiatives as performance evaluation, interdisciplinary research programmes and Graduate Certificates of university teaching and skills development. Drawing on the past literature and an analysis of three Australian public universities, this article proposes three ideals through which academics are enrolled into strategies to govern their conduct: ‘the career academic’, ‘the tribal academic’ and ‘the celebrity academic’. The centrality of an entrepreneurial sense of self within academic ideals contributes to the production of insidious effects within academic practices. The subjectification of academics, as entrepreneurial knowledge managers, may potentially produce strain within academics who fail to close the psychological distance between their self-perceptions and academic ideals. This article proposes that future investigations of the development of academic ideals and values should engage with an analysis of modes of self-government. The utility of self-government is explored in an analysis of the dynamic production of academic ideals within policies and programmes aimed at governing the behaviour of academic staff. 相似文献
95.
Phonics, Expository Writing, and Reading Aloud: Playful Literacy in the Primary Grades 总被引:1,自引:0,他引:1
Despite the challenges primary grade teachers face in trying to include play in an already crowded curriculum, play has an important place in reading and writing instruction. Children whose early literacy experiences include pleasurable activities are more motivated to pursue the challenging tasks associated with learning and are more likely to develop a life-long love of reading and writing. In this article, a teacher and a teacher educator make a case for the value of play in early literacy and offer examples of the ways teachers can create more playful phonics, read aloud, and expository writing experiences. 相似文献
96.
This paper explores the ways in which student teachers position themselves as teachers in primary classrooms. It focuses upon one discourse in primary teaching, which we have called the ‘real teacher’ discourse, and argues that it is mainly in terms of this that students come to understand ‘being a teacher’. 相似文献
97.
Hilary Whitehouse 《The Journal of environmental education》2018,49(2):142-151
ABSTRACTOceanScaping/scoping and the ecopedagogy of snorkeling are not well documented in the environmental education literature. This article focuses on the educative value of immersive saltwater experiences as pedagogical experience/s within coral reefs offshore from the tropical Australian city of Cairns. Drawing on a series of autoethnographic accounts of snorkeling journeys undertaken over the period 2015–2017, the article describes educators experiencing changes on coral reefs, temporally and spatially, during a time of reef ecocide. The author argues that offshore immersive learning enables a much deeper sense of understanding and integrated theoretical and practical ecopedagogy to unfold. However, in the Anthropocene, any discussion or practice of oceanScape ecopedagogy cannot escape the matter of marine ecocide. The professional implications for environmental educators are that if we are going to continue to educate with authenticity, then the timeliness, or not, of the antecedents and consequences of anthropogenic climate destabilization has to be front and center of every ecopedagogical discussion we have. 相似文献
98.
Hilary Cunningham-Atkins Norman Powell David Moore Dave Hobbs Simon Sharpe 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):69-80
This paper reports an investigation of the impact of students’ cognitive style on their effective use of educational text‐based computer‐mediated conferences. The research centres on an empirical study involving students from three courses run by the British Open University. Statistical analysis of the data does not suggest that cognitive style has a strong influence on student participation in the conference, but does suggest that, contrary to expectations, ‘imagers’ may send more messages to conferences than ‘verbalisers’. The data also suggest a possible link between certain cognitive styles and course completion, and that the interaction of different styles within a group, as described by Riding and Rayner's (1998 ) team roles, may have an indirect influence on task completion. 相似文献
99.
Acquisition, extinction, and transfer of facilitation were explored in a series of experiments with C57BL/6J mice. With a
procedure in which an auditory target was followed by food only in the presence of a visual facilitator, Experiments 1—4 showed
that the facilitator promoted magazine entries to the auditory target. This enhancement effect was eliminated by training
the facilitator as a conditioned inhibitor (Experiments 1 and 3B). Enhancement was also reduced by nonreinforced presentations
of the facilitator in a discrimination procedure (Experiment 1) and by simple nonreinforcement of the facilitator (Experiments
2, 3A, and 4). In contrast to the results obtained with a facilitator, simple nonreinforcement of an inhibitor, a visual cue
that had signaled when an auditory target would not be reinforced, did not reduce its ability to modulate responding to that
target (Experiment 4). However, both the facilitator and the inhibitor were found to transfer their modulatory effects to
other targets (Experiment 4). Finally, mice demonstrated no evidence of differential responding on a biconditional discrimination
procedure in which one auditory target (A1) was reinforced in the presence of one visual stimulus (L1) but not in the presence
of another (L2), and a different auditory target (A2) was reinforced in L2 but not in L1 (Experiment 5). The implications
of these results for analysis of the function of a facilitator are discussed. 相似文献
100.
Consulting with children and young people who have disabilities: views of accessibility to education 总被引:1,自引:0,他引:1
Richard C. Woolfson Michael Harker Dorothy Lowe Mary Sheilds Hilary Mackintosh 《British Journal of Special Education》2007,34(1):40-49
The Education (Disability Strategies and Pupils' Educational Records) (Scotland) Act 2002 requires local authorities to prepare and implement an accessibility strategy to improve access to education for young people with disabilities. In this article, Dr Richard Woolfson, Principal Psychologist, Michael Harker, Depute Principal Psychologist, Dorothy Lowe, Senior Psychologist, Mary Shields, Senior Psychologist, and Hilary Mackintosh, Research Assistant, all from Renfrewshire Educational Psychology Service, report the response of one local authority. Staff from the psychological service carried out a two-stage research study with children and young people. Stage One involved a postal questionnaire for 290 pupils with a range of disabilities; parents and carers were asked to assist their children with the questionnaire. Stage Two involved young people with disabilities in a number of focus groups. The results recorded here confirm that the area of greatest pupil satisfaction is physical access to the school environment. Few problems are identified regarding access to information from school and most pupils with disability consider that their opinions are listened to and respected. Other findings suggest that pupils with disability generally view their teachers as supportive, while pupils often struggle to complete homework. Further, the pupils indicated that they would like to be more closely consulted about access to the curriculum, working independently and the provision of support. Older students suggested that preparation for post-school options should start much earlier. In the light of these findings, the authors discuss recommendations for future practice and for further research. 相似文献