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101.
Hilary Inwood Alysse Kennedy 《The International Journal of Art & Design Education》2020,39(3):585-599
This article explores how art and design education can contribute to the imperative of climate change and help societies adapt to living more sustainably. Drawing on methods from arts‐based research and qualitative case study, it reports on an investigation into what can be learned from creating environmental art installations with preservice teachers (those training to be K‐12 teachers), as part of an environmental art education programme in a leading Canadian university. Findings support that preservice teachers experienced behavioural and attitudinal shifts towards sustainability after engaging in the processes of creating environmental art; involvement in the programme also provided opportunities for building community, engaging multiple domains of learning, modelling sustainable art‐making practices and prompting environmental activism. The results of this study inform a developing pedagogy for environmental art education in higher education settings. 相似文献
102.
This paper demonstrates the importance of considering lived experiences of adjunct teaching staff during the introduction of automated student messaging services in a UK Business School. With cost-orientated moves to expanding online provision through emergent technologies and the growth of alternative HE strategies, traditional group-orientated student and tutor interactions are developing into a continuum. Automated messages aim to increase retention, and standardise the student experience in terms of academic qualification communications. These messages, however, have necessarily required tutors unlearning previous pedagogical support routines, thus changing academic roles and in consequence impacting academic identity processes. The investigation adds to emerging literature by examining the impact on a group of adjunct faculty staff during change introduction. Study into these changes to academic routines has value, as much existing retention literature privileges the institutional or student experience, and much of learning/unlearning literature is in a non-educational setting. 相似文献
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104.
Quality assurance codes and guidelines for systems of higher education change frequently and sometimes rapidly and dramatically. More often changes are gradual and incremental. This paper examines types of change to these codes and guidelines and uses strategic management theory to outline three modes of development and change. An example of gradual change, sometimes referred to as ‘logical incrementalism’ or ‘adding bells and whistles’ is outlined from Oman. A contrasting example of discontinuous change known as ‘emergent strategy’ or ‘code by catastrophe’ is used from Australia. Elements of a third ‘co-participative’ model incorporating stakeholder and community input alongside technical knowledge are becoming more frequent. An ideal model is proposed drawing from the best aspects of logical incrementalism and co-participative development. This model can be applied to changes in codes, guidelines and standards in multiple systems and sectors. 相似文献
105.
Hilary Burrage 《Gender and education》1991,3(1):31-43
This paper examines the relationship between curriculum and assessment in respect of gender, focusing largely on ages 14‐16+. Discussion concerns specifically those gender issues arising from the current trend towards vocationalism and from the intention, via the 1988 Education Reform Act, to introduce in England and Wales a national curriculum and a national system of assessment and testing. Proposals for the new National Curriculum are examined and it is argued that the overall curriculum is becoming increasingly assessment‐ and vocationally‐led, the prescribed emphases being technological. The school curriculum itself is therefore increasingly founded upon technology in respect of both content and modes of student assessment. Further, the intention to introduce a technologically‐based and technological curriculum may give rise to some difficulties in respect of another current intention, variously interpreted though it is, to produce more gender‐equal educational provision. 相似文献
106.
Hilary S. Crew 《Children‘s Literature in Education》2002,33(2):77-95
This article demonstrates how Donna Jo Napoli changes generic conventions and reworks discursive formations in order to retell traditional tales. Discussed are the narrative strategies she uses in telling her stories, her representation of male and female characters in regard to gender and gendered relationships, and the way she renegotiates ideologies and value systems encoded in the traditional tales. It is suggested that these three areas are useful in defining and discussing feminist fairy tales for youth. 相似文献
107.
This paper describes a randomised educational experiment (n?=?47) that examined two different teaching methods and compared their effectiveness at correcting one science misconception using a sample of trainee primary school teachers. The treatment was designed to promote engagement with the scientific concept by eliciting emotional responses from learners that were triggered by their own confirmation biases. The treatment group showed superior learning gains to control at post-test immediately after the lesson, although benefits had dissipated after 6?weeks. Findings are discussed with reference to the conceptual change paradigm and to the importance of feeling emotion during a learning experience, having implications for the teaching of pedagogies to adults that have been previously shown to be successful with children. 相似文献
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109.
Abstract The Open University (OU) has a long and distinguished history of teaching biology at a distance by a supported open learning model. This article examines some of the challenges in delivering biology via distance teaching, explores some of the lessons learned, and discusses the opportunities and hazards of new teaching technologies that the OU has helped pioneer. 相似文献
110.
This article focuses on a recent enhancement to the WorldCat Collection Analysis tool, the Interlibrary Loan Analyses module, exploring the possibilities that this enhancement offers for strategic collection development. The study concentrates on the tool as a way to assess the impact of the recent growth at North Carolina State University in biomedicine and human medicine programs. The research contained in this article originated from a session presented at XXVII Annual Charleston Conference, which was held in Charleston, South Carolina, on November 8, 2007. 相似文献