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ABSTRACTThe desire to understand our questioning practices as relational led us to use collaborative self-study to construct images of our questioning practice within our mathematics teacher education practices. In a prior exploration of written feedback we had begun to consider how our practices supported relationships with preservice teachers. As a result, we began to consider ways we engaged preservice teachers during instruction and wondered how our questions supported or constrained growth of relationships. In this article we share ways our expectations for what we call balance in our questioning practices were disrupted. We describe three waves of inquiry that gave form to our exploration and resulted in awareness of the role and anticipation of imbalance in our questioning practice. Each new wave resulted from findings of the previous waves and pushed us back to the research literature and forward to new images of our questioning. We tell our story using one episode from our practice, images of that practice shared at the 2018 Castle Conference, and lenses that help us anticipate imbalance in our practice. 相似文献
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Nicholas W. Hillman 《Research in higher education》2012,53(3):263-281
Over the past decade, institutionally-funded financial aid (or “tuition discounts”) have been the fastest-growing item within
most public four-year college and university operating budgets. One explanation for this trend is due to the changing structure
of public colleges’ revenue streams, as tuition and fees have replaced state appropriations as a viable and predictable source
of funding. This analysis explores the extent to which expenditures on institutionally-funded financial aid generates additional
revenue for public four-year colleges and universities. Using institutional data (n = 174) from 2002 to 2008, the analysis implements a generalized method of moments (GMM) technique and concludes that aid
indeed can be leveraged for revenue generation. However, this relationship is only sustainable to a certain point. When unfunded
tuition discount rates exceed approximately 13%, institutions may experience diminishing revenue returns to this financial
aid investment. 相似文献
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Jennifer Hillman 《Educational gerontology》2013,39(6):513-527
One in 166 grandparents will become grandparent to a child with autism. A review of empirical studies suggests that these grandparents experience significant role confusion. They provide the autistic child's parents—who are more likely to be depressed, single, or divorced—with both burden (e.g., conflict regarding behavioral symptoms) and emotional and instrumental support (e.g., childcare; financial assistance; advocacy). Unique stressors of autism upon families include social isolation and financial burden. Custodial grandparents face additional stressors. Opportunities for education, practice, and policy that are designed to help grandparents redefine their role, share in the diagnosis and treatment of autism, and obtain social support are advanced. 相似文献
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ABSTRACTThe tribal codes and laws managing the traditional knowledge system of the Karuk people have been passed on to us by the ikxaréeyav, or Spirit People. Regulated through access restrictions and protocols, we have been able to preserve information about all aspects of Karuk life for thousands of years. Yet over the past 160 years, this system has remained unacknowledged by the legal frameworks of Euro-America. Since 2012, however, the Karuk Tribe has been developing the Sípnuuk Digital Library, Archives, and Museum, providing self-representative and culturally appropriate access to, control over, and preservation of Karuk cultural heritage. 相似文献
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Nicholas Hillman 《牛津教育评论》2016,42(3):330-345
AbstractThe Coalition Government of Conservatives and Liberal Democrats in office from 2010 until 2015 sharply increased the maximum tuition fees for UK and EU undergraduates at English universities to £9,000. Although this is often portrayed as a radical change, it is argued that the reform was an evolution rather than a revolution. Common pessimistic predictions, such as the claim there would be a big fall in the number of full-time students, were wrong. However, the policymaking behind the increase in the fee cap was rushed, and this contributed to shortcomings such as a decline in part-time students. The article considers a series of political mistakes made by the Liberal Democrats, including making the abolition of tuition fees a key part of their election strategy in 2010 when the party’s leaders lacked faith in the policy. The article also notes that critics of the Coalition’s higher education reforms were largely ineffectual because they lacked a strong intellectual case or a clear alternative and fixated on fees to the exclusion of other important issues. The piece ends by asserting that the Coalition’s plan to remove student number controls was a change of overlooked importance. 相似文献
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Alison Hillman 《Action Learning: Research and Practice》2012,9(2):177-182
This account draws upon learning from an incident in an action learning set where an individual challenged a mandatory organisational requirement. As a facilitator I reflect upon my initial defensive reaction to this challenge. The use of critical action learning to inform ourselves as facilitators of the underlying tensions between set members and the organisations within which we work is explored. The importance of recognising and working with emotions objectively in action learning sets in order to maximise opportunities to learn about ourselves as individuals and the organisations we work in is emphasised. 相似文献