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271.
To discover qualitatively different ways in which children think of their own learning 149 children aged 3–8 years were interviewed in a pre-school context. One of the most interesting findings concerns the child's increasing awareness of his or her own role in the learning process. It was found that the stage at which children see learning as a result of practice was immediately preceded by one at which they see learning as a result of an incidental activity. 相似文献
272.
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274.
Cheryl Hodgkinson-Williams Hannah Slay Ingrid Siebörger 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(3):433-442
Higher education institutions (HEIs) are largely built on the assumption that learning is an individual process best encouraged by explicit teaching that is, on the whole, separated from social engagement with those outside the university community. This perspective has been theoretically challenged by those who argue for a social constructivist learning theory and a more collaborative approach to learning. Information and communication technologies (ICTs) afford lecturers and students an opportunity for extending the boundaries of a learning experience, not merely beyond the lone individual, but beyond the limits of discipline boundaries within a specific university community and beyond the institution into the local community. This paper illustrates how a collaborative effort between lecturers and students from the Computer Science and Education Departments at Rhodes University, teachers from the local community, the provincial Department of Education and a non-governmental organisation developed into an unfolding virtual and physical community of practice which enabled ICT take-up in a number of schools in the Grahamstown District, South Africa. This discussion of what has become known as the e-Yethu project provides an example of how ICTs, underpinned by the insights of social constructivism, the notion of 'community of practice' and in particular Hoadley and Kilner's C4P Framework for Communities of Practice, can serve to help HEIs understand ways in which ICTs can provide opportunities for developing collaborative learning within HEIs, and between the HEI and the local community. 相似文献
275.
R.J. Cameron Norah Frederickson Ingrid Lunt Jane Lang 《Educational Psychology in Practice》2008,24(3):251-267
Continuing professional development (CPD) doctorate programmes may not be the only learning and development opportunities which universities and other organisations can provide for educational psychology practitioners (EPs). However, as Morris and Brightman pointed out in 2006, they are likely to continue as important sources for professional development for some years to come. Such programmes serve the purposes of providing continuing professional development for individuals, conferring higher status on the professional group and, for some, developing specialist skills and knowledge. This paper reports on two studies carried out nearly a decade apart. The first involved the collation of data from eight focus groups in London and the Home Counties who discussed the costs and benefits of setting up part‐time doctoral programmes for experienced practitioners in 1998, as discussed by Cameron in 1999, and the other was a small‐scale follow‐up survey in 2007 using a questionnaire which was based on the issues arising from the earlier focus group discussions and which was designed to explore consistent, changed and evolving views and opinions of practitioner EPs towards this extended form of EP professional training. While both studies uncovered evidence of the research–practice divide which has been a feature of EP practice for many decades, it was clear from the 2007 survey that much of the ambivalence of practitioners to the “academic dimension” of training, present in the first investigation, had dissipated and that national doctorate programmes for experienced practitioners had become a familiar feature of the educational and child psychology landscape. Some theory/research versus practice tensions still remain, however, and these, together with their likely implications for current and future developments in the profession, are also considered. Finally, some key issues arising from both the 1998 and the 2007 studies are used to illuminate the potential role of CPD doctorates in enabling EPs to address future challenges in the practice context. 相似文献
276.
Ingrid Harrington 《Educational Research for Policy and Practice》2008,7(1):47-55
How well boys perform during the compulsory years of schooling is a significant concern with considerable research highlighting
that boys experience problems at school in terms of learning, behaviour, achievement and participation when compared to girls.
In particular, the retention of boys to Year 12 has been problematic. This article reports on a study exploring boys’ motivations
to leave school early on the basis of an opportunistic sample of 22 boys aged 16 in Queensland. The article briefly explores
the issues surrounding boys’ early school leaving, and makes links between their experiences with teachers at school to their
early school leaving decision. 相似文献
277.
Ingrid Parent 《Cataloging & classification quarterly》2015,53(5-6):703-706
278.
Chantal Amade-Escot Souha Elandoulsi Ingrid Verscheure 《Sport, Education and Society》2015,20(5):656-675
This paper explores gendered student learning in physical education (PE) viewed as a situated emerging process involving a triadic relationship between teacher, student(s) and forms of knowledge that are socioculturally bounded. It concerns gymnastic teaching and learning in Tunisia. It was conducted against the background of the Joint Action Studies in Didactics (JASD). Three Tunisian PE teachers having different expertise and experience and 12 male and female students with contrasted skill levels were observed within a gymnastics unit. Based on the video record of the lessons and on teachers' interviews, the findings stress the personal, institutional and cultural dimensions that shape the observed PE practices with special attention to the gendered content taught and learned. The use of the JASD framework highlights the intertwined processes during classroom interactions that influence the co-construction of gendered learning. It makes visible the interplay between the teacher's practical epistemology and the students' gender positioning and its consequence on inequalities in terms of students' learning and the maintenance of gender order in the gym. 相似文献
279.
This paper explores ways in which examiners, supervisors and others interpret the concept of ‘originality’ when evaluating candidates’ achievements in the final Ph.D. examination. It is based on institutional responses to a question in a 2006 discussion paper on doctoral assessment about how universities define originality for the purpose of Ph.D. assessment and what other criteria are used to guide examiners in making judgements in the final examination. The paper also includes emerging findings from the first stages of data generation for a Ph.D. study about how examiners assess the Ph.D. This study involves viva observations and interviews with candidates, examiners, supervisors and independent chairs of vivas. Most participants, irrespective of role, discipline or field, confirmed that ‘originality’ or ‘a contribution to knowledge’ is required for a candidate to pass the Ph.D. examination, and that this criterion is interpreted in a subject-specific context by examiners. The studies suggest that the discipline or field in which the candidate’s topic is situated influences the examiners’ interpretation of ‘originality’ and their expectations of the candidate. However, ‘originality’ is not the only criterion for the Ph.D., and students are also required to demonstrate other achievements to pass the doctorate. The studies show that there is some degree of consistency among examiners in the general criteria used to evaluate the candidate’s thesis and performance in the viva. These findings are discussed in the light of the literature. 相似文献
280.