教学开发模型分析

本文提供了一个选择教学开发模型的框架,这一框架的基本假设是教学开发过程和其针对的情境相匹配时,教学开发最为有效。由于教学情境及教学过程的复杂性,有效的教学模型必须对应于特定的情境,并适应教学过程中的复杂性因素。     

From peripheral to full participation in a blended trade bargaining simulation

This article considers the extent and nature of student participation in a trade bargaining simulation from a community of practice perspective. This third‐year economics module included a blend of online communication (through email, online chats and online discussions) and face‐to‐face meetings, both in smaller bargaining groups and in whole class plenary meetings. Our method of analysis includes the use of Exchange Structure Analysis of text chats and face‐to‐face learning conversations, triangulated by observation, survey and interview data. The focus on community of practice enables us to offer a nuanced interpretation of differences in crude participation data derived from the online chats. Superficially, the data may suggest marginalisation of participants, but Wenger's (1988 ) notion of peripheral participation with a trajectory towards full participation reframes the disparities in terms of an active community of practice. Some members are fully engaged with the practices of trade bargaining from the early stages of the simulation, while others move towards full participation over the duration of the simulation. Our results suggest that the laboratory‐based online text chats did provide opportunities for student participation in the simulation, and that male and female students exhibited different patterns of participation in the chats.     

Assessing professional decision-making abilities

This paper describes a computer-based method of diagnosing supervisors’ abilities to make professional decisions, with supervisors being defined as principals, staff developers, and /or curriculum coordinators in elementary or secondary schools. The diagnostic approach-Teacher Development Decision Exercises or TeDDEx-was designed to simulate the assessment of supervisors’ abilities to use their professional knowledge to solve problems encountered with teachers in the field. Preactive or planning decisions were the focus of the exercises.     

Who are We?

This article scrutinises the usage of the words “we”, “us” and “our” by BBC radio journalists when reporting and discussing news and current affairs. By analysing reports and discussions on the “flagship” Radio 4 Today, a daily news programme whose centrality to political and public debate is widely recognised, the article raises substantive questions about clarity, accuracy and impartiality in senior broadcast journalists’ choice of language. In exploring the assumptions which may underlie the invocation, via such language choices, of an implied community, and against the backdrop of the BBC's commitment to impartiality in its Editorial Guidelines, the article identifies numerous recent examples where the choice of words and identifiers can be seen as undermining the BBC's impartiality and which show several of its senior journalists adopting the first-person plural “we” when reporting on matters of public policy. The findings therefore indicate a general need to codify norms which are seen to integrate the need for accuracy as well as impartiality, and for these norms to take into account issues which might at first glance seem to be inconsequential, micro-level features of the journalists’ language. The evidence suggests that more fine-grained guidelines on permissible circumstances for BBC journalists’ usage of “we” and “our” need revising and disseminating in the light of these findings.     

准备好应用网络教育的明日教师（上）

全球网（www.World Wide Wde)对教育系统的潜在冲击几乎是无限的。然而，如果我们的教师不具备适当的应用网络的知识和技能，实现的冲击会比可能的要小。证据表明，我们的教师需要培训，以便能够有效利用强大的在线资源，培养我们的孩子在数字社会中自我发展的能力。本文的目的在于探讨基于网络的教学对教师教育计划的冲击。     

Transforming U.S. higher education: An organizational perspective

Scholarly work on organizational change within colleges and universities is relatively unknown among campus administrators and policy makers. To counter that low visibility, this essay reviews existing theories and research evidence on the topic. The goal is to provide some general guidelines for those who seek to refine purposes, develop programs, and improve effectiveness and efficiency on their campuses.James C. Hearn is Professor of Higher Education at the Institute of Higher Education at the University of Georgia. He has his A.B. from Duke University and M.A. in Sociology and Ph.D. in the Sociology of Education from Stanford University. A former policy analyst and college administrator, his teaching and research focus on postsecondary organization and policy. Currently he is examining connections between institutional governance and the changing demography of university faculty.An earlier version of this article was first presented at the conference on Justice, Participation, and Sustainability in Higher Education, University of LaVerne, LaVerne, CA, September 17, 1994.