This paper examines the relevance of constructive‐developmental models, particularly Kegan's (1994) recent application and expansion of his earlier theory, to higher education's over‐arching aims for student learning and development. We describe why and how such theories might effectively be used to frame assessments, thus serving the goal of enhancing quality. We also explore ethical concerns associated with using development theory as a basis for educational assessment. 相似文献
A national needs assessment survey is described that gathered information on current practices in physical education in both center-based schools for the deaf and mainstream programs serving deaf and hard of hearing students, grades K-12. The manner in which deaf and hard of hearing students are being served in physical education programs, the depth and breadth of curricula, and the credentials needed to teach are described. The study compares similarities and differences among physical education programs in center-based deaf institutions and mainstream schools. In summary, the study identifies areas of concentration needed in curriculum, and methods of teaching appropriate for student teacher candidates. This information has value for physical education programs that are considering revising their curricula to prepare teacher candidates who wish to work with deaf students. 相似文献
At current rates, almost all U.S. public universities could reach a point of zero state subsidy within the next fifty years. What is a public university without public funding? In this essay, Kathleen Knight Abowitz considers the future of public universities, drawing upon the analysis provided in John Dewey's Democracy and Education. Knight Abowitz conducts an initial institutional analysis through two broad prisms: that of the political landscape that authorizes universities as public institutions, and that of the present political–economic context of public education in general and public universities in particular. Dewey's conception of democratic education is then explored; his arguments regarding aims, experience, thinking, and social intelligence provide important tools for imagining the democratic futures of public universities today. 相似文献
Despite the centrality of math teacher educators (MTEs) in teacher education, we know little about the nature of professional learning opportunities for MTEs to develop and enhance the knowledge needed to teach prospective teachers. Existing models for supporting MTEs in developing their knowledge and practice do not address how to prepare novice MTEs in initially learning to teach prospective teachers. We present a professional learning model we have been pursuing for supporting novice MTEs and the generation of and role for community artifacts, namely lesson plans, in that model. We outline the process by which we implement, analyze, and collectively revise lesson plans so that they are continually improved over time to serve as artifacts that better instantiate what members of the local community are learning about how to support novice MTEs through identification of their problems of practice. Finally, we problematize the model we are investigating and propose implications of this model and questions raised by our work with the goal of inviting further discussion about supporting novice MTEs.
Within the Sudanese context, education retention and completion are major challenges that have not been seriously and sufficiently addressed. In order to understand in more depth how and why children drop out of primary school in Sudan, six empirical studies were planned as part of an EU-funded national programme focused on primary education and retention in the five states with the lowest basic education completion rates: Blue Nile, Gedaref, Kassala, South Kordofan, and Red Sea. This article discusses the second study (looking at the factors affecting the education and retention of girls in Red Sea State) with the aim of providing a deeper and more comprehensive understanding and analysis of the challenges that girls, in particular, face in accessing schooling, staying in school, and completing the primary cycle (grades 1–8). Specifically, the article provides insights into the processes of dropout and indicators of risk factors that one can use to predict dropout for girls.
Fueled by a belief that early intervention can prevent a host of educational woes, efforts to provide universal, publicly
funded preschool have the potential to radically change the way we think about our commitments and responsibilities in education.
We call for the implementation of innovative, universal preschool programs that attend to developmental characteristics of
learners, cultural and linguistic diversity, ecosystemic context, and the new mandates on teacher training. Universal preschool
has the potential to go far beyond mere “day-care,” as it has the potential to establish the foundation for a lifelong love
of learning and optimal social/emotional development. We also advocate for high-quality teacher training to populate preschools
with high-quality teachers. If universal preschool is carefully planned and provided, K-12 education stands to benefit substantially. 相似文献
The existence of a sexual dimorphism in the extinction of conditioned taste aversions in both fluid-deprived and nondeprived rats was investigated. When nondeprived rats were poisoned with LiCl after consuming a sucrose solution, males extinguished the subsequent conditioned taste aversion more slowly than females. There was no difference in the rate of extinction of a LiCl-induced conditioned taste aversion in fluid-deprived rats. Using marihuana extract distillate as the toxin, it was shown that the dimorphism found in the nondeprived rats is not a toxin-specific effect, and does not appear to be due to the males being made more ill. Possible explanations for the appearance of the dimorphism and its relation to the deprivational state of the organism are discussed. 相似文献
A variety of instructional approaches has been studied and implemented across educational and training settings. Vastly different
design practices have been proposed that reflect fundamentally different philosophies, beliefs, and biases. Yet, evidence
of mismatched frameworks and methods are widespread. This has become particularly problematic in advancing emerging constructivist
learning environments. In this paper, we advance the concept of grounded design, a process that involves linking the practices
of learning systems design with related theory and research. The purposes of this paper are to introduce the fundamentals
of grounded design, to describe how underlying foundations and assumptions can be aligned with the corresponding methods,
and to introduce examples of grounded constructivist learning environments. 相似文献
This qualitative study documents three main strategic models used by Russell Group Careers Services to support students’ preparation for graduate careers. It is framed against the backdrop of a challenging graduate labour market, discussions of employability in the literature and the policy assumption that universities are responsible for developing students’ employability. First, we classify the strategies used at Russell Group universities through a content analysis of Careers Service websites. We then select three case studies representing contrasting patterns of provision. Interviews with Careers Service directors and staff at the case study institutions provide the rationales behind these three different strategies, which we describe as ‘Hands-Off’, ‘Portfolio’ and ‘Award’. Drawing on 17 interviews and analysis of participation data provided by the Careers Services, we compare and contrast the approaches. The first case fills gaps in an esteemed academic system in which most students already have social capital. The second case focuses on segmenting their market to directly serve varied student needs. The third case emphasises partnership with academics and embedding career development within the curriculum. We take a critical perspective on these strategies in relation to major theoretical conceptions of employability found in the literature. Finally, we suggest implications for practices within Careers Services and further research in this underdeveloped field. 相似文献