Innovative Higher Education - This mixed method study investigated design thinking (DT) practices and outcomes from across disciplinary frameworks within one institution of higher education.... 相似文献
Syntactic complexity has been recognized as an important construct in writing research, and for the past five decades, many syntactic complexity measures (SCMs) have been examined in numerous studies. This systematic review is the first study of its kind to synthesize 36 studies spanning from 1970 to 2019 by identifying and cataloging all SCMs examined during this period. An analysis was performed on how the use of SCMs varied by genre, grade level, students’ writing ability, and writing quality. Five online databases (Academic Search Premier, ERIC, PsycINFO, Psychology and Behavioral Sciences, and PsycARTICLES) were searched. A total of 48 SCMs were grouped into six categories: T-units and sentences, clauses, phrases, words, combined measures, and other measures. Most studies examined three common SCMs: mean T-unit length, mean number of words per clause, and mean number of clauses per T-unit. The argumentative genre had the highest values for T-unit length and mean number of clauses per T-unit, which could indicate greater sentence complexity. Higher-grade-level students generally construct sentences that are syntactically complex, but comparison between studies was difficult because different studies investigated different SCMs. Although students with higher writing abilities generally construct sentences that are syntactically more complex compared to students with lower writing abilities, the findings are not conclusive, as only a few studies examined this relationship. A similarly inconclusive relationship was found between syntactic complexity and writing quality because only a few studies examined this relationship. More research is needed to examine the relationship between SCMs, writing quality, and genre.
Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving teaching and learning at K–12 levels, this design approach is receiving increasing attention at the college level. Yet college faculty, who receive comparatively little instruction in course design, may find it challenging to enact the principles of backward course design into day-to-day lecture planning. To help address this challenge, we developed a backward design-inspired lesson planner to assist in restructuring college course periods for more active, learner-centered activities that align with course goals. We describe the planner and its application to a non-majors college biology class, and we share student and instructor perceptions of classroom structure and use of classroom time before and after implementation. Benefits of implementing the backward design planner included enhanced ability to prioritize content delivery to students, better time management in and out of the classroom, improved experience of lecture preparation, more engaged students, and more frequent feedback on student comprehension. 相似文献
This paper reports action research intended to advance intercultural learning and pedagogy within teacher pre‐service education. Northern Ireland (NI) student teachers returning from teaching abroad and students from abroad training in NI shared views upon pedagogical practices, identified features supportive of inclusive teaching and assessed the potential of teacher intercultural learning. Experience of teaching abroad acted to challenge, but in some cases also to affirm, teacher dependence upon professional authority, independent pupils' learning and associated forms of control in classrooms. A majority of student teachers appeared encouraged by their experience of teaching abroad to experiment with pedagogies supportive of a negotiated and more inclusive curriculum and involving more cooperative learning in classrooms. Without significantly greater intercultural experience in NI teacher education, in the selective nature of NI schooling and in the control of subject disciplines under the NI statutory curriculum, sustained use of more transformative pedagogies is considered problematical in NI schools.
Cet article retrace une recherche‐action mise en oeuvre afin de promouvoir l'apprentissage interculturel et sa pédagogie. Des étudiants nord‐irlandais en formation initiale, rentrant de stage pratique à l'étranger, et des étudiants d'autres pays, effectuant un stage en Irlande du Nord, ont partagé leurs points de vue sur des pratiques pédagogiques, ont identifié des aspects encourageant l'éducation à l'altérité et ont évalué le potentiel d'apprentissage interculturel du professeur. L'expérience d'enseigner à l'étranger a mis ces étudiants au défi, mais dans certains cas a aussi renforcé la dépendance de l'enseignant à l'égard de l'autorité, du travail individuel de l'élève et du maintien de la discipline dans la classe. Cette expérience a encouragé la majorité de ces futurs professeurs à faire l'expérience des pédagogies développant un programme scolaire négocié et un apprentissage fondé sur la collaboration dans la classe. Sans réformes majeures, l'application intensive de ces pédagogies a été considérée comme problématique pour les écoles nord‐irlandaises.
Dieses Papier berichtet über Aktionsforschung mit dem Ziel der Förderung von interkulturellem Lernen und Pädagogik im Bereich der Lehrerausbildung. Nordirische Studierende, die aus einem Auslandslehrpraktikum zurückkehren und ausländische Studierende, die in Nordirland ausgebildet wurden, tauschten Eindrücke über pädagogische Praktiken, identifizierten Merkmale welche ?inclusive teaching“ unterstützen und bewerteten das Potential für interkulturelles Lernen in der Lehrerausbildung. Die Lehrerfahrung im Ausland bewirkte eine Herausforderung, in manchen Fällen aber auch eine Bestätigung der Abhängigkeit der Lehrenden von Autorität, der Arbeit von einzelnen Schülern und Schülerinnen und der Kontrolle im Klassenraum. Die Mehrzahl der Lehramtsstudierenden wurde durch ihre Erfahrung ermutigt mit einer Pädagogik zu experimentieren, die verhandelte Curricula und gemeinschaftliches Lernen unterstützen. Ohne weitgehende Reformen wurde der Einsatz dieser Pädagogiken in den Schulen Nordirlands als problematisch betrachtet.
Este estudio informa sobre investigaciones prácticas para potenciar la pedagogía y el aprendizaje interculturales de los docentes. Los estudiantes de Magisterio de Irlanda del Norte que vuelven de su periodo de prácticas docentes en el extranjero y los estudiantes extranjeros de prácticas en Irlanda del Norte comparten puntos de vista sobre prácticas pedagógicas, identifican áreas de apoyo para una enseñanza global y evalúa el potencial del aprendizaje intercultural. La experiencia de las prácticas en el extranjero sirvió de reto, pero en algunos cursos también reforzó la dependencia del docente en la autoridad, en el trabajo personal de los estudiantes y en el control del aula. La mayoría de los estudiantes de prácticas se sintieron animados a experimentar con pedagogías de negociación de contenidos curriculares y de aprendizaje colaborativo. Sin reformas importantes, el uso continuado de esta pedagogía se considera problemático en las escuelas de Irlanda del Norte. 相似文献
This study addresses whether reading involves a process termed semantic and phonological ability to adjust recoding (SPAAR). It was hypothesized that SPAAR helps readers link inaccurate pronunciations to lexical entries (e.g., spynitch to spinach). Psychometric properties of the Mispronunciation Correction Task (MCT), a measure of SPAAR, were investigated using a sample of 206 elementary-age children. The 25-item MCT appeared to measure a single construct, and the items discriminated well across the range of ability. Based on a sample of 94 children, construct validity analyses indicated that phonological awareness and decoding skill predicted MCT performance. Hierarchical regressions were used to test the relationship between SPAAR and word reading. After controlling for other skills, SPAAR showed a relationship with both timed and untimed word reading. Phonological awareness did not. These data suggest that SPAAR may be a reading-related ability involving phonological processing and some form of semantic processing. 相似文献
This paper discusses and comprehensively evaluates a mentoring scheme for junior female academics. The program aimed to address the under‐representation of women in senior positions by increasing participation in networks and improving women’s research performance. A multifaceted, longitudinal design, including a control group, was used to evaluate the success of mentoring in terms of the benefits for the women and for the university. The results indicate mentoring was very beneficial, showing that mentees were more likely to stay in the university, received more grant income and higher level of promotion, and had better perceptions of themselves as academics compared with non‐mentored female academics. This indicates that not only do women themselves benefit from mentoring but that universities can confidently implement well‐designed initiatives, knowing that they will receive a significant return on investment. 相似文献
This paper derives from an ongoing study of how modern sports contribute to the (re)definition of national identities in the context of increasing marketization and mediatization of sport at different levels. In this paper, we examine the symbolic tensions surrounding Three Ireland’s concurrent sponsorship of the Irish international football and rugby union teams via an analysis of two television commercials commissioned by the sponsor. We suggest that although different signifiers of Irish identity are employed in the football and rugby commercials examined – and that each ostensibly represents a different ‘version’ of Irish identity – both campaigns draw largely from a common fund of cultural authenticity. Our analysis suggests that Three Ireland has constructed broad texts that comfortably accommodate differing signifiers of Irish identity and that permit the sponsor to trade in limited and controllable degrees of cultural difference. More broadly, our paper demonstrates how national identity can function as a ‘multi-directional symbol’. 相似文献