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Harry Pratt Judson LL. D. 《Religious education (Chicago, Ill.)》2013,108(3):249-252
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Jianwei Zhang Dan Tao Mei-Hwa Chen Yanqing Sun Darlene Judson Sarah Naqvi 《学习科学杂志》2018,27(3):390-430
This research integrates theory building, technology design, and design-based research to address a central challenge pertaining to collective inquiry and knowledge building: How can student-driven, ever-deepening inquiry processes become socially organized and pedagogically supported in a community? Different from supporting inquiry using predesigned structures, we propose reflective structuration as a social and temporal mechanism by which members of a community coconstruct/reconstruct shared inquiry structures to shape and guide their ongoing knowledge building processes. Idea Thread Mapper (ITM) was designed to help students and their teacher monitor emergent directions and co-organize the unfolding inquiry processes over time. A study was conducted in two upper primary school classrooms that investigated electricity with the support of ITM. Qualitative analyses of classroom videos and observational data documented the formation and elaboration of shared inquiry structures. Content analysis of the online discourse and student reflective summaries showed that in the classroom with reflective structuration, students made more active and connected contributions to their online discourse, leading to deeper and more coherent scientific understandings. 相似文献
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Research in Higher Education - Across disciplines, male faculty spend more time on research than female faculty. Yet, women tend to teach and mentor students more hours than men (Misra et al. in... 相似文献
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Mia Ocean Robbie Allen Carrie Thompson Keston S. Lyman 《Community College Journal of Research & Practice》2013,37(12):897-900
ABSTRACTCommunity colleges continue to face accountability pressures without an increase in funding, requiring creativity to meet their goals. Collaborating across departments can maximize communication and minimize waste. Team-based course design is one way to encourage interdepartmental work. Within this article, a diverse team—composed of individuals representing not only faculty, but also staff and administrators from the library, student tutoring services, and distance education departments— explains best practices based on their experience with team-based course design. 相似文献
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