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31.
“I Heard it through the Grapevine”: Doctoral Student Socialization in Chemistry and History 总被引:2,自引:0,他引:2
Susan K. Gardner 《Higher Education》2007,54(5):723-740
Twenty doctoral students in the disciplines of chemistry and history were interviewed to better understand the socialization
processes that influence their success and how these processes differ by year in the degree program and disciplinary culture.
Five major themes emerged describing these socialization processes and how they facilitate or impede degree success, including
Ambiguity, describing the programmatic guidelines and expectations that surrounded much of the students’ experience; Balance,
pointing to the students’ need to balance graduate school responsibilities along with external relationships and demands;
Independence, describing the students’ desire to find equilibrium as they transitioned to the role of independent scholar;
Development, highlighting the significant cognitive, personal, and professional development that occurs in these students’
graduate experience; and Support, describing the faculty, peer, and financial support needed for the students’ success in
their degree programs. Suggestions for policy, practice, and further research are discussed. 相似文献
32.
Drew Polly Christie S. Martin Jennifer R. McGee Chuang Wang Richard G. Lambert David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. 相似文献
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叶勒木拉提·图亚克 《伊犁教育学院学报》2005,18(3):112-114
在学习音乐过程中,父母与孩子在音乐教育中存在不同的心理特点与音乐素质。针对不同的心理特点,特别是儿童期心理发展的特点,应采用科学的家庭音乐教育方法,促进儿童心理及智力发展。 相似文献
38.
This essay reviews two recently published American books about masculinity politics—Michael Kimmel's pro-feminist Manhood in America and his edited collection The Politics of Manhood —in order to comment critically on the current debate underway in various parts of the world on 'boys' and their schooling which sees them as the 'new victims' of the educational process. 相似文献
39.
There appear to be unconditioned affective reactions to the four basic tastes: liking for sweet and salt and disliking for sour and bitter. We attempted to modify these reactions by pairing the tastes with calories and with sweeter tastes. Differing sucrose concentrations were ineffective in reversing the preference for salt over citric acid or for saccharin over quinine. We could, however, reverse the preference for salt over citric acid, producing an actual preference for sour over salt, by using sucrose and saccharin as the reinforcers. The initial reactions to tastes could also be modified by reducing the initial difference in affect produced by the tastes through mixing both tastes with sucrose. 相似文献
40.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献