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911.
Martin Robinson 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):23-30
As schools and HEIs have become partners in initial teacher education, the roles of personnel from both institutions have experienced radical change. Whilst the role of the university tutor as a student support and assessor has diminished, the teacher's role has been extended, to that of the student's subject‐specific mentor. Considering the importance of mentorship in the teacher education process and the lack of evidence on mentoring from the student's perspective, the present study sought to expand on current knowledge and increase understanding of the student's perspective through exploration of postgraduate PE and Dance students’ perceptions of the mentor role and the mentorship relationship at the University of Brighton. This study forms part of a larger, collaborative project between the University of Brighton and Liverpool John Moore's University which is investigating the development and impact of School Based Teacher Education Partnerships. In semi‐structured interviews, 25 students were asked to discuss: ideal qualities for mentoring and the student/mentor relationship; the mentor's role and their influence on the student. Students generally valued a supportive, professional relationship with their mentor which allowed mutual input and a mentor who is approachable and has a depth of subject expertise. These findings indicated the need, in the course of future research, to consider interaction and information exchange in the student/mentor relationship and the perceived and actual role which student and mentor play in this relationship. Of current interest is the postgraduate student's experience of mentoring, which is highlighted and discussed in the present article. The data discussed here derive from work in the project's early stages at the University of Brighton, and the article is the first in a series which will be presented as the project continues. Future publications will discuss investigations which expand on the present findings and which result from either collaborative inquiry between the two institutions or replication studies to enable cross‐comparison between findings. 相似文献
912.
Comparability between different educational qualifications is an important issue within policy discourse in the UK. In this context, the comparability of qualification demands has been explored through the use of expert human judgement. The involvement of human judgement in estimating assessment demands has consequences for methodology. This review considered the ways that the Kelly's Repertory Grid (KRG) technique has been used to compare assessment demands over recent years. The review involved the identification and analysis of research documents as well as consideration of the original theory on which the KRG method was founded. This article describes how the technique has been adapted as it has shifted from its original psychotherapeutic context to be used in educational assessment and comparability studies. The review also explored possible disadvantages that stem from these adaptations, leading to recommendations to ensure the validity of findings when using the technique in educational assessment studies. 相似文献
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915.
Dr. Martin Senkbeil Dr. Jan Marten Ihme Prof. Dr. Jörg Wittwer 《Zeitschrift für Erziehungswissenschaft》2013,16(4):671-691
The objective of this study was to develop a reliable and valid test to ascertain ICT literacy 0 = Information and Communication Technologies Literacy). It was designed as a paper-and-pencil test to ensure that it can be used flexibly. The results of two studies (pilot study: N = 308; validation sample of the final form of the test: N = 263) showed satisfactory item and scale values and indicated the one-dimensional nature of the construct. Tests of the test instruments for convergence and discrimination validity showed the expected links with computer-related pupil characteristics. To supplement this, expert reviews indicated a satisfactory content validity. Analyses of the construct validity showed that ICT literacy was clearly distinguishable from general cognitive abilities and, at the same time, possessed incremental validity in addition to other measures of computer literacy. The findings are discussed in relation to open questions about the construct validity of the test instrument. 相似文献
916.
Martin Ashley 《Sex education》2013,13(3):257-270
This paper questions the concept of feminisation which has been invoked by some commentators to explain the widely reported difficulties with boys. Its focus is upon primary schooling, and the point is made that a literature dominated by the consider ations of adolescence and secondary schooling has underestimated the degree to which younger boys are socialised into the norms of hegemonic masculinity. Attachment behaviour theory is used as the framework for analysis, and a detailed study of a primary school provides evidence for the central contention that peers, rather than teachers, are the main role models for boys. The discussion is therefore critical of the notion that an increased number of male teachers who will act as role models has any serious purchase in tackling the problems of boys' identity formation. The paper identifies a number of weaknesses in the conceptualisation of 'the problem with boys' and points out the degree to which homophobic and sexualised bullying is a largely unrecognised issue in primary schools. The conclusion is that such issues need to be tackled in the light of an understanding of the significance of peer attachments. 相似文献
917.
Ruzanna Gevorgyan Elena Schmidt Martin Wall Geoffrey Garnett Rifat Atun Svetlana Maksimova 《Sex education》2013,13(2):213-226
Objective To investigate the attitudes of the main stakeholders towards the introduction of sex education in schools in Russia. Design Qualitative semi-structured interview study. Setting Altai Krai, Volgograd Oblast, Moscow, Russian Federation. Participants One hundred and fifty-three interviews with Intersectoral HIV/AIDS Committee members, government officials responsible for HIV policies and interventions, non-governmental organisation and private-sector representatives. Main outcome measures Perception of and attitudes towards the introduction of sex education in schools. Results Ninety-one per cent of stakeholders welcomed the introduction of sex education in schools and emphasised its importance for a child's personal development, public health, sexually transmitted diseases and HIV/AIDS control, and pregnancy planning. The majority of respondents suggested providing different information for each age and grade. Despite the claimed support of interviewed policy-makers and main HIV stakeholders, there has been no action to introduce sex education. The majority of respondents were of the view that wider positive support through propaganda about health, sex and healthy lifestyle should be gained prior to introducing sex education in schools by addressing the stigma surrounding sexual issues. Conclusions There was little opposition to the introduction of sex education in Russian schools expressed in our survey, but there are uncertainties regarding curriculum quality, teaching methods and the starting grade of teaching about sex, and there is a need to cover local sensitivities in the territories. These concerns could and should be addressed during curriculum design, development and programme implementation by the federal and local authorities. Wider involvement of educational specialists, peer-adults, health workers, celebrities and religious representatives in discussion of the curriculum could help prevent opposition to its implementation. Contribution to knowledge Discussion of sex-related topics has been taboo in Russia and there has been little research into opinions on issues related to sex education. The contribution of this research is in gaining theoretical in-depth understanding of the attitudes of the interviewed stakeholders in Russia about the introduction of sex education in schools. 相似文献
918.
Andrew J. Martin 《Journal of Adventure Education & Outdoor Learning》2013,13(1):67-82
This paper provides an auto-ethnography or narrative of self related to the development of international experiential education programmes in nature developed by Vacation School Lipnice (VSL) in the Czech Republic. The paper provides the cultural background that influences the course design and provides examples, through participant observation, of the international development of VSL's Intertouch courses over the past decade (1997–2007). VSL is a non-profit, non-governmental organization of about 100 active members—volunteers coming from all over the Czech Republic, Slovakia, and other countries. Since 1991 VSL has been a member of Outward Bound International, a global experiential education organization. The aim of the VSL courses is to provide ways for further development of the capacities of body and mind using the ‘dramaturgy’ approach to course design, which brings together the distinct elements of art, music, drama and adventure. Courses consist of body-and-mind challenging activities, creative art workshops, discussions and contemplations. Dramaturgy goes beyond traditional interpretations of adventure training, allowing for the integration and balance of physical, social, creative and reflective/emotional ‘waves’ that can change according to the needs of the group. The concepts presented aim to provide examples for creative programming practice and applications to develop more holistic outdoor and experiential courses for youth and adults globally. 相似文献
919.
ABSTRACT This paper, which arises out of wider Economic and Social Research Council (ESRC) funded research, examines the provision of information technology in ten British secondary schools. The longitudinal nature of the research allows us to test a model proposed by Wellington, which describes the evolution of information technology in secondary schools from a vertical to a horizontal approach, against the data from the ten schools. We explore tensions between vertical and horizontal approaches and show that the evolutionary process is more complex than suggested by the model. We focus on the role of the information technology co‐ordinator in promoting horizontal approaches to information technology and explore the conditions under which the role is carried out. 相似文献
920.
Students’ perceptions of instructors’ socio‐communicative style and the influence on instructor credibility and situational motivation 总被引:1,自引:0,他引:1
Matthew M. Martin Joseph L. Chesebro Timothy P. Mottet 《Communication Research Reports》2013,30(4):431-440
This study investigated whether instructors with different socio‐communicative styles differed in their students’ perceptions of their credibility and their students’ Situationen motivation. Students (N = 260) completed a questionnaire on the class/instructor they had immediately before their current class. The questionnaire consisted of measures of assertiveness, responsiveness, credibility, and situational motivation. Instructors with the socio‐communicative style of competent were perceived highest in all three dimensions of credibility (expertise, character, and caring) and in students’ situational motivation. Instructors classified as noncompetent were perceived as lowest in caring and expertise, while instructors classified as aggressive were perceived as lowest in character. Additionally, situational motivation was positively correlated to all three dimensions of credibility. The results support the importance of instructors being able to display assertive and responsive communication behaviors. 相似文献