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Maura Seale 《The Journal of Academic Librarianship》2011,37(1):97
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Maura Striano 《Educational theory》2009,59(4):379-393
In the globalization scenarios we currently face, educational systems are challenged by different and sometimes competing pressures and requests. These call for a deep transformation of the organization, role, and social function of educational systems. Within this context, the very concept of education has come to be understood in different ways, which sometimes distort its moral and social value. In this essay, Maura Striano contends that from a Deweyan perspective, educational transformation must be seen as strictly connected to social change, and education should be understood as a process that facilitates and supports social growth and development. In order to be effective and fruitful, Striano suggests, this transformation must occur from the inside of educational systems and can only be brought about by reflective and inquiry‐based inner processes if it is to have a sound moral and social impact within the changing framework of the globalized world.
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There are increasing demands on universities to develop more meaningful linkages with local communities – from government, from citizens and taxpayers, and from students. But the incorporation of community-oriented praxis into the university mission is not straightforward and requires a significant re-orientation away from ‘traditional’ organizational norms regarding teaching and research. Where community practice involves students, there is a burgeoning literature on situated learning, service learning and problem-based learning; but where community practice relates to research, the literature tends to be very much more disciplinary oriented and the sources are commensurately disparate. Discussions about community perspectives, however, are typically located in another set of literatures altogether. In order to address this deficit, this article reviews the literature on community-oriented research with the intention of providing a more holistic view of the common concerns and issues that arise when universities move their work into communities. This article reveals that – despite different disciplinary origins – the varied literature on community-oriented research illustrates the evolution of consistent principles for good practice. Moreover, it argues that community-oriented research principles provide praxis guidelines for university engagement in communities that are often absent in the literature on teaching and learning or civic engagement. The article then presents a case study of the evolution an integrated institutional response, which combines community-oriented research approaches to teaching and learning and civic engagement, being developed at the University of Limerick, Ireland. 相似文献
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Elliot P. Douglas Mirka Koro-Ljungberg Maura Borrego 《European Journal of Engineering Education》2010,35(3):247-257
The purpose of this paper is to explore some challenges and promises when the epistemological diversity embedded in qualitative research traditions is introduced to research communities with one dominant research paradigm, such as engineering education. Literature is used from other fields and empirical data are used from engineering education, including the practices of the European Journal of Engineering Education and the Journal of Engineering Education, with the expectation that the ideas that are presented are relevant to a broad range of education disciplines. A number of challenges are identified as the epistemological diversity of qualitative research is introduced to the primarily positivist field of engineering education. Ultimately, embracing epistemological diversity holds the promise of researchers being able to ask: ‘What questions and answers become possible from these newly created positions and what can be learned from these alternative approaches?’. 相似文献
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运用“概念图”评价工科学生的跨学科知识集成——以“绿色工程”课程的跟踪研究为案例 总被引:1,自引:0,他引:1
概念图作为一项评测学生跨学科知识集成的工具开始受到工程教育学界的重视.概念图能够呈现学生对多学科概念和概念间的复杂联系的理解.本文通过对"绿色工程"设计课程的为期一年的跟踪研究证明了概念图方法尤其适合评测学生跨学科知识的学习性进步.本研究探讨了在跨学科评定环境中使用概念图出现的问题以及解决问题的建议. 相似文献
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This qualitative study examines two US interdisciplinary graduate programs which involve faculty and students from different
disciplines. Haworth and Conrad’s engagement theory of quality graduate education was applied. It was found that when interdisciplinary
programs facilitate engagement by supporting diversity, participation, connections, and interactive teaching and learning,
students report positive experiences. Engagement is particularly achievable when an interdisciplinary administrative unit
(e.g., a school or center) grants degrees and serves as a tenure home for faculty. Students earning degrees in traditional
departments had more difficulty connecting interdisciplinary requirements to their disciplinary work, and were often faced
with incompatible program requirements or advice from faculty members. Although they desire to do interdisciplinary work,
the students and faculty in traditional departments are required to meet additional and often conflicting requirements. Engagement
may further be complicated because these participants feel divided between collaborations, social networks, and expectations
that pull them in different directions. 相似文献
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In 2000, the Government of the Republic of Ireland introduced a syllabus for second‐level schools (12–15 years) in Social Personal and Health Education (SPHE). Within this SPHE syllabus there is a significant component on Relationships and Sexuality Education (RSE). In terms of diversity and equality it is questionable to what extent this newly introduced syllabus meets the needs of all students who attend second‐level schools in the Republic of Ireland. Furthermore, the research that is reported in this paper will reveal that not only does the new SPHE syllabus not meet the needs of a diverse student population but that through silence on certain behaviours the absence of any teaching about sexual orientation by teachers contributes to homophobic bullying among students in Irish schools. 相似文献