This study recounts a practicing teacher's attempt to describe reflections during the course of teaching at the primary level. A self‐study was conducted to address teacher thinking during ‘bumpy moments’ in teaching, offering an insight into how we might capture the details of teachers' unseen reflections. Through an analysis of the many ‘bumpy moments’ in teaching, several important findings emerged about the nature of reflection and how reflection actually occurs in the classroom context. Results of this study have implications for future research, teacher education and improvement of the teaching practice. 相似文献
Since 2001 the National Science Foundation’s ADVANCE program has distributed over $130 million in grants to improve work climate, enhance professional success, and increase recruitment and retention of female faculty in STEM fields. The process by which each institution designs and implements these interventions is seldom studied, however. Using climate surveys, administrative records, and a difference-in-differences regression approach, we assessed whether exposure to the design and implementation process helps explain improvements in climate and retention during the early years of ADVANCE implementation. We found that departments wherein at least one faculty member participated in ADVANCE committee work experienced significant improvements in job satisfaction among female faculty members and significant reduction in turnover among female full professors, suggesting that the ADVANCE design process was itself an intervention. 相似文献
The DREAMS Team research advocacy training program helps clinical faculty and health students introduce basic clinical research concepts to diverse older adults to galvanize their active involvement in the research process. Older adults are frequently underrepresented in clinical research, due to barriers to participation including distrust, historical mistreatment, and their lack of health literacy. The DREAMS Team program aims to involve diverse older adults throughout all phases of research and increase research participation, thereby contributing to the growth of quality patient-centered, evidence-based health care. This course was developed for clinical faculty to deliver to diverse adults aged 55+ in eight 50-minute lectures, followed by half-hour small group discussions moderated by health students. A pilot cohort of 24 individuals was assessed for satisfaction post-program, and self-efficacy before and after the program. Older adult participants improved on a survey measure of self-efficacy, and indicated satisfaction on a post-program questionnaire. All agreed or strongly agreed that they enjoyed participating, and that classes enhanced knowledge/skills about the topics, were high quality, and provided useful information. Twenty-two out of 24 individuals who completed the program indicated they planned to get involved as research advocates. The DREAMS Team program can be offered either on its own, or as a follow-up program to a general health education course led by health students and/or professional researchers or clinicians. Educating older adults about the research process and advocacy through interactive seminars led by congenial and respectful researchers and health students may remove some barriers to research participation and involvement among diverse older adults. 相似文献
Where you live should have something to do with what you teach. In the Arctic, the idea of place-based education – teaching
and sharing knowledge that is needed to live well – is central to the UARCTIC consortium and the 4th International Polar Year educational reform effort. A place-based issue oriented context can engage students in chemistry
concepts when it intersects with their experience and lives. This article examines the rationale and means of integrating
local concerns such as world view, culture, traditional knowledge, and policy into both general and specialized chemistry
courses. More broadly, capacious placebased issues should be widely adapted by all curriculum reform efforts to demonstrate
the connectivity between science and societal understanding of technological options. A case in point is the inclusion of
indigenous perspectives in a non-majors general chemistry course when the concepts of scientific method, ice and water resources,
genetic engineering, and so forth are discussed. In a specialized course on radioactivity in the north, topics connected nuclear
chemistry and radioactivity to people and energy. The local landscape should be central to science courses and involve issues
relevant to stewardship, a component of the indigenous world view. The historical issues can be connected to current nuclear
energy and uranium mining as they relate to the risks and benefits for the local community. This article will make the case
that curriculum reform that focuses on real-world topics will not only engage students so that they perform well in class
but also spark their interest so that they continue learning after the course is over. 相似文献
How can higher education educate graduates who know more than ‘just knowledge’? Such an education includes developing in students an awareness of the limits of their knowledge, an ability to discern what kinds of knowledge are appropriate in a given situation and a sensitivity to different forms of knowing. When is scientific rigour appropriate and when is another type of knowing appropriate? When should one set aside own preferences in favour of the needs of others? This paper rethinks ‘bildung’ as a source of ideas on aims for teaching students. Making the arguably ephemeral ideal of bildung work in practice can be an obstacle. This paper, however, takes it as a positive challenge, exploring ways in which bildung might be appropriate in professional education. If bildung can be helpful even within this most applied part of higher education, implications in terms of the development of more readily applicable and fully inclusive notions of bildung would benefit not only professional education but also higher education more generally. Drawing on work by Wolfgang Klafki, the authors argue the value of updated notions of bildung. Klafki's three-part conception of bildung as self-determination, co-determination and solidarity helps reconnect the importance of personal development with that of peer communities (e.g., professional bodies) and action for others. Klafki's framework facilitates working with ethical-epistemological questions such as these. 相似文献
This article examines how new forms of learning and expertise are made to become consequential in changing communities of practice. We build on notions of scale making to understand how particular relations between practices, technologies, and people become meaningful across spatial and temporal trajectories of social action. A key assumption of our perspective is that the scale relations that give meaning to our actions are not natural but are contested in social, cultural, and political projects. Studying these contentious activities can help us understand the nature of changing participation in dynamic and historically developed practices. Using case materials from 3 groups engaged in the local food justice movement in the western United States, we illustrate their engagement in equity-oriented scale making. Defining features of this work included identifying leverage points within inequitable systems; developing strategies for remediating scale relations to include the perspectives of historically marginalized groups; and coordinating trajectories of practice across settings, activities, and time so that these interventions became increasingly consequential. We conclude with a discussion of the significance of equity-oriented scale making as a lens for organizing design efforts and for studying their implications for nondominant communities. 相似文献
This article explores the role of personal storytelling about social identity-related experiences in two diversity courses that were informed by social justice education pedagogies with a focus on race/ethnicity and racism. The two courses included racially diverse groups of students in two undergraduate diversity courses at two Northeast universities (a social diversity and oppression course, and a race/ethnicity intergroup dialogue course). Participants describe a variety of learning outcomes after listening to personal stories. Findings also indicate that students across identities value storytelling, describing it as engaging, enjoyable, and integral to their learning. This underscores the value and impact of face-to-face, synchronous learning as a valid, transformative, and critical educational method in diversity courses. 相似文献
This study examined the validity of the Actical accelerometer step count and energy expenditure (EE) functions in healthy young adults. Forty-three participants participated in study 1. Actical step counts were compared to actual steps taken during a 200 m walk around an indoor track at self-selected pace and during treadmill walking at different speeds (0.894, 1.56 and 2.01 m · s–1) for 5 min. The Actical was also compared to three pedometers. For study 2, 15 participants from study 1 walked on a treadmill at their predetermined self-selected pace for 15 min. Actical EE was compared to EE measured by indirect calorimetry. One-way analysis of variance and t-tests were used to examine differences. There were no statistical difference between Actical steps and actual steps in self-selected pace walking and during treadmill walking at moderate and fast speeds. During treadmill walking at slow speed, the Actical step counts significantly under predicted actual steps taken. For study 2, there was no statistical difference between measured EE and Actical-recorded EE. The Actical provides valid estimates of step counts at self-selected pace and walking at constant speeds of 1.56 and 2.01 m · s–1. The Actical underestimates EE of walking at constants speeds ≥1.38 m · s–1. 相似文献
Advocates of educational reform often describe classroom instruction as inauthentic. That is, most classroom learning activities are structured around artificial contexts for learning, and students only engage in tasks and remember information at superficial levels. Some teachers are attempting to break traditional classroom practices by creating authentic contexts for learning. To date, most of the research on authentic classrooms has described the processes teachers have used to develop the classroom environment (learning activities, resources, etc.); however, few have examined authentic classrooms from the students' perspective: “What do students think about authentic classrooms?” The purpose of this qualitative study was to examine a unique learning environment at a large, Midwest high school to understand how students perceived that environment. Most of the students reported a positive experience and described the classroom as fun and exciting with real-world relevance. However, there were several students who did not share these views, and many students were not successful.