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111.
Increasingly, concerns are being expressed about the negative effects of digital copying in both industry and higher education. A project was formulated to investigate the use of paper‐based drawing methods for copying from visual source material in varied and structured ways and, thereby, to mitigate the adverse effects of design student dependency on screen‐based copying. A Copying Vocabulary Matrix was formulated based on findings accrued through a practice‐based enquiry where methods of copying were explored and a terminology of copying identified by the authors. A Constructive Copying Workshop was then devised for integration into an existing printed textile design course. Students were asked to respond to the words in the matrix through copying from the same visual source and were limited to pencils and paper. They were also encouraged to keep a reflective journal to record their thoughts as they worked. Their views were monitored during and after the workshop, and the drawings produced were then reviewed and analysed. It was found that a wide variety of images were produced based on either experimentation or strategic rationale by the students and that their visual literacy, analytical skills and understanding of textile design were enhanced, leading to the conclusion that similar teaching interventions into the design drawing curricula could benefit the student learning experience. 相似文献
112.
We have entered the “digital decade,” when advances in technology will become deeply woven into home life. But how will technology evolve from an experience that is technologically challenging to an experience that is intuitive and fun? This article reviews new technologies and related possibilities that Microsoft is envisioning in the context of home life. As a specific example of the impact of home technology, we review lessons learned from the adoption and integration of a home Internet device from a user experience perspective. Looking ahead to the next decade, we then take a look at Microsoft's vision for the home of the future, examining new directions. 相似文献
113.
Professor Richard Gunstone Brian McKittrick Pam Mulhall 《Research in Science Education》1999,29(4):527-546
Concern with the quality of student engagement and learning in senior high school physics has been evident for many years.
In this study we have focussed on student engagement. Three tasks that utilised a structured discussion, approach to learning
concepts in mechanics were developed in collaborative work with two Year 11 physics teachers. These tasks demanded an initial
individual response from each student, then a single response from groups of three, and then a whole class interpretive dicussion
led by the teacher and based on the group responses. We report the detail of reactions of students and teachers to these tasks
in the two classes taught by the teachers involved in the development of the tasks, and more general reactions from a further
seven Year 11 physics classes. 相似文献
114.
Achievement and underachievement in able children were investigated in three schools in the South of England. Phenomenological techniques were used to explore teachers', parents' and pupils' behaviour and perspectives. Models of achievers and underachievers which arose out of this research were compared with the literature. Particularly important factors which contributed to the children's achievement were supportive parents and teachers who acted in cooperation, although the child also had to have good skills of concentration and presentation, task commitment, high self-esteem and the ability to relate well to peers. In contrast, achievement was demonstrated to be limited when various combinations of these factors were missing. Sample vignettes of participant children are provided to illustrate these points. 相似文献
115.
Lynn C. Koch Lisa A. Holland Daniel Price G. Leticia Gonzalez Pam Lieske Alison Butler Kathryn Wilson Mary Louise Holly 《Innovative Higher Education》2002,27(2):83-94
This article describes how scholarly teaching projects were conceived, implemented, and evaluated by junior faculty from a variety of disciplines at a medium-sized midwestern university. The authors explore: considerations in designing scholarly teaching projects, methods used to evaluate teaching effectiveness, and outcomes of the teaching projects. Finally, two of the teaching projects illustrate how junior faculty with diverse courses, class sizes, and teaching concerns approached the task of improving their teaching. 相似文献
116.
Pam Christie 《Cambridge Journal of Education》1998,28(3):283-300
A prominent and problematical legacy of apartheid education, which requires transformation, is the poor functioning of a large number of previously black schools (commonly termed ‘the breakdown of the culture of teaching and learning'). While the causes of breakdown may be traced back to the years of opposition to apartheid and the resistance struggle waged within schooling from 1976 onwards, it is less clear what may be done to remedy the situation. This article explores particular organisational dimensions of school failure with a view to understanding how they have affected the operation of schools, why schools have broken down and what interventions may remedy this breakdown. It moves beyond rational theories of organisation to argue that perspectives derived from psychoanalytical approaches to organisation may be useful in planning strategies for intervention to transform teaching and learning in these schools. 相似文献
117.
This paper re‐analyses data originally gathered as part of a longitudinal study of entrants to teaching in an effort to isolate the conditions which affect the development of a strong professional self‐concept. Differences were found between primary and secondary student teachers. For primary specialists, teaching practice had become the dominant influence in the development of their conceptions of themselves as teachers. Their academic courses were regarded unfavourably as not helpful in their professional development. Secondary specialists viewed their college courses very favourably as the foundation on which their development as teachers during teaching practice was based. Associate teachers in schools had their greatest influence on self‐concept development when they provided a climate marked by autonomy for the student teacher backed up by support and advice. 相似文献
118.
119.
Richard White Dr. Richard Gunstone Enno Elterman Ian Macdonald Brian McKittrick David Mills Pam Mulhall 《Research in Science Education》1995,25(4):465-478
The transition from school to university involves substantial change in the structure and organization of teaching, and in
the nature and purpose of learning contexts. This paper, which reports some data from a broader study of learning and teaching
in first year university physics, focuses on aspects of the school-university transition. In particular, we report perceptions
of first year physics students about how they should learn physics, what it is intended they should learn, and what they believe
to be the functions of the various teaching situations in which they are placed. 相似文献
120.
James Hall Pam Sammons Rebecca Smees Kathy Sylva Maria Evangelou Jenny Goff 《牛津教育评论》2019,45(3):367-389
UK Sure Start Children’s Centres (SSCCs) aim to lessen behavioural disorders yet we lack evidence concerning how this is achieved. This study evaluates one possible mechanism: improved home learning environments (HLEs). Data come from a longitudinal study of 2568 families and children recruited at a mean age of 14 months from 117 SSCCs in England in 2012. Behavioural disorders were measured at 38 months via the Strengths and Difficulties Questionnaire. HLEs were measured at 14 and 38 months via parental interview. Families’ use of SSCCs was measured via parental interview at 14, 22, and 38 months. This study suggests that the use of SSCCs is associated with fewer preschool behavioural disorders via intermediate changes to the quality of HLE’s. Implications are discussed for social policies and for early years’ professionals. 相似文献