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排序方式: 共有383条查询结果,搜索用时 15 毫秒
81.
Phillip Wright 《牛津教育评论》2013,39(2):193-210
Recent academic debates on the geography curriculum for schools have highlighted the need for more focus on how knowledge is socially produced. While this may help to bridge the gap between the school curriculum and epistemological developments in academia, it is unclear how such theoretical frameworks can improve pupils' learning about the world. In this paper theoretical approaches to knowledge are challenged by considering, from an alternative viewpoint, how pupils themselves act as knowledge producers. Drawing on the holistic educational philosophy informing the Steiner-Waldorf approach to curriculum knowledge and pedagogy, it is argued that subject knowledge needs to suit the way pupils' thinking naturally evolves, giving particular attention to the role that imagination and sense of wonder play in both the cognitive process and pupil engagement. The epistemological status of the pupil in geography education can therefore be enhanced by considering approaches to education that operate outside normal scientific and rational paradigms. This has relevance for the wider debate on more flexible, post-industrial forms of learning. 相似文献
82.
A national systems view of university entrepreneurialism: Inferences from comparison of the German and US experience 总被引:1,自引:0,他引:1
Examining parallels in the long-term evolution of the German and US university systems, this paper formulates hypotheses about the rise and decline of university entrepreneurialism at the national level. Three macro-level antecedents of university entrepreneurialism are identified: (1) decentralized competition; (2) latitude in mission and revenue mix; (3) a nationwide, diversified bidding system for the funding of large-scale university-based research. Of these, the third is real lynchpin of university entrepreneurialism. Arguing for a multidimensional understanding of such entrepreneurialism (i.e. beyond just the commercialization of scientific discoveries), the paper identifies three developments within universities emanating from a favorable national environment: (1) organizational innovations for achieving economies of scope; (2) an institutionalized capacity for strategic selection of research foci; and (3) a capacity to contribute to the development of new industries. The analysis suggests that as national university systems grow and run into cost containment problems, political pressures for reform increase, leading to system homogenization; system homogenization weakens the contextual sources of entrepreneurialism and triggers a process of decline. 相似文献
83.
Weeding academic library collections is widely acknowledged as a necessary and beneficial, but difficult, task. Little research has been done on how librarians approach weeding for a particular academic subject area and how they apply general weeding plans and criteria to a specific subject. This project examines the weeding practices of librarians with responsibility for managing book collections in political science and related disciplines through the use of a survey about their weeding experiences and perspectives. While survey respondents expressed similar motivations for weeding, the obstacles they encounter, and their approaches to developing weeding projects to those outlined in the literature, respondents were more confident about weeding and do it more frequently than one would expect from prior scholarship. Open text responses gave insight into how librarians apply broad and subjective weeding criteria, such as currency and relevance, to their politics-related collections. 相似文献
84.
Technology,phenomenology and educational inquiry 总被引:2,自引:0,他引:2
Phillip Payne 《The Australian Educational Researcher》1996,23(3):81-95
85.
Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways.Purpose: This study was conducted to investigate how a teacher's enacted pedagogical content knowledge (PCK) differed as a function of CK and Sport Education (SE), and to investigate the relative contribution of CK and Sport Education on student learning in terms of swimming performance.Methods: Four intact classes comprising 88 secondary school students (age: 16–17 years) were randomly assigned to a Traditional, an Sport Education, a Traditional-CK, and a SE-CK group. All classes were taught by the same teacher during a 10-day unit of instruction in the front crawl.Results: Results showed that the teacher's PCK differed as a function of improved CK. For verbal representations, the amount of cues in the Traditional-CK and SE-CK groups increased about sixfold compared to the Traditional and the SE group. For visual representations, more partially incorrect demonstrations were observed than correct demonstrations in the Traditional and the SE group. More mature and developmentally appropriate tasks were observed in the Traditional-CK and the SE-CK group compared to the Traditional and the SE group. Students in the Traditional-CK and SE-CK groups demonstrated a significant reduction of their amount of strokes on 50?m compared to the Traditional group. A significant interaction effect revealed a larger increase in swimming performance in the CK groups compared to the Traditional and the SE group. Finally, students in the SE group swam significantly more laps than their counterparts in the other groups.Discussion and conclusion: These results show the impact on student learning when CK was added to both Traditional and Sport Education conditions and contribute to the literature for pre- and in-service teachers. The Sport Education model did not contribute to students’ swimming performance. Students in the Traditional and the SE group did not get the same quality of instruction as students in the Traditional-CK and SE-CK conditions. The latter groups received content that was presented differently both as a presentation and in terms of the actual task. In short, students in the Traditional and Sport Education conditions experienced the content differently than those in the Traditional-CK and SE-CK conditions. These instructional differences resulted in students in the Traditional-CK and SE-CK conditions improving their swimming performances in terms of technical efficiency and in terms of 50?m times. 相似文献
86.
87.
AbstractFirst-year university students’ underdeveloped academic literacies can lead to dissatisfaction and poor performance. University teachers find it difficult to take action without an understanding of students’ perceptions and needs. This study investigates first-year Chinese students’ perceptions and experiences related to assessment of academic literacies in an English-as-a-foreign-language university context. The datasets include student focus groups at two different time points over their first university year, self-reflective essays written by students at the end of the year, and audio records of nine units of teaching in three teachers’ classes. Findings highlight that fostering students’ academic literacies incorporates both linguistic development and epistemological adaptation. Students held mixed feelings towards alternative assessment other than examinations. Their personal learning goals of using English in everyday scenarios dampened their commitment to teachers’ goals of developing learners’ academic literacies. Findings suggest assessment can be an effective ‘card’ played by teachers to nurture students’ appreciation of new learning goals, communicate areas for improvement in learning strategies, and demonstrate their visible progress. 相似文献
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90.
Phillip G. Clark 《Educational gerontology》2013,39(7):641-660
Major changes are taking place within the health care system that have important implications for health professions education in geriatrics. The forces driving these changes are also affecting academic settings, where trends supporting the development of community-academic partnerships, service-learning models, and interdisciplinary education are all evident. These trends have major implications for health professions educators working to develop academic programs to prepare students for future practice with older adults. This article explores the impacts of these changes, in particular, on the design of interdisciplinary or collaborative education programming, including the following dimensions: assessment and definition of the problem, emphasis on functioning and quality of life, professional identity, changing roles of faculty and students, and institutional-organizational implications. General recommendations on how to respond to the challenges represented in these trends are also explored. 相似文献