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231.
David Dickson - David Dickson is a Senior Lecturer in the School of Communication a member of the Psychology Research Institute at the University of Ulster Owen Hargie - Owen Hargie is Professor of Communication in the School of Communication member of the Psychology Research Institute at the University of Ulster Noel Wilson - Noel Wilson is Assistant Director of IT User Services at the University of Ulster 《Journal of Applied Communication Research》2008,36(2):128-160
Four large organizations, two each from the private and public sectors of the Northern Ireland economy, were selected for this study which, first, explored the effects of religion-based workforce difference on intergroup relationships, second, investigated the contribution of organizational sector to communicative differences, and third, gauged the effects of group-based negativity on the flow and distribution of functional information within the organization. Little evidence of intergroup conflict was found although employees expressed a desire for greater quantity and quality of outgroup contact. Significant differences between the private and public bodies emerged in this respect. Contrasts were consistent with general organizational differences typifying the sectors. Findings are discussed in relation to diversity management and the characteristics of organizational sectors. 相似文献
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Paul Joslin Karen S. Stiles J. Stanley Marshall O. Roger Anderson James J. Gallagher Jane Butler Kahle Peter Fensham Ruben Lazarowitz Léonie J. Rennie Barry Fraser John R. Staver Alejandro Gallard María Pilar Jiménez-Aleixandre Justin Dillon Hedy Moscovici Hsiao-Lin Tuan Christopher Emdin Kenneth Tobin Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members.
相似文献
| Kenneth TobinEmail: |
234.
The teaching practicum is often considered as a compulsory activity for enculturating new members into the teacher community by providing opportunities to experience teaching in action. However, the practicum is rarely conceptualized in terms of its transformative potential. In this study, we report the results of a two-year ethnography study of a teaching practicum in Brazil based on the {coteaching | cogenerative dialoguing} model. Our study shows that the practicum does not have to be a mere induction experience, but that it also may be the transformative locus for (a) the practicum participants (new teachers, school teachers, teacher educator, and students) and (b) school and university/school relationships, and (c) of the practicum activity itself. The results show the potential of the practicum to transform individual and collective agency. Implications are discussed for reorganizing the teaching practicum. 相似文献
235.
Christian Harteis Barbara Morgenthaler Christine Kugler Karl-Peter Ittner Gabriel Roth Bernhard Graf 《Vocations and Learning》2012,5(2):119-136
Intuition presents as a crucial component of professional competence for many occupations, including emergency physicians because many of their decisions have to be made quickly. When arriving at the scene of an accident, they promptly have to assess the circumstances and initiate immediate life-saving measures without opportunities for deep analyses of patients’ conditions. Therefore, spontaneous and intuitive decisions are required to solve the problem appropriately, rather than more intentional and time-consuming forms of decision-making. Yet, the efficacy of and processes underpinning these intuitive activities remain far from fully understood or clearly conceptualised. The study reported here aims at revealing the efficacy of such intuition by analysing decision-making behaviour of emergency physicians. Based on patient simulation mannequins, which can be programmed to present specified clinical situations, three groups of participants with different levels of emergency medicine expertise (n 1 = 10 novices, n 2 = 10 semi-experts, n 3 = 10 experts) each addressed two different authentic problem cases. In the first simulation, time pressure was utilised to press participants to decide intuitively. In the second simulation, the participants had to legitimise their decisions without any time pressure in order to generate rational decisions. Whereas no clear difference in the participants’ performances between both cases could be identified, experts and semi-experts performed better than novices in their intuitive decision-making, thereby supporting beliefs about the efficacy of intuition. It is proposed that medical education, as well as other forms of occupational preparation, should consider theories of mental simulations in order to improve surgeons’ professional education. 相似文献
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Jerome Pine Pamela Aschbacher Ellen Roth Melanie Jones Cameron McPhee Catherine Martin Scott Phelps Tara Kyle Brian Foley 《科学教学研究杂志》2006,43(5):467-484
A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006 相似文献
238.
In this article we present an analytical framework for approaching transfer episodes—episodes in which participants declare or can be declared to bring prior experience to bear on the current task organization. We build on Dewey’s writings about the continuity of experience, Vygotsky’s ideas of unit analysis, as well as more recent developments in continental philosophy to develop a transactional approach that involves reconceptualizing the notion of experience. In this view, experience is not something that individuals have but an analytical category that denotes the unity of whole persons, their material and social environment, and their changing transactional relations (mutual effects on each other) across time. In the 1st part of the article, we present the theory and contrast it with past and present literature on transfer. In the 2nd part, we develop the methodological implications and analyze an episode of transfer from a technology-enhanced science education curriculum in which students were presented with analogous models of scientific phenomena across different tasks. We describe instances of recognition, of analogical reasoning, and of how students applied theoretical knowledge in terms of transactional units of change. We conclude by discussing implications with regard to further theoretical development and educational practice. 相似文献
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Eddie Lunsford Claudia T. Melear Wolff‐Michael Roth Matthew Perkins Leslie G. Hickok 《科学教学研究杂志》2007,44(4):538-564