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91.
Robins R 《Social studies of science》2002,32(1):7-35
This paper examines the material relations of risk within a dispute about the hazards of manufacturing human insulin using gene technology, and the r?le played by the referent 'real risk' in the technical performance of risk in that dispute. It draws on recent work in science and technology studies that extends actor-network theory to examine the performance of reality in scientific practice. The multiplicity of risks in the dispute, and the links made and unmade between them, are examined. I argue that in the dispute, risks were contingently linked and separated around a referent 'real risk' that emerged within the recombinant DNA debate of the late 1970s. I contrast my account of risk with realist and relativist accounts, each of which values risk as an abstract entity. In my account, risk's value is contingent upon sets of material relations that link hazards and procedures for their minimization. Risk's realness emerges as some risks are linked and others separated, working a multiple/singular relation in an ontological politics of risk. 相似文献
92.
Many North American theorists conceptualize expertise as preceding creativity. The rationale is, that in order to be truly creative, one must master a field so remarkable contributions can be made. Therefore, in order to be truly creative one must be an expert in a structured and codified domain. This inquiry attempted to examine the relationship between expert thinking skills and creativity in an ill-defined domain, embedded in the community of practice of group facilitation whose goal was to support learning. Using an instrumental case study approach to explore a unique system embedded in a naturalistic context, the case was comprised of a team of four female novice group facilitators, functioning as teaching assistants for learning task groups of university students. Various sources were drawn upon in order to map this group as a coherent knowing system. Debriefing sessions and interviews were transcribed and coded using a category string method in order to retain a holistic sensibility to the analysis. The codes revealed that the system displayed characteristics of shared expertise and social creativity. The overall pattern of creative response closely followed those of expertise. The codes for expertise generally preceded those instances of creativity, suggesting that creativity does need to rely on expert thinking skills. However, this inquiry suggests expanding the notion of expertise, in that it need not be situated in a single person, but can emerge from a system of shared expertise. 相似文献
93.
Innovative Higher Education - This embedded case study leveraged Rendón’s (1994) validation theory as well as theories connecting self-reflection and transformative learning (e.g.,... 相似文献
94.
Ivan Crozier Patricia Fara Jon Hodge Brendan Kitts Robin Knight Sverre Myhra David Oldroyd Elizabeth A. Wilson Rosemary Robins Stephen Dovers John Forge Harshi Gunawardena Jenny Tannoch-Bland Loet Leydesdorff David Oldroyd David Oldroyd David Oldroyd Nicolas Rasmussen Greg Restall Helaine Selin Michael Shortland E. E. Sleinis Fiona Solomon Scott McQuire Maurice Crosland David Farrier Roslynn Haynes Sverre Myhra Colin Russell Libby Robin Karin Garrety Stephen Gaukroger Stephen Ames Wendy Varney Vojislav Bozickovic Phil Dowe 《Metascience》1996,5(2):71-192
95.
John Henry Katherine Neal Sokhieng Au Gabrielle M. O'Sullivan John Forge Rosemary Robins Stephen Healy Mark Rix James Tabery Katie Vann Carl Windhorst Katherine Neal Peter Neushul Gail Clements Ingo Brigandt Nicolas Rasmussen Anthony S. Travis Lloyd Ackert Simon Knell Claire Hooker 《Metascience》2002,11(2):201-268
96.
Rosemary E. Phelps 《Innovative Higher Education》1995,19(4):255-268
This article presents an overview of issues and concerns associated with being the only African American female faculty member in an academic department and with being one of two or more African American faculty in a department at a predominantly White college or university. Positive and negative aspects of both situations are examined, and strategies for empowerment and professional development are discussed.Rosemary E. Phelps is an assistant professor in the Department of Counseling and Human Development Services at the University of Georgia. She received her Ph.D. in counseling psychology from the University of Tennessee, Knoxville. She has a B.A. in psychology and an M.A. in guidance and counseling from Ohio State University at Columbus. Her professional and research interests include racial and gender aspects of verbal aggression, ethnic diversity, and multicultural training issues. 相似文献
97.
98.
This paper illuminates the experiences of beginning teachers using a participatory perspective approach and drawing on some
of these teachers’ perceptions. We place the ‘subject’ of workplace learning research centrally in understanding the relatedness
between workplaces and novice employees/trainees. This paper builds on previous work by the authors using semi-structured
interviews with 17 beginning teachers in 19 schools that aim to better understand issues associated with beginning teacher
retention. This study explores an application of a framework for evaluating workplaces as from expansive to restrictive learning
environments, whilst examining individuals’ responses to and agency in these environments. In addition, these teachers’ personal
networks were explored to idedntify how they shaped the teachers’ engagement with workplaces. This analysis revealed networks
both internal and external to their schools, and hence a broader view of workplace than is often proposed. Together these
analyses allowed an examination of the relatedness between individual beginning teachers and the schools they experienced.
This paper identifies the significance of ontogeny and expectation that individuals bring to the workplace, along with individuals
exhibiting different agency. These beginning teachers indicate how individuals can be proactive in creating more expansive
learning environments for themselves through the utilisation of personal networks, even when these are not offered. This finding
may have implications for beginning teachers to re-evaluate their potential to become empowered as they begin their careers. 相似文献
99.
Ronald W. Henderson Rosemary A Swanson 《Educational technology research and development : ETR & D》1978,26(4):301-312
Head Start preschoolers on an isolated Papago reservation in southern Arizona were subjects of two studies of the effects
of televised instruction and directed participation on teaching enumeration and conservation skills. Television instruction
was most effective when used with active, directed participation and corrective feedback, but this, as well as amount and
skills learned, varied with age. The televised segments used linear sequencing rather than the fragmented approach of Sesame
Street.
This research was supported in part by grant OCD-CB-479 from the Children’s Bureau, Office of Child Development, U.S. Office
of Education. The authors appreciate the cooperation and participation of the Papago Tribe and the staffs of Head Start centers
at San Xavier, Sells, and Pisinimo, Arizona. Special thanks are extended to Thora Schultz, who facilitated liaison on the
Papago Reservation, and Margie Francisco, Elizabeth Siqueros, Edith Manuel, Pat Mendez, Elaine Williams, and Irma Dean Edmund,
who contributed to instructional development and data collection. 相似文献
100.
Current science education reforms highlight the importance of students making sense of scientific ideas. While research has studied how to support sensemaking in classrooms, we still know very little about what drives students to pursue and persist in it on their own. In this article, we use a set of parallel case studies of undergraduate students discussing introductory physics to show how certain student-generated, vexing questions both initiate and sustain students' sensemaking processes. We examine affective and linguistic markers in student discourse in paired-clinical interviews to demonstrate both of these functions of vexing questions and detail their role in the explanations students construct. We conclude by discussing the implications of this analysis both for supporting sensemaking in classrooms and for studying it in research. 相似文献