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91.
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
92.
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
93.
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
94.
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
95.
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
96.
Rosemary Godbold Amanda Lees Stephen Reay 《The International Journal of Art & Design Education》2019,38(1):182-192
Student‐led design projects undertaken within healthcare settings raise considerable ethical challenges, primarily resulting from collaboration with service users. This article emerged out of the experiences of design from a New Zealand university undertaking real world projects in acute health care contexts. A human‐centred approach to design is underpinned by a requirement for students to immerse themselves in the user context to optimise design outcomes. Several issues exist in relation to the management of the ethical complexities arising from these projects. Multiple formal ethical review processes were triggered when students’ projects were defined as research. These processes were perceived as onerous and disproportionate to the scale of the projects, and students were ill equipped to identify ethical issues and engage with formal review processes. This resulted in either abandoned projects or the use of compromised methods. A review of codes of practice and design industry approaches identifies a gap in guidance for both students and qualified designers. Some designers describe their projects as service improvement, and not subject to formal ethical review. This article argues for embedding consideration of ethics in all design projects to enhance the process, to be true to the underpinning philosophy of human centred design and to produce ethically aware graduates. To achieve this, a multi‐pronged pedagogical approach which encompasses both hypothetical, class‐based and real‐world learning experiences is described, with the ultimate goal of normalising the consideration and development of ethical standards for students and best practice across the industry. 相似文献
97.
Rosemary Butt 《International Journal of Inclusive Education》2013,17(2):207-219
Research has shown that teaching assistants (TAs) working in mainstream classrooms with special needs students in Australia are being required to perform quite complex tasks such as curriculum modification and differentiation yet they are not required to have any formal qualifications nor training in these tasks. In the United Kingdom, TAs are not required to have any formal qualifications, while TAs employed in the USA are required to hold a two-year post-secondary degree or have obtained an associate’s or higher degree. Initial research was undertaken in Stage 1 to identify the roles and responsibilities, skills and training needs of TAs working with special needs students in one school in Canberra, Australia. Information was obtained through separate focus group interviews conducted with class teachers and TAs. Stage 2 involved the design and implementation of five skills-based training modules developed to respond to needs identified in Stage 1. In Stage 3, interviews were conducted with the TAs to determine the effect the training had on their skills and their ability to assist both the class teachers and the students whom they support. Results from the study indicate that there exists role confusion as well as a different emphasis and perception by class teachers and TAs of the skills required to perform in the role of a TA. Results also indicated that specifically targeted skills-based training benefited the TAs and the TAs perceived that this benefit flowed through to the class teachers and the students they support. 相似文献
98.
For the first time, the performance of teachers in England and Wales is being directly linked to their pay. This article traces the introduction and implementation of one strand of the UK government's performance-related pay strategy, Performance Management, from the perspective of 12 primary and secondary headteachers of schools located in three different regions of England. The empirical data gathered by the Teachers' Incentive Pay Project team, based at the University of Exeter, suggested while heads may not be against performance-related pay in principle, its practical application is seen as fraught with difficulties. The lack of guidance and clarification regarding funding arrangements, the absence of nationally agreed criteria for judging whether post-Threshold teachers should progress up the upper pay scale, and the potential divisiveness, if it is not effectively implemented, of the scheme in a culture that depends on co-operation and collaboration, meant that heads were anticipating the implementation of the link between pay and performance with some trepidation. 相似文献
99.
Despite the availability of Interactive Whiteboard (IWB) technology in a large number of Australian primary schools, many teachers focus only on technical issues as opposed to pedagogical engagement in an attempt to incorporate the technology. Previous research suggests that the technology is being used for sophisticated transmission-style teaching as opposed to constructivist approaches. This article presents findings of a project that considered the implementation of IWB technology in three Victorian primary mathematics classrooms (5 to 12 years of age). The study analysed the teaching strategies adopted by three teachers as they embarked on the use of IWB technology as an integral component of mathematical activities with the support of professional development. Teacher use of IWB technology in the primary mathematics classroom was aligned against Beauchamp’s generic transitional framework for viewing the development of teacher use of IWB technology. Through this alignment, a transitional framework emerged which is specific to the introduction of IWB technology in the mathematics classroom. 相似文献
100.
Rosemary Woullard Linda T. Coats 《Community College Journal of Research & Practice》2013,37(7):609-611
The imminent teacher shortage in the United States has caused educators, policy makers, parents and concerned citizens to focus on teacher preparation not only at the university level, but also at the community college level. As a result, many community colleges are developing teacher education programs and focusing on real life classroom situations for early field experiences. Mentoring, one of the most popular ways of benefiting from the positive influence of a more experienced person, is an approach to preparing teachers for educational occupations. The main objective of this study was to see if a preservice mentoring program can affect changes in the emotions, attitudes, and anxieties of students about the teaching profession. The participants were 60 education majors (30 in the experimental group and 30 in the control group) from a community college. The experimental group had first-hand experiences with 30 master teachers from a local school district. The 30 students in the control group were education majors from the community college who completed a pre- and posttest instrument. Data was collected from results of a pre- and posttest of a teaching attitudinal survey for preservice teachers. An analysis of covariance (ANCOVA) was performed to test for significant differences between the means of the posttests for the control and experimental groups while controlling for the pretests. Results revealed that there were no statistically significant differences between the means of the two groups with respect to changes in emotions and anxiety. However, there was a statistically significant difference between the two groups in attitudinal changes. 相似文献