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Andrew J. Martin Stephanie Dench Levinia Paku 《Journal of Adventure Education & Outdoor Learning》2016,16(3):206-221
This article examines the key factors of organisational culture (artefacts, values and beliefs, and core assumptions) that have led to the development of Outward Bound New Zealand (OBNZ) over the past 50 years. Primary data for this case study were obtained through the use of semi-structured, in-depth interviews with past and present school and executive directors. A key finding is that OBNZ, founded on the beliefs of the German educator Kurt Hahn, has reviewed its values and formalised these into the ‘fundamentals’ of greatness, compassion, responsibility and integrity. Important visible symbols of the OBNZ brand are the badge, the logo with ‘to serve, to strive and not to yield’ and the cutter. The core assumption is still focused on self-discovery and the Outward Bound motto ‘there’s more to you than you think’. Internationally, Outward Bound course length has declined to just 4 days compared with OBNZ’s average of 14 days. In contrast, OBNZ has remained true to Hahn’s original belief, the ‘fundamental’ values, core assumptions and the Standard/Classic (three-week) course. These findings have implications for the development of outdoor adventure education and business organisations’ culture and leadership. 相似文献
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Kimberly Carter Jayme Swanke Jessica Stonich Stephanie Taylor Morgan Witzke Michael Binetsch 《Journal of Teaching in Social Work》2018,38(1):28-42
ABSTRACTThe use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice. 相似文献
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Daniela Raccanello Margherita Brondino Angelica Moè Robert Stupnisky Stephanie Lichtenfeld 《Journal of Experimental Education》2019,87(3):449-469
This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school. 相似文献
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Assessment and outcomes measurement is receiving considerable attention in higher education nationwide. But what are colleges and universities doing and calling assessment? To answer these and other questions, a telephone survey was conducted with a sample of large, research universities. Responses to the survey are presented and discussed in this paper. Results indicated limited university involvement in activities commonly associated with the current assessment “movement,” i.e., measures of added value or student progress and growth. Instead, much of the reported activities are “traditional” testing and evaluation activities such as placement testing and student evaluation of instruction. In sum, assessmentis evaluation at large, research universities. 相似文献
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Design Pedagogy for an Unknown Future: A View from the Expanding Field of Design Scholarship and Professional Practice 下载免费PDF全文
Stephanie Elizabeth Wilson Lisa Zamberlan 《The International Journal of Art & Design Education》2017,36(1):106-117
This article draws on current research investigating the notion of design for an unknown future. It reflects on recent thinking about the role of creativity in design practice and discusses implications for the development and assessment of creativity in the design studio. It begins with a review of literature on the issues and challenges associated with the assessment of creativity in design education. It then discusses and distinguishes three significant assessment models in design and creative arts education and emphasises the importance of opening debate on notions of creativity within the discipline. Following this, the article examines recent developments in the way that creativity is being practised, driven, fostered and implemented in contemporary design practice, and argues that these recent developments must feature in current scholarship about the development and assessment of creativity in design education. The article recommends areas for future research that pay close attention to developments in the rapidly expanding field of design practice. 相似文献