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Virginia King Lynn Clouder Mary Deane Frances Deepwell Lisa Ganobcsik-Williams 《Teaching in Higher Education》2013,18(3):425-433
Through reflection on the First International iPED Conference 2006, and its overarching theme of ‘Pedagogical Research and Academic Identities’, this paper considers the achievement of the wider aims of the conference, which were to facilitate dialogue between researchers in order to explore the conference themes collaboratively, and to provide networking opportunities which would enable participants to build alliances. The abstracts for all papers mentioned are available via the conference website www.coventry.ac.uk/iped2006. 相似文献
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Virginia King 《International Journal for Academic Development》2013,18(3):222-236
Product-based analysis (PBA) is a new way of modelling the strategic direction of an educational development centre (EDC). It was developed within an English EDC to complement other strategic techniques, providing a means of visualizing the overall strategy. This critique of PBA is set in the context of global university reforms, restructurings and economic constraints that EDCs mirror in miniature. The case for PBA is demonstrated through two exemplars, one retrospective, the other applied to the same group, now dispersed several years on, as it sets out a collaborative strategy to address the future uncertainties shared by many EDCs. 相似文献
26.
Charlotte Diffendale Diane M. Horm‐Wingerd David A. Caruso Virginia Nardone 《Journal of Early Childhood Teacher Education》2013,34(1):77-87
This article describes the independent study project of a student who was a graduate assistant in a child development laboratory preschool when Hurricanes Katrina and Rita struck the Gulf Coast area. Through her experiences with “Project Katrina” she deepens her understanding of developmentally appropriate practices as she learns firsthand about the project approach and writing an article for publication in a professional journal. 相似文献
27.
Virginia Liberatore 《Culture, Theory & Critique》2013,54(1):37-55
This paper examines Duchenne de Boulogne's Mécanisme de la physionomie humaine (1862) as a limit case between Foucauldian epistemes of signification. Electrically inducing ‘expression’ in his subject's face, Duchenne, a neuro-physiologist, claimed to have discovered the true ‘orthography’ of the passions. He photographed and published his experiments to offer the art world a positivist corrective to the historically ‘arbitrary’ representation of emotion. The narrative accompanying the photographs provides the basis for this analysis which focuses on how Duchenne used the image/text idea of an ’orthography‘ to shape his technologically mediated expressions with a Renaissance and Classical poetics of resemblance and representation. Making an analogy with linguistic ‘units’, Duchenne located a scene of writing under the facial flesh where action was ‘transfigured’ into passion. The Classical debate on the origin of language and the Renaissance physiognomic tradition inspired his discourse, which failed to grasp the modernity of his technologically mediated passions. 相似文献
28.
Virginia L. Rhodes 《Learning Inquiry》2008,2(2):113-125
Highly mobile students experience schools and learning in different ways than their more stable peers. Repeated transfers
result in discontinuity of instruction and relationships with teachers and peers. Interviews with transient urban students
in grades 9–12 reveal the issues they face upon their arrival and afterward. Mobile students give insight into perceptions
of teacher practice, peer-group induction, receptivity to classroom instruction, and classroom and administrative practices.
Findings include fear, loneliness, embarrassment, and anxiety in new settings or when faced with another school change. While
students expressed achievement concerns, peer social and emotional concerns were primary immediately following enrollment
in a new school. Students found themselves unable to focus on academic studies until they could secure a peer group with which
to interact. Implications for high-mobility schools include the need for structures providing transitional services and community-building
environments to counteract the negative academic and developmental effects of frequent mobility. 相似文献
29.
Virginia Worley 《Discourse: Studies in the Cultural Politics of Education》2006,27(4):515-531
Positing that place has a pedagogy that can be harnessed for educative means and ends or left to chance and that partnering place and its pedagogy with teaching magnifies the influence of place and teaching, I conceptualize métissage as place of education. Because few scholars in education have written about métissage and even fewer have conceptualized it as place of education, I begin by defining métissage illustrating the multi-layered definition with literary, historical, and autobiographical examples. I then examine métissage as place of education with its own pedagogy whose influence increases when partnered with teaching, portray this phenomenon at play in one urban school, demonstrate ways for teachers to subvert negative school places by rejecting, challenging, and countering them and by using the everyday as a revolutionary tool, and pose questions about such a pedagogy's potential dangers. 相似文献
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Christine McWayne Virginia Hampton John Fantuzzo Heather L. Cohen Yumiko Sekino 《Psychology in the schools》2004,41(3):363-377
The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low‐income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with those established with preschool (Head Start) parents. Multivariate relationships were found between kindergarten parent involvement dimensions and children's social and academic competencies. Parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 363–377, 2004. 相似文献