The arguments in this article have been generated from involvement in a government-funded project designed to improve teaching. The authors reflect on their experience and use Jurgen Habermas's theory of communicative competence to argue that initiatives designed to improve university teaching often work against their own intentions by closing down opportunities for open dialogue. They argue that improvement of teaching requires undistorted communication and demonstrate that this is made difficult: by the pressure to be seen to succeed; by over-specifying what constitutes good teaching; and, by divorcing research from development. At the same time, they suggest that academics could seize opportunities to open up dialogue about teaching. 相似文献
AbstractThe purpose of this research was to (i) identify Australian, Canadian and United Kingdom (UK) pre-service teachers’ use, confidence and success of various classroom management strategies and (ii) to ascertain any significant differences between the three cohorts. Significant differences were found amongst the cohort with the UK pre-service teachers using significantly more strategies to promote or guide positive student behaviour (namely strategies related to differentiation, prevention and rewards) than the Australian and the Canadian cohorts. Differences may be accounted for by the way in which classroom management is taught. This study highlights the need to actively model and teach preventive-based strategies to pre-service teachers. 相似文献
In this article, the authors describe experiences in and offer suggestions from a course entitled ‘Educational Innovation for Excellence Through Action Research, Conflict Resolution, and Organizational Learning’ – an action evaluation (AE). The class was taught using the principles of action research and AE. The authors explore the impact that the course had on the their personal perceptions and classmates’ perceptions of AE, grapple with the criteria for what constituted a shared definition of ‘success’ in the course, and offer a critical lens for viewing educational evaluation as a means to continued self-reflection or reflexivity. The theoretical framework utilized is symbolic interactionism and critical pedagogy. The process of AE, including resonance, positive disruptions, reflexivity, and conflict resolution, is discussed within the authors’ narratives. Action evaluation is revealed as the complex process of joining sometimes apparently disjointed participants as unlikely partners to create change. This study helps to fill a gap of enriching action research with narratives, by exploring AE through reflection, and by creating discussion regarding critical pedagogy and social change. Implications for a wide audience include suggested conflict resolution strategies and examples of evaluation uses for instructors in numerous classes. Recommendations for AE implementation and strategies to promote social change – including core values of democratic participation, community empowerment, and social justice – are also presented. 相似文献
This study used eye‐gaze analysis to determine the extent to which pre‐school children visually attended to print when looking at two storybooks, to contrast visual attention to print for a print‐salient versus a picture‐salient storybook, and to study individual differences in pre‐schoolers' visual preferences. Results indicated that pre‐school children infrequently attended to print: in a traditional picture‐salient storybook, 2.7% of their fixations focused on print and 2.5% of their time was spent looking in regions of print. The children fixated more frequently on print and spent more time looking in print regions when reading a print‐salient storybook, within which 7% of fixations focused on print and 6% of time was spent in print zones. Effect size estimates showed this difference to be consistent with a very large effect. Little variation in visual attention to print was observed across the ten children, and children's alphabet knowledge was not associated with the variance in children's visual attention to print. Educational implications are discussed. 相似文献
We run an Event History Analysis on a sample of Italian researchers in the field of Materials Science, aiming at understanding how the characteristics of the research trajectories followed by scientists in academia affect their opportunities to do development of industrial applications. Results of our estimates suggest that all measures of academic performances have a dual effect, although different in magnitude. Scientists that are moving along applied research trajectories find it easier to produce industrial applications than their colleagues engaged in the quest for very fundamental understanding. We interpret our results by suggesting that, for the former, more academic research results in more exploitable results, hence in more chances to patent; for the latter, more academic research makes it just more unlikely that they will find the time to produce industrial applications. Similar results apply for the low versus high research impact. 相似文献
Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin &; Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.
The objective of this paper is to investigate the position of the resultant force in involute spline coupling teeth due to the contact pressure distribution for both ideal and misaligned conditions. In general, spline coupling teeth are in contact all along the involute profile and the load is far from uniform along the contact line. Theoretical models available in publications consider the resultant contact force as it is applied at the pitch diameter, and this study aims to evaluate the error introduced within the confines of a common approximation environment. This analysis is carried out through using finite element method (FEM) models, considering spline couplings in both ideal and misaligned conditions. Results show that the differences between the load application diameter and pitch diameter are not very obvious in both ideal and misaligned conditions; however, this ap- proximation becomes more important for the calculation of the tooth stiffness. 相似文献
Congenital Cytomegalovirus (CMV) infection and alpha 1-antitrypsin (A1AT) deficiency are separately well described entities, but their simultaneous occurrence can pose a special challenge to a clinician, especially dealing with optimal diagnostic as well as therapeutic approach. Congenital CMV infection is the most common vertically transmitted infection in developed countries. In 85–95% of newborns it runs asymptomatic, while in others it is presented with jaundice, petechias, hepatosplenomegaly and central nervous system damage. A1AT deficiency is on the other hand, the most common genetic liver disease in children, and the clinical spectrum varies from the accidentally detected increased levels of transaminases through to the severe infant cholestasis that can progress to cirrhosis. The following case report describes a two-month old male with severe clinical presentation of congenital CMV infection probably exacerbated due to A1AT deficiency comorbidity. The clinical manifestations and unusually difficult clinical signs this infant presented lead to assumption that the additional liver damage exists. Extensive laboratory analyses were performed, including PCR for CMV DNA, A1AT serum concentration, A1AT genotyping, followed and confirmed with phenotyping. Patient was treated parenteral with ganciclovir, what continued with oral valganciclovir and supportive therapy. Intensive and thorough supportive treatment of the infant resulted in satisfactory progress and excellent outcome. Patient was followed-up till the age of 18 months. The presented case provides excellent example about successful overcoming obstacles in differential diagnosis of A1AT in neonates and infants. Medical charts analysis was the methodology used in making this report. 相似文献
The concept of open innovation captures the increasing propensity of firms to work across their traditional boundaries of operation. This phenomenon has largely been studied from the viewpoint of manufacturing businesses while services have received much less attention despite the predominant role they play in advanced economies. This paper focuses on open innovation in services, both as a subsector of the economy and as a component of the activities of manufacturing firms. We study the open innovation practices of business services firms and then consider the implications for open innovation of the adoption of a service inclusive business model by manufacturing firms. Our analyses are based on a unique dataset with information on open innovation activities amongst UK firms. Overall, engagement in open innovation increases with firm size and R&D expenditure. Business services are more active open innovators than manufacturers; they are more engaged in informal relative to formal open innovation practices than manufacturers; and they attach more importance to scientific and technical knowledge than to market knowledge compared to manufacturing firms. Open innovation practices are also associated with the adoption of a service inclusive business model in manufacturing firms and service-integrated manufacturers engage in more informal knowledge-exchange activities. The paper contributes towards a reconceptualisation of open innovation in service businesses and a deeper evidence-based understanding of the service economy. 相似文献