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111.
Jocelyn A. Glazier Ashley Boyd Kristen Bell Hughes Harriet Able Ritsa Mallous 《The New Educator》2017,13(1):3-21
Collaboration is a well-used term in the field of education, identified as promising practice for student learning and teaching learning alike. However, collaboration comes in different shapes and sizes, leading to radically different ends. The authors examine teachers’ own understandings and practices of collaboration with teacher colleagues within their school contexts and within a professional development model designed to allow for collaborative conversation between teachers. Implications for teacher education are then considered. 相似文献
112.
Abstract This article presents the findings of a one-year research project carried out by researchers from the University of Strathclyde in one Scottish region and involving 12 comprehensive secondary schools. The main focus of the study was to evaluate the effectiveness of support systems for young people who displayed challenging behaviour. The researchers examined the systems in place from the perspective of all stakeholders including teachers, pupils, parents and key personnel in other agencies including social work, community education and psychological services. The focus is upon the inter-agency dimension and in particular the barriers to inter-agency partnership, which impact upon effectiveness of support systems. The overall aim is to provide food for thought and suggest possible ways forward. 相似文献
113.
114.
Yarrow Andrew Lara Corr Connie Lent Maeve O'Brien Jayne Osgood Margaret Boyd 《Gender and education》2018,30(5):553-568
Interdisciplinary research collaborations are often encouraged within higher education while the practicalities of such collaborations are glossed over. This project specifically addresses the praxis of research collaborations, exploring how feminist academics within different countries and disciplines came together to explore their mutual concern about the perceived worth and well-being of early childhood practitioners. Engaging in a formal methodological dialogue over eight months, seven academics discussed, analysed and dissected their different investments in research methods and intents, with the aim of agreeing to a common methodological framework. Unexpectedly, what emerged was not a product, but a process. We argue that this process offers much to those seeking deep collaboration in and through shared research. Building on a collective research interest, we found ourselves in a process of becoming, germinating the seed of a transnational research cooperative, based on trust and mutual respect, rather than the arid methodological contract originally envisioned. 相似文献
115.
Scott Boyd 《海外英语》2009,(12):36-37
不论你是从事何种工作的,都会有一些无事可做的空闲时期。本期工作职场,我们为您提供一些建议,以充分利用工作中的这段空暇。 相似文献
116.
Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas that were shared and evolved through an elementary school classroom. In mapping these ideas and their resulting changes in programs and outputs, we were able to identify the contextual features which contributed to how ideas moved through the classroom as students learned. We suggest this process of idea mapping in visual programming environments as a viable method for understanding collaborative, constructivist learning as well as a context under which experiences can be developed to improve student learning. 相似文献
117.
Robert D. Boyd 《Journal of Experimental Education》2013,81(3):91-95
In recent years there has been an emphasis on the development and dissemination of comprehensive evaluation models for education. One of the most promising of these is the CIPP Model. The present article applies multiple regression analysis as a general data analytic technique to the CIPP Model. An example of the use of multiple regression methodology in the evaluation of an on-going educational program is presented as a method of explicating the aforementioned application. 相似文献
118.
Ashley S. Boyd George W. Noblit 《Educational Studies A Journal of the American Educational Studies Association》2015,51(6):441-459
This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice teachers in experiences that foster critical consciousness and cognizance of their own socialization. For the assignments, students were first asked to describe key moments in their educational experience in the form of a multimedia submission and reflection. After a semester of critical discussions and readings, students were then asked to revisit their initial projects and critique those using course concepts. In addition, they were prompted to include plans for themselves as future social justice educators. In this article, we analyze those student submissions, and we find that many reached new conclusions about social justice topics such as race and gender, critiqued personal and social artifacts, and recognized the connections between privilege and meritocracy. Despite the limitations in class size and structure, we affirm the potential value of a multistage autobiography assignment. We also explore instances of student resistance, wherein students avoided the assigned task and our requirement for self-reflection. We conclude by offering implications for teacher education and posit considerations for future adaptions of the assignment, including the necessity to engage students in opportunities to take social action and to move beyond critique. 相似文献
119.
Boyd Evison 《The Journal of environmental education》2013,44(1):18-19
Abstract The Watershed Learning Center (WLC) was developed by the Brandywine Valley Association (BVA) to provide outdoor environmental lessons to schools on their own properties or on sites close by. Teachers are trained to take over the lessons by observing BVA instructors and attending workshops. The program was evaluated to discover how the WLC was introduced and expanded in the schools, the program's impact on students, and the effectiveness of the teacher training for program take-over and continuation. The accomplishments and challenges of the WLC program are described and insights provided that can serve as a model for replication. 相似文献
120.