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91.
The author discusses the need for counselor educators and supervisors to promote the intersectional nature of identities in counselor trainees and supervisees, especially as supervision serves as the vanguard for professional development and provides a more individually tailored space. This article introduces the concept of multicultural complexity, along with its current dearth in the counseling literature. The utility of multicultural complexity is explored, and recommendations made in the form of sample action plans (Appendix) regarding how counselor educators and supervisors can further incorporate the concept into the practice of clinical supervision. 相似文献
92.
93.
This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the ‘delivery’ approach to online learning, suggesting that the flexible and explicit design of engagement opportunities from a sociocultural perspective is a more meaningful and human approach to learning online. The paper clarifies the term Digitally Mediated Learning (DML) to establish connections to important pedagogic positions. The research approach is based around a qualitative professional reflective enquiry. It considers the experiences of learners on a Masters in Education online module and concludes that design, engagement nurturing, community cohesion and kindness can become crucial aspects of successful DML, if institutions learn to value the life projects of others more fully. 相似文献
94.
Principles of quality management (which focus on defect prevention rather than defect correction) are applied to course design. These principles mandate that 1) the mission of the course be clearly stated and reviewed in context of the total program of study, 2) the objectives for the course or program of study be clearly defined and known to the students, 3) there be numerous intermediate steps leading to the objectives, 4) students be given immediate feedback about their performance on each step, and 5) corrective action be initiated immediately when a student fails to achieve an intermediate step. These principles apply to both individual courses and to an entire course of study. The authors found that a course incorporating these principles led to an increase in student performance and long-term retention of information.Andy C. Reese, is an associate professor of immunology in the department of Cell Biology and Anatomy at the Medical College of Georgia, and he is the current president of the Georgia Academy of Science. He has a Ph.D. in Biochemistry from the University of Missouri-Columbia, and an M.B.A. from Augusta College. His work focuses upon the development of computer assisted instructional modules and control of immune responses in neonates. Mary F. Mobley is a professor of marketing in the department of Management, Marketing, and Management Information Systems at Augusta College. She has a Ph.D. in marketing from the University of South Carolina-Columbia and a M.Ed. from Augusta College. Her research interests include quality management in education, strategic planning, and market research. 相似文献
95.
96.
Hugh Clapin Katherine Neal John Wennerbom Barbara Nunn Deborah Dysart Andy Pickering Lisa Featherstone Hiram Caton Dale Jacquette Laura Ruetsche William A. Turner Cornelia Lüdecke Birgit Lohmann James Ladyman Jonathan Coopersmith David Oldroyd Dennis Dean Michael Ruse Nicolas Rasmussen William N. Kaghan Martin Bridgstock Geoffrey Cocks Stephanie H. Kenen Ivan Crozier Sokhieng Au Desmond Barrett Mark Cortiula Ian D. Lawrie 《Metascience》2001,10(1):50-149
97.
The governance of sustainable socio-technical transitions 总被引:8,自引:2,他引:8
A quasi-evolutionary model of socio-technical transitions is described in which regimes face selection pressures continuously. Differentiated transition contexts determine the form and direction of regime change in response to these pressures. The articulation of pressures, and the degree to which responses are coordinated and based on resources available within the regime, define the transition context. Four alternative contexts are described: endogenous renewal; re-orientation of trajectories; emergent transformation and purposive transitions. Agency and power in the governance of regime transformation are analysed. Power to affect change depends on regime membership, the distribution of resources for change and expectations. 相似文献
98.
99.
The emotional practice of teaching 总被引:18,自引:0,他引:18
Andy Hargreaves 《Teaching and Teacher Education》1998,14(8):835-854
100.
Peter Blatchford Harvey Goldstein Peter Mortimore 《International Journal of Educational Research》1998,29(8):691-710
Research findings on class size differences need to be examined carefully because of their far reaching pedagogical and resource implications. An examination of research on the possible causal effect of class size differences on pupil progress, and on possible mediating factors, also raises important issues for educational research in general. In this chapter critically different approaches to research on class size effects are reviewed and an approach used in current research at the Institute of Education, that seems most likely to inform this controversial topic is described. Researchers need to pay more attention to providing a more reliable and valid measure of class size itself. In keeping with the bulk of research in this area the emphasis is on quantitative approaches, although possible limitations and alternative research approaches are considered. Limitations of earlier cross sectional research are examined, and the well-known STAR research is used to highlight some limitations of experimental designs. Finally, the advantages of longitudinal research, using multi-level modelling techniques, are examined. 相似文献