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111.
ABSTRACTWe explore the reflections of a lecturer using Action Learning (AL) meetings for the dissertation module on a one-year Master’s programme with a predominantly international student cohort. We focus on two concerns: to what extent does AL mitigate against the negative experiences of cross-cultural adaptation? And can we surface and share the learning that occurs when (international) scholars become practitioners and practitioners become (international) scholars? In the AL groups, many students seem more at ease with themselves, others and content in AL meetings than in other sessions. We scrutinised AL and our AL meetings to explore what makes it different and perhaps a better learning experience for the international student. This paper emerged following discussions with David, an e-learning and pedagogic specialist. Before continuing, note that there are two terms discussed in the literature: ‘cross-cultural adjustment’ and ‘cross cultural adaptation’. ‘Adjustment’ refers to minor changes to cope with when facing a new situation, ‘adaptation’ to larger scale changes [Haslberger, Arno, and Chris Brewster. 2007. “Domains of Expatriate Adjustment with Special Emphasis on Work.” Presented at the Cadiz University’s VI International Workshop on Human Resource Management, Jerez, Spain]. We suggest that AL be used more often and earlier with international students. 相似文献
112.
Helen A. Maniati 《Science & Education》2005,14(7-8):713-720
In the current paper, the reasons why the late 19th century Greek university community of natural scientists used elements
from the History of Natural sciences which refer exclusively to ancient Greek science, and the consequences of such a choice
are evaluated. Emphasis will be given to the speech delivered by the Dean, Professor of Chemistry, A. K. Hristomanos, entitled
“Natural Sciences and Progress”, at the National University on 17th of December 1896, where, without nullifying the Scientific
Revolution of the Modern Period, he attempted the analysis of its cognitive continuity with antiquity and the authority of
the ancestral past. Hristomanos’ name was linked to almost all the attempts at reforming and spreading natural sciences in
the late 19th century, and from this point of view his speech, and the way in which it is structured, become a reliable indicator
in tracing theses and viewpoints within the entirety of the scientific community of natural scientists. 相似文献
113.
Helen Sword 《International Journal for Academic Development》2016,21(4):312-322
Numerous books, blogs, and articles on research productivity exhort academics to ‘write every day’ even during the busiest of teaching times. Ironically, however, this research-boosting advice hangs from a perilously thin research thread. This article scrutinises the key findings of Robert Boice, whose pioneering studies of ‘professors as writers’ in the 1980s and 1990s are still widely cited today, and offers new empirical evidence to suggest that the writing practices of successful academics are in fact far more varied and individualistic than has generally been acknowledged in the literature. 相似文献
114.
Royer James M. Abadzi Helen Kinda Jules 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(1):53-71
This study compares the reading performance of adolescent and adult neoliterates in Burkina Faso who participated in one of
three experimental educational programs with the reading performance of neoliterates who took part in a standard (control)
educational program. The experimental programs involved training in phonological awareness, training in the rapid identification
of reading material and an approach that involved both phonological-awareness and rapid-reading training. Results show that
students enrolled in the experimental programs made greater gains in reading skills than did students enrolled in the standard
educational programs. 相似文献
115.
McDuffie Winifred Buemi Helen Patch Eileen Nash Pat Brown Sonja 《Early Childhood Education Journal》1983,11(2):9-15
Early Childhood Education Journal - How can we prepare the young children of today for the future, when 20 percent of all Americans will be old? Education about the process of human aging can help... 相似文献
116.
117.
One influential explanation of the development of verbal short-term memory in children argues that short-term memory capacity is a direct function of speech rate. This theory predicts that children with pathologically slow speech will show reduced verbal short-term memory capacity and will show less evidence of speech-base coding on verbal memory tasks. To test this prediction, verbal short-term memory span was assessed using a task that did not require a verbal response in 37 speech-disordered children and 37 age- and sex-matched controls (age range 4-15 years). The speech-disordered group had a significantly lower short-term memory capacity, a smaller word length effect, and reduced speech-motor activity during rehearsal periods. Covariance analyses revealed that these differences were not a function of general intellectual or motor speed differences between the groups, and that speech rate as a covariate abolished group differences in short-term memory. These results suggest that speech rate may be a causal determinant of verbal short-term memory capacity. 相似文献
118.
Panayota Mantzicopoulos Brian F. French Helen Patrick J. Samuel Watson Inok Ahn 《Educational Assessment》2018,23(1):24-46
To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness. 相似文献
119.
Helen Wildy 《Educational studies》2004,30(2):99-112
In this study we explored how the science department shaped the relationship between a science department head, Mr Greg, and a teacher, Ms Horton, as they grappled with their expectations of, and responsibilities for, teaching and leadership in the daily life in the department. We found that, from their life histories and their positions in the department, Mr Greg and Ms Horton have developed different values and visions that shape the ways they construct their work, particularly in relation to the place of subject matter, goals for students, teamwork, roles and responsibilities and accountability. Although both shared a commitment to their students and to their subject, Mr Greg saw his contribution in subject organizational terms and Ms Horton saw hers in personal student terms. Orderliness and stability were important to the department head whereas Ms Horton valued spontaneity and innovation. Collaboration was Mr Greg's method of achieving the business of the department; working alone allowed Ms Horton the freedom and flexibility she needed. Accountability for Mr Greg was framed in organizational terms; Ms Horton was more concerned with the learning that took place in her classroom. Our case study looks at the range and intensity of the forces shaping the work of teachers and the way they organize themselves at work. We argue that, if we wish to continue to improve teaching and learning, particularly in secondary schools, we need to know a great deal more about the forces that operate in subject departments. 相似文献
120.
The importance of changing teachers' beliefsand practices in school improvement efforts iswell accepted but little empirical work hasbeen reported on the micro-processes involved.In this paper, we use schema theory to examinehow the teachers in three schools changed theirbeliefs about the causes of low academicachievement from external factors, such as theparents' and children's deficits, to internalfactors, such as the contribution of their ownteaching practices. These change processes arecontrasted briefly with those in a fourthschool in which the teachers continued to blameexternal factors. The three conditionsidentified as critical for schema revisionincluded the salience of discrepant data, thepresence of an external agent to assist withthe interpretation of those data, and theavailability of information on alternativepractices. 相似文献