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Autobiographical queer life narratives are communicative spaces where queer teachers take up personal issues of being, becoming, and belonging in contextual and relational analyses of their situated experiences. In this work w/e consider the challenges and risks involved in this research, which, when shared and probed in classroom spaces, is a dangerous exposition of the queer self. With these challenges and risks in mind, w/e examine how our narratives provide fugitive knowledge to inform a pedagogy of ‘resist-stance’ that recognizes, respects, and engages queer identity, difference, history and culture. W/e provide examples of this pedagogy, discussing teaching strategies currently being used to connect the personal, the political and the pedagogical in classroom spaces. W/e also speak of the difficulties of living out this pedagogy as transformative teaching to transgress queer erasure in hetero-normative educational practice. 相似文献
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Vivienne Grace Bozalek Wendy McMillan Delia E. Marshall Melvyn November Andre Daniels Toni Sylvester 《Teaching in Higher Education》2013,18(5):447-458
This paper uses Tronto's political ethics of care as a normative framework to evaluate a model of teaching and learning professional development. This framework identifies five integrated moral elements of care – attentiveness, responsibility, competence, responsiveness and trust. This paper explicates on each of these elements to evaluate the piloting and implementation of a teaching and learning professional development model at a South African higher education institution. The political ethics of care was found to be a useful normative framework for a group of higher educators to reflect on the process of engaging in teaching and learning professional development in that it revealed the importance of differential power relations, the importance of working collaboratively and being attentive to the needs of both caregivers and care receivers. 相似文献
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Teresa M. Morales EunJin Bang Thomas Andre 《Journal of Science Education and Technology》2013,22(5):791-806
This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one educational application of VR. This study incorporated in-depth classroom observations, interviews with students, analyses of student projects, and surveys of parents and teachers to examine the social and learning processes in the class, and the nature of content learning represented in student projects. The results demonstrated that PBL can be effective even with minimal teacher guidance. The findings substantiate an educational approach rich with promise, for at least some students, that deserves considerable additional study to maximize its powerful potentials for independent and peer-mentored learning. 相似文献
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Jan Andre Lee Ludvigsen 《Soccer & Society》2019,20(7-8):986-999
ABSTRACTThis essay follows up on an article published in Soccer & Society prior to the 2018 World Cup in Russia. There it was argued that this edition of the World Cup served as particularly interesting for the academic field focussed on sport-mega events (SMEs) and ‘security’, because of its uniquely securitized climate. Written immediately after the 2018 World Cup, the present essay reflects upon the event’s ‘security’ and mega-event security more broadly. It revisits some ‘security-related’ episodes. Then, special attention will be given the media discourse vis-à-vis ‘hooliganism’. The essay argues that the media discourse took an unorthodox ‘turn’ with regard to English ‘hooligans’, who, compared to past events, were portrayed as being ‘in risk’ – rather than being the group generating ‘the risk’ of football-related violence and public disorder. 相似文献
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The Impact of Learner’s Prior Knowledge on Their Use of Chemistry Computer Simulations: A Case Study 总被引:2,自引:2,他引:0
Han-Chin Liu Thomas Andre Thomas Greenbowe 《Journal of Science Education and Technology》2008,17(5):466-482
It is complicated to design a computer simulation that adapts to students with different characteristics. This study documented
cases that show how college students’ prior chemistry knowledge level affected their interaction with peers and their approach
to solving problems with the use of computer simulations that were designed to learn electrochemistry. Students with different
prior knowledge levels were found to use different approaches to solving problems with the use of computer simulations. In
particular, the cases showed that students with a high level of prior knowledge tended to use the equations and formulas to
accomplish the learning tasks and then use the computer simulations to confirm their predictions. Students with a low level
of prior chemistry knowledge used the computer simulations as the main resources to accomplish their tasks. Considerations
of individual differences and the integration of learning materials were suggested for further research on instructional use
of computer simulations. 相似文献
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Brendan O’Connell Paul De Lange Mark Freeman Phil Hancock Anne Abraham Bryan Howieson 《Assessment & Evaluation in Higher Education》2016,41(3):331-349
Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence. 相似文献