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Edward Wahesh Gulsah Kemer Ben T. Willis Christopher D. Schmidt 《Counselor Education & Supervision》2017,56(4):274-288
The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization. 相似文献
54.
The aim of this paper is to consider whether Hannah Arendt’s (1996) [Arendt, H. (1958/1998). Vita Activa. The Human Condition. Chicago: University of Chicago] concept of ‘public space’ is a potentially useful and creative way of thinking about aspects of Muslim children’s experiences within the context of education. Following a terror attack in 2011, when 77 people were killed, the then Norwegian prime minister stated that ‘our answer to this violence is more openness and more democracy but not naivety’. Accordingly, this paper draws on data so as to put concepts drawn from Arendt to work. In so doing, we indicate possibilities for ‘more openness and more democracy’ where Norwegian children can have Islam as an important element within their lives in ways that avoid the charge of naivety. 相似文献
55.
Rola Ajjawi Joanna Tai Tran Le Huu Nghia David Boud Liz Johnson Carol-Joy Patrick 《Assessment & Evaluation in Higher Education》2020,45(2):304-316
AbstractWork-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity. 相似文献
56.
Jerry Willis Ann Thompson William Sadera 《Educational technology research and development : ETR & D》1999,47(4):29-45
Within the context of a brief history of information technology in teacher education (ITTE), current research on ITTE is reviewed.
It is argued that ITTE research can be categorized into three paradigms: empirical, critical, and interpretive. The need for
a clear, multi-paradigmatic approach for future work is emphasized. Examples of exemplary work are cited. Conclusions suggest
needs for more sharing of information of “islands of excellence” in work on technology in teacher education, more case studies
on diffusion of innovation, more emphasis on bias-related findings from critical theory, and more development and dissemination
of resources and tools for using technology effectively in teacher education. Recommendations for further work in the area
also include emphasizing instructional design (ID) work to create innovations and recognizing the need for grounded, reflective
papers on innovative approaches that have been implemented and studied over several years. 相似文献
57.
Glen Coutts Rebecca Soden Liz Seagraves 《The International Journal of Art & Design Education》2009,28(2):194-206
This article reports on an evaluation to interrogate the efficacy of a Scottish Government sponsored initiative to introduce an arts‐infused education model to primary (elementary) and secondary (high) schools called Arts Across the Curriculum. Between April 2005 and December 2007 the evaluation team gathered data about this three‐year pilot project, using a variety of instruments including surveys, structured observations, interviews and video diaries. This article presents some of the findings from the evaluation and in particular it focuses on the artists' views of the efficacy of the project; in short we wanted to know how they ‘saw it’. It should be noted that the research team that evaluated the initiative had no say in the design of the project. 相似文献
58.
by John Coldron Ben Willis Claire Wolstenholme 《British Journal of Educational Studies》2009,57(3):245-264
ABSTRACT: This paper presents the findings from a study of the admission arrangements for all secondary schools in England. We sketch the history of selection, answer questions about the scale and extent of selection by attainment or aptitude including an account of partially selective schools, consider the similarity and differences between selection by aptitude and by attainment and analyse some of the issues associated with both kinds of selection. 相似文献
59.
Glenda Margaret Walsh Carol McGuinness Liz Sproule Karen Trew 《Early Years: An International Journal of Research and Development》2010,30(1):53-66
In the United Kingdom tensions have existed for many years between the pedagogical traditions of pre‐school, which tend to adopt developmentally oriented practices, and the more formal or subject‐oriented curriculum framework of primary school. These tensions have been particularly acute in the context of Northern Ireland, which has the earliest school starting age throughout Europe. In response to international research evidence and practice, a play‐based and developmentally appropriate curriculum, known as the Enriched Curriculum (EC), was introduced as a pilot in Year 1 and 2 classes in over 100 primary schools in Northern Ireland between 2000 and 2002 and continued until the Foundation Stage became statutory for all primary schools in 2007. This paper outlines four key lessons that have been learned from the first four years of the evaluation of this experience. These include the value and the meaning of a play‐based curriculum; the importance of teachers’ confidence and knowledge; teaching reading in a play‐based curriculum; and easing transitions in a play‐based curriculum. 相似文献
60.
Gabrielle Cliff Hodges Maria Nikolajeva Liz Taylor 《Children‘s Literature in Education》2010,41(3):189-206
The paper discusses the children’s novel Gaffer Samson’s Luck (1984), by Jill Paton Walsh, from three different perspectives; those of a cultural geographer, a literary scholar and an English
teacher. It is part of a larger research project on children’s perception of their place-related identities through reading
and writing. The novel is used as a case study to develop a multidisciplinary approach, drawing upon theories of literature
and reading, and a conceptualisation of space in cultural geography. Employing ideas from different disciplines, the paper
offers an original interpretation of the text as well as innovative analytical tools for future research and for classroom
application. 相似文献