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71.
72.
Signature pedagogies [Shulman, L. 2005. “Signature pedagogies in the professions.” Daedalus 134 (3): 52–59.] are a focus of teacher educators seeking to improve teaching and teacher education. The purpose of this paper is to present a preliminary common language of signature pedagogies for teacher professional development (PD). In all, 24 papers from the study of physical education PD projects with clearly articulated pedagogical objectives and documentation on achieving those objectives were included in the analysis. In total 479 teachers and 48 facilitators across the US and Europe were interviewed and/or surveyed. Three discrete PD signature pedagogies holding potential to enhance teacher growth and learning within the context of PD were identified: critical dialogue (process of acquiring knowledge through communicative interactions), public sharing of work (testing out practices in classrooms and share ideas with larger audiences), and communities of learners (collective learning around a shared concern or a passion). It is our hope in providing the beginnings of a common vocabulary for pedagogies of teacher professional learning we have encouraged additional steps toward developing signature pedagogies for learning across different PD settings and content areas. 相似文献
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74.
ABSTRACTThis paper explores the tensions that exist between the recognition of the importance of ethnicity and culture for individual and group identities without essentilisation, by reframing conceptualisations of multi- and interculturalism. Drawing from our ongoing ethnography conducted with a research community of Alaska Native PhD candidates involved in participatory action research, we examine how situated and multiple positionalities enacted through participation in Engeström’s concept of an ‘activity system’ can: (a) contribute to the ‘doing’ of ethnography and provide an analytic framework for ethnographic research; and, (b) contribute to understandings of multi- and intercultural education that promote the questioning of hierarchical power structures through dialogue aimed toward equity and social justice. 相似文献
75.
Assessment and outcomes measurement is receiving considerable attention in higher education nationwide. But what are colleges and universities doing and calling assessment? To answer these and other questions, a telephone survey was conducted with a sample of large, research universities. Responses to the survey are presented and discussed in this paper. Results indicated limited university involvement in activities commonly associated with the current assessment “movement,” i.e., measures of added value or student progress and growth. Instead, much of the reported activities are “traditional” testing and evaluation activities such as placement testing and student evaluation of instruction. In sum, assessmentis evaluation at large, research universities. 相似文献
76.
In a direct comparison, flavor-cued rats learned to avoid shock in a two-way shuttlebox as well as, or better than, tone-cued rats. These results stand in contrast to the prevalent view that rats encounter difficulty in forming flavor-shock, but not tone-shock, associations. In attempting to account for this contrast, we note that experiments revealing cue-modality specificity employ an aversion paradigm and record ingestive behavior. It is argued that both the paradigm and the dependent variable are inappropriate for assessing shock-avoidance learning, and that cue-modality specificity in such a setting reflects paradigm and response choice rather than a general characteristic of rats. 相似文献
77.
Agreement on mission and institutional responses to decline 总被引:1,自引:0,他引:1
Barbara Parker 《Research in higher education》1986,25(2):164-181
This study of 56 small- to medium-sized institutions of higher education examines the causal paths between agreement on mission and severity of decline as they predict two types of responses to decline. The mediating effects of causal attributions are also examined. The results suggest that agreement on mission is the better predictor of responses; organizations with a high agreement on mission select fewer operating and strategic responses. An interpretation for these findings is that organizations with a high internal agreement on mission more selectively pursue responses to decline. Decline severity is shown to be of limited value in directly predicting responses to decline for this sample. 相似文献
78.
David Parker 《The International Journal of Art & Design Education》2001,20(3):296-301
The Education Projects section of the British Film Institute (bfi) is engaged in a range of activities which explore the ways in which moving image media might redefine the current curriculum. In the long term our aim is for this work to effect change at policy level by raising awareness of the educative potential of moving image media both as a means of contextualising other subject areas and as an area of study in its own right. This paper describes the rationale behind one pilot project based in a number of Education Action Zones (EAZs). The aim of the project — called ‘Story Shorts’— is to use films as a resource to develop both print literacy and cineliteracy. After an overview of current research in the area of media and literacy, this paper moves on to describe the ‘Story Shorts’ pilot in some detail. It then focuses on some of the theoretical arguments which suggest this kind of scheme may be a way forward for new curriculum design. 相似文献
79.
Michelle R. Marchant Brock R. Solano Adam K. Fisher Paul Caldarella K. Richard Young Tyler L. Renshaw 《Psychology in the schools》2007,44(8):779-794
There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007. 相似文献
80.
This paper outlines key ideas in phenomenology and phenomenological psychology in order to clarify some of the processes which are used in ecosystemics. Occasionally writers take the view that a phenomenological approach indicates simply that we are concerned with an individual's experiences or that we are dealing with subjective perspectives. This paper shows that the important theoretical perspectives and specific techniques of phenomenological psychology provide the basis for important aspects of the ecosystemic approach. 相似文献