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991.
Young people, particularly girls, constructed in the education system as having behavioural, emotional and social difficulties are amongst the least represented voices in research. Frequently denied a place to speak from, we direct attention to the importance of hearing girls, who are troubled and troubling—deviating from the rules of school and the norms of their gender—speak about their dis/engagement in education. We argue that participatory research methods can provide meaningful ways for girls to construct and better understand their own narratives. In so doing we draw on our ongoing research in England with teenage girls excluded from mainstream provision. Findings from analysis of their narratives are discussed in relation to voice, space, audience and influence. This process reveals the significance of hearing and responding to the multilayered complexities of girls’ voices in purposeful ways. 相似文献
992.
This paper explores reasons why secondary schools with a religious character have pupil intakes that are of a higher social background and ability than their secular counterparts. We show that this is especially true across all regions in England once the characteristics of the pupils living in the local neighbourhoods are taken into account. Data from the National Pupil Database and the Longitudinal Survey of Young People in England are combined to show that likely reasons for this are complex. Parents reporting a religious affiliation are more likely to be better educated, have a higher occupational class and a higher household income. We also show that higher‐income religious families are more likely to have a child at a faith school than lower‐income religious families. Policy implications regarding the state‐funding of faith schools are discussed. 相似文献
993.
This paper explores the issues that secondary history teachers on an initial teacher education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers’ personal concerns. A framework for analysing trainees’ stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course. 相似文献
994.
Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory
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Many pre‐health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well‐planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy. This article assesses which study habits are associated with course success and whether course design influences study habits. Surveys (n = 1,274) were administered to students enrolled in three undergraduate human anatomy laboratory courses with varying levels of cooperative learning and structured guidance. The surveys collected information on potential predictors of performance, including student demographics, educational background, self‐assessment ability, and study methods (e.g., flashcards, textbooks, diagrams). Compared to low performers, high performers perceive studying in laboratory, asking the instructor questions, quizzing alone, and quizzing others as more effective for learning. Additionally, students co‐enrolled in a flipped, active lecture anatomy course achieve higher grades and find active learning activities (e.g., quizzing alone and in groups) more helpful for their learning in the laboratory. These results strengthen previous research suggesting that student performance is more greatly enhanced by an active classroom environment that practices successful study strategies rather than one that simply encourages students to employ such strategies inside and outside the classroom. Anat Sci Educ 11: 496–509. © 2018 American Association of Anatomists. 相似文献
995.
Stuart R. Poyntz Rebecca Coles Heather Fitzsimmons-Frey Alysha Bains Julian Sefton-Green Michael Hoechsmann 《牛津教育评论》2019,45(2):258-278
ABSTRACTThe ‘learning city’ contains a range of non-formal learning economies. In recent years researchers have focused on, what has been termed, the non-formal arts learning sector, to document best practices, the emergence of new literacies and/or cultural practices, and to highlight interventions that support otherwise marginalised and underserved communities. Yet, for all of this attention, the non-formal learning sector has remained an opaque object, defined by hazy boundaries, diverse programme structures, and a presence in cities that is difficult to grasp. In this paper we develop an account of the non-formal arts learning sector for socially disadvantaged youth by treating it as a ‘socio-technical assemblage’ of the learning city. We draw on data from the Youthsites research project and examine the history, priorities, and tensions in the sector between 1995 and 2015, a period when the youth arts sector has become a significant feature of urban space. We trace the emergence of the sector in three global cities, analyse a series of paradoxes linked to income and property, the labelling of youth, and organisation aims, and show how these paradoxes shape the sector’s broader relationship with the state, labour and consumer markets, and related institutions that allocate support for young people. 相似文献
996.
Tomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner. 相似文献
997.
This study demonstrated the benefit of teaching text comprehension strategies to adults who are poor readers. Subjects (n=90) were students enrolled in adult education programs who earned a score of 90 or above on theSlosson Intelligence Test and a score equivalent to a 3rd–7th grade reading level on theNelson Denny Reading Test. These subjects were randomly assigned to one of three experimental or two control conditions. Experimental conditions were: self questioning and summarizing instruction (total condition); self questioning instruction only; or summarizing instruction only. Control conditions were: tests and experimental materials without instruction; or tests only. Experimental subjects were instructed in small groups for six 45 minute sessions using an instructional method which features informed self control training and guided learning. Analyses of covariance showed significant differences between the performances of the groups. On one measure, a question task, subjects who self questioned and summarized, and subjects who self questioned, significantly out performed the two controls. On a second measure, a free recall task, subjects who self questioned and summarized significantly outperformed control groups combined. Contrary to expectations, the self questioning and summarizing condition (total condition) did not significantly outperform the other experimental groups. 相似文献
998.
混合式学习获得成功的重要因素:五种假设 总被引:2,自引:0,他引:2
基于面对面学习与数字化学习的经验,混合式学习作为二者的结合,成为当前富有前景的学习概念。但是混合式学习能否有效促进学习?哪些是影响混合式学习获得成功的重要因素?从教学方面来讲,要使混合式学习发挥真正的效用,必须正确认识混合式学习的经济价值和教育价值,用课程理念来设计学习过程,根据学习需求选择学习工具,综合考虑教学元素,帮助学生和教师做好新角色的准备。 相似文献
999.
Pigeons were trained on a two-choice simultaneous discrimination (red vs. green) that reversed midway through each session.
After considerable training, they consistently made both anticipatory errors prior to the reversal and perseverative errors
after the reversal, suggesting that time (or number of trials) into the session served as a cue for reversal. In Experiment
2, to discourage the use of time as a cue, we varied the location of the reversal point within the session such that it occurred
semirandomly after Trial 10, 25, 40, 55, or 70. Pigeons still tended both to anticipate and to perseverate. In Experiment
3, we required 20 pecks to a stimulus on each trial to facilitate memory for the preceding response and sensitivity to local
reinforcement contingencies, but the results were similar to those of Experiment 2. We then tested humans on a similar task
with a constant (Experiment 4) or variable (Experiment 5) reversal location. When the reversal occurred consistently at the
midpoint of the session, humans, like pigeons, showed a tendency to anticipate the reversal; however, they did not show perseverative
errors. When the reversal location varied between sessions, unlike pigeons, humans adopted a win–stay/lose–shift strategy,
making only a single error on the first trial of the reversal. 相似文献
1000.
This article explores the pedagogical virtue of open‐mindedness in practice and its relationship to epistemic justice through analysis of a fictional, narrative case. The case focuses on a young white woman who attempts to implement a pedagogy of open‐mindedness as she teaches a unit on the civil rights movement. After presenting the case scenario, Tadashi Dozono and Rebecca Taylor examine three tensions that arise for teachers as they seek to enact a pedagogy of open‐mindedness. First, what form of open‐mindedness should guide them? Second, how should they respond to limits in their own knowledge and understanding? And finally, how should teachers exercise authority within a pedagogy of open‐mindedness? Their analysis confronts the tension between the teacher's own open‐mindedness, on the one hand, and the teacher's subject position, on the other. Through this exploration of open‐mindedness, Dozono and Taylor argue that, in practice, teachers must counteract legacies of epistemic injustice as a necessary part of cultivating their own and their students' access to open‐mindedness. 相似文献