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71.
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
72.
Cherene M. Ockerby Wendy M. Cross Brian C. Jolly 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):369-370
Novice nurses encounter numerous factors that impact on their learning in the complex healthcare workplace. Registered nurses often work one‐on‐one with novices as preceptors to facilitate the development of novices’ clinical skills and socialisation into the profession. This paper explores the concept of preceptorship from novice nurses’ and preceptors’ perspective, drawing upon data from a project between a large healthcare organisation and a university in Melbourne, Australia. The study, framed in ethnomethodology, included fieldwork observation, interviews and student surveys; this paper focuses on data collected over a series of individual interviews with nursing students (n = 28) and preceptors (n = 25). Thematic analysis yielded six key themes: workplace socialisation, empathy, individuality, willingness to engage, changing support and a realisation [by novices about the preceptor role]. Findings highlight the complexity of workplace learning that is influenced by the idiosyncrasies of the individuals involved and the social milieu in which the learning takes place. 相似文献
73.
74.
Wendy M. Smith-D'Arezzo Dorothy Jean Yocom 《Community College Journal of Research & Practice》2013,37(5):395-409
ABSTRACT This article describes the process of integrating special-education content into 2 delivery models used in 2 different general-education teacher-preparation programs for elementary-education majors at the University of Wyoming and Casper (Community) College. One program was the traditional 4- year undergraduate elementary-teacher preparation program; the other was a creative and resourceful way of offering the same program at one of the state's community colleges. The models were based on theoretical and practical applications of current teaching practices. These included the integration of special-education students into the general-education classroom. Students' reactions to what they were learning and implications for practice are included. 相似文献
75.
The history of early childhood teacher education in Australia dates back to 1897 with the establishment of the Kindergarten Union Teachers' Training College in Sydney. Since the 1970's, small, specialized, private teachers' colleges in each state have emerged to become part of the national government system of Colleges of Advanced Education (CAE's). These institutions had as a primary goal to teach rather than to conduct research about teaching. CAE's have historically been primarily responsible for vocationally-oriented professional courses of study such as nursing, teaching, social welfare, media and communications, fine arts and health studies. It was in this CAE's system where students were prepared to be early childhood, elementary, and secondary teachers. These programs lead to a three-year Diploma of Teaching or a four-year Bachelor of Education. This approach was based on the Australian pattern of specialized teacher training which was generally provided immediately upon graduation from high school. Universities provided training in early childhood-related areas such as psychology, psychiatry, social work and medicine but did not include specialized early childhood teacher preparation per se (although they do provide secondary teacher preparation). 相似文献
76.
Dona Matthews Joanne Foster Deborah Gladstone Jeannette Schieck Judy Meiners 《Journal of educational and psychological consultation》2013,23(4):315-345
Educators concerned about gifted learners are moving toward an evidence-based perspective focusing on children with exceptionally advanced learning needs who require flexibly responsive educational attention. This article describes two system-wide implementation experiences, one in a mixed urban/rural public school board and the other in an urban board of affiliated parochial schools, designed to meet the educational needs of diversely competent students. The authors discuss the intersecting roles of consultants, teachers, administrators, and parents, and some creative applications they have implemented that illustrate a respect for (a) teachers' professionalism, (b) individual developmental diversity, and (c) context-specific opportunities and constraints. The authors discuss ways that this flexible collaborative approach to integrating consultative processes into board-wide practices addresses the diverse educational needs of gifted learners, and also encourages high-level outcomes in learners not formally identified as gifted. 相似文献
77.
Over the course of several years, the award-winning adolescent novel, Roll of Thunder, Hear My Cry , was used as the centerpiece for a study of white, female preservice teachers' perceptions of race as an issue in classroom discourse. Invented dialogues created by these preservice teachers were examined to learn more about the issues that troubled them as they considered teaching this novel in the future. They identified language, "reverse racism" and creating distress among children as particularly salient concerns. Examples from these teacher candidates are explicated and theorized. 相似文献
78.
Dan J. Miller Garry Kidd Peter T. F. Raggatt Kerry Anne McBain Wendy Li 《Communication Research Reports》2020,37(3):110-121
ABSTRACT The idea that pornography promotes sexism is a commonly purported one. This study employed an online sample of heterosexual men (N = 323) to investigate the relationship between pornography use (in terms of both overall level of pornography use and use of violent and/or humiliating pornography) and old-fashioned and modern sexism. The moderating effects of agreeableness and perceived realism of pornography were also assessed. Level of general pornography use and use of violent and/or humiliating pornography was not predictive of either sexism measure. Agreeableness was negatively predictive of both sexism measures, whereas perceived realism was positively predictive of sexism. Agreeableness and perceived realism did not moderate the relationship between level of pornography use and any of the outcome measures. 相似文献
79.
80.
In this paper, we examine the various nuanced dimensions of adolescents' dispositions towards reading in one secondary school in Singapore, where a high‐stakes examination culture often threatens to colonise the practices of leisure reading. Our focus is on the better and more avid readers as they were the ones that developed the more negative attitudes towards reading at the end of their first year in secondary school. Our analysis found that there were no significant differences between boys and girls in their declining attitudes, and that for both ‘intrinsic motivation’ saw the greatest decline. However, attitudes related to learning orientation remained stable, suggesting both the impact of constraints in an exam‐oriented educational structure as well as possibilities for developing reading pedagogy and adolescent reading programmes. We argue that the more educators are aware of the multidimensionality and complexity of the attitudes and values that students bring to their reading, the more effectively they will be able to design and implement programmes and pedagogy to foster positive attitudes and promote a lifelong love for reading. 相似文献