主体协同教学：内涵、策略与价值

主体协同教学扎根于坚实的科学理论基础之上,应用并完善于教学实践之中,以现代教育价值观为指导,坚持新课改＂发展为本＂的理念,以主体协同为基础,以信任合作为前提,以合作学习为方式,以适合性教育为原则,以提高学生的思维能力、创新能力为宗旨,以教师、学生、家长等多主体协同、全方位互动为机制,以学生的精神生命参与为动力,倡导主体互补选择策略、目标问题导向策略、教学环节设计策略、独立合作交替策略、知识建构内化策略和措施自我改进策略,理顺并聚合教育力量,优化并整合教学程序,渗透并融合现代教育价值观,突破传统教学的时空局限,以实现提高教学效率、提升教师专业能力、促进学生和谐发展的目的。     

“协同创新”理念推动高职院校提升社会服务能力的实践与探索

以"协同创新"理念为指导,从本校食品与生物工程系协同创新基地建设的实践经验出发,探讨了高职院校拓展资源、锻炼内功、提升社会服务能力的途径,重点围绕机制建设、技术服务、人才服务等方面展开讨论,为其他高职院校深入领会和实施"协同创新"、促进社会服务能力的提升提供参考。     

创业型高职院校创业模式案例研究

在建设创业型高职院校的理论与实践探索中,各地的探索者从高职的培养目标和自身的特点出发,创造了一些行之有效且具有示范引领作用的创业模式极其成功的范例。其中具代表性的主要有：校企合作,互利互惠,探索新型办学体制;前校后厂,工学交替,创新人才培养模式;提供平台,创设实境,强化创新创业教育等。     

Workload and willingness to change: disentangling the experience of intensification

Teachers are facing an increasing number of changes in their job context, many of which significantly affect their work lives. This study offers a theoretical understanding of the changes in teachers’ working conditions, starting from the intensification thesis. The case study of a Flemish (Belgian) elementary school shows the existence of various and mutually reinforcing sources of intensification. Those sources emerge not only from outside school (e.g. policy‐makers and society), but also as teachers impose their own standards on their work. The case study exemplifies the compelling (and thus intensifying) character of a collective norm of willingness to innovate. However, this norm seems to act paradoxically: both as a support in dealing with external pressure and as an intensifying factor, increasing the workload. The possibly intensifying impact of changes on teachers’ working conditions is mediated by the school organization as well as the personal interpretative framework (sense‐making) of individual teachers.     

Effects of feedback on collaborative writing in an online learning environment

The need for supporting student writing has received much attention in writing research. One specific type of support is feedback—including peer feedback—on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online environments. This article reports on research that tries to determine what type of feedback best improves the quality of collaborative writing and what the effects of feedback are on student learning in an environment based on asynchronous written communication. The results reveal that concerning the type of feedback, epistemic feedback or epistemic and suggestive feedback best improve the quality of collaborative writing performance. The nature of the feedback-giver (whether teacher feedback or teacher and peer) makes a difference to the final text only when the feedback is epistemic, or epistemic and suggestive.     

Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.     

Nothing about us without us! Youth-led solutions to improve high school completion rates

This Youth Participatory Action Research (YPAR) study represents a collaboration with six students from alternative education to inquire about the experiences of vulnerable youth – students in alternative education and youth who have dropped out of school. Utilizing the Enhanced Critical Incident Technique, youth researchers asked their peers what helped and hindered their retention and success in mainstream and alternative education. Youth researchers engaged in authentic participation and took part in the iterative phases of YPAR – critical reflection and social action. Their involvement empowered them to advocate for their peers by disseminating the results and recommendations to key stakeholders within the community. Youth researchers conducted semi-structured interviews with 18 participants. Overall, the findings show that relationships with staff and peers, flexibility, psychosocial and academic supports, and personal circumstances are vital in helping vulnerable students succeed in school. Engagement in YPAR provided insight into working with vulnerable youth in a manner that promotes agency and social change within educational institutions.     

Building collaborative structures for teachers’ autonomy and self-efficacy: the mediating role of participative management and learning culture

This study focused on the collaborative structure-building behavior of school principals and examined how such behavior affects teacher empowerment. More important, it tested the mediating effects of participative management and learning culture. By collecting nested data from 104 schools in Hong Kong and adopting multilevel structural equation modeling, we found that teachers’ sense of autonomy and self-efficacy were correlated at the individual level but were independent at the school level. The effect of building collaborative structures on teachers’ self-efficacy was mediated by both participative management and learning culture, whereas the effect on autonomy was mediated by participative management only. The findings contribute to the literature in at least 2 ways. First, the inclusion of both principal leadership and school-level factors provides more refined predications of teacher empowerment. Second, the testing of the theory-grounded hypotheses in an Asian society verifies the validity of certain cultural assertions about this region.     

Collaborative knowledge-making in the everyday practice of youth suicide prevention education

The development and implementation of a new school‐based suicide prevention education programme in one secondary school in Vancouver, British Columbia, recently provided us with an opportunity to conduct an in‐depth, qualitative case study. The purpose of our study was to deepen our understanding of how school‐based suicide prevention education programmes like this one get planned and enacted in particular, local settings. We argue that the narrow range of methodologies that have traditionally been deployed to study school‐based youth suicide prevention education programmes have hindered our ability to see the complexities and potentialities of this work. Through the presentation of a sub‐set of findings, we aim to show the possibilities for fresh thinking and contextualized understandings that a qualitative case study, informed by a constructionist methodology, invites.     

From Mentorship to Tenureship: A Storied Inquiry of Two Academic Careers in Education

This article details a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring and describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process. Data were collected from written narratives, correspondence, and conversations within a mentorship program. Three dimensions of narrative inquiry are used to explore the themes of writing as nurturing the mentoring relationship and the assimilation into the academy: fear and anxiety along the tenureship path, building community and a collaborative mentorship, and balance between life and academia.