Rewarding the resident teacher

Residents routinely make significant contributions to the education of medical students. However, little attention has been paid to rewarding these individuals for their involvement in these academic activities. This report describes a program that rewards resident teachers with an academic appointment as a Clinical Instructor. The residents participate in the laboratory portion of the anatomy program at the Cleveland Clinic Lerner College of Medicine. They prepare weekly cadaver dissections and present these dissections to the first year medical students. Guidelines developed by the anatomy faculty and approved by the appropriate committees at both the Cleveland Clinic and Case Western Reserve University establish requirements that a resident must meet to qualify for an academic appointment. Evaluation of this program indicates that it has been very successful based on medical student feedback, resident interest in gaining teaching experience, and residency directors appreciation of the opportunity for residents to gain valuable teaching experience in an academic setting.     

面向核心素养的安倍课程改革

日本最长执政首相安倍晋三在第二次执政期间推行了一系列教育改革.在课程改革方面,第二次安倍政权不仅继承了"宽松教育"时期的"生存力"核心素养理念,而且通过更加具体化的"资质能力"概念完善和发展了"生存力"核心素养理念,并通过建立面向社会的课程体系、提倡"主体性对话性深度学习"的教学方法,强化学校层面的"课程管理"等三大举...     

基于儿童发展观的少儿图书馆馆员职业素质研究

[目的/意义] 少儿图书馆是儿童社会教育的重要机构,对少儿图书馆馆员素质研究有利于提升少儿图书馆服务质量,促进儿童发展。[方法/过程] 从儿童发展观的发展方式、发展目标、影响发展的关键因素出发,对馆员职业素质结构和内容进行分析。[结果/结论] 少儿图书馆馆员要能够以儿童身心发展规律为基础创设阅读环境,以促进儿童发展为目标设计阅读活动;需要在通识知识基础上具备学科专长,并通过阅读活动提升儿童学习品质;能够在阅读文本、阅读活动与社会生活间建立联系,具备与社会相关儿童教育机构进行合作的能力。     

论运动休闲产业构建中的核心竞争力

作为一个新兴产业,运动休闲产业必须积极构建其自身的核心竞争力,才能在复杂的市场竞争环境中赢得健康、可持续发展的生命力.为此,运动休闲产业需要突出自身产品的特性,即:文化性、亲自然性和体验性.为应对来自产业内部和产业外部的竞争,运动休闲产业还必须重视产业间和产业内部企业间的联合,发挥资源共享的优势,形成自身的核心竞争力.     

理解的“回归对应”逻辑及其课堂实现——基于诠释学的解读

作为人的自我重塑活动,理解始终是课堂教学的基础和质量表征。已有研究缺乏诠释学一般理解逻辑和课堂本性的把握,难以彰显课堂理解的本质。长时段历史考察及逻辑分析表明,诠释学转向催生了理解的"回归对应"逻辑:理解即理解文本创生的世界,世界间遵循回归原理,世界内恪守对应法则。课堂中的"回归对应",意味着人类优秀文化作品是理解的对象,教师不是理解者,而是学生理解的引导者,发展学生理解力是课堂的终极目标。"回归对应"的课堂实践,要把学生理解力的培育植于理解活动之中,提升教师引导理解的能力,注重学生理解方法的教导。     

知识促进学生发展的条件及过程

化解知识学习与学生发展悖离的现实困境,需要思考知识促进学生发展的条件和过程等问题,促成知识向学生核心素养的转化。知识与学生发展的内在关联为知识促进学生的发展提供了条件,其中知识为学生发展提供可能条件;知识学习活动为学生发展创造现实条件;知识转化为核心素养为学生发展建构必要条件。知识促进学生发展的过程是在学生能动的学习活动中实现的,经由整体感知知识的初识阶段、自主建构知识的互动阶段和知识与素养互契转化的融合阶段,知识转化为学生的核心素养,从而实现学生的发展。     

谈图书馆核心竞争力的培育

培养图书馆的核心竞争力是充分发挥图书馆的作用并推动图书馆可持续发展的一个主要途径。在目前的情况下,应在文献资源、服务方式以及人才队伍等三个方面来着手图书馆核心能力的培育。参考文献12。     

The views of Nigerian teachers in public and private primary schools on the teaching of early literacy in English

Drawing on the bilingual policies and biliteracy programmes of African nations, this paper discusses the context of literacy education in Nigeria and examines Nigerian early literacy teachers’ attitudes to teaching literacy and literacy teaching practices as informed by the National Policy on Education, Primary English Language Curriculum and the teaching–learning milieu. The paper also reports the findings of a survey in which respondents to a questionnaire expressed their views and understanding of the primary English curriculum and their own relations and experiences with it, as well as their own competencies and self‐concept as literacy teachers. Results indicated the need to train Nigerian teachers to adopt a much wider perspective in literacy, which recognises the opportunities for developing the interrelated strands of literacy. Governments should also consider practising teachers’ professional identities and growth in decision‐making and curriculum development. This will enhance their understanding of ideologies in policy and practice.     

University teachers as versatile masters: Evaluating the effectiveness of a professional development programme on student-centred teaching competencies

In the ever-changing higher education climate, university teachers often rely on traditional, teacher-centred educational practices. While universities worldwide attempt to improve teaching quality by investing in professional development, many university teachers do not receive formal teaching training – even though teaching is often the largest part of their job responsibility. This study explores the effects of an evidence-based professional development programme dealing with student-centred, active learning on the teaching competencies of university teachers. A total of 189 Polish university teachers participated in a five-day study visit at Ghent University (Belgium). The university teachers were invited to complete a pre- and post-questionnaire. The results reveal that, after the study visit, the participants do not only feel more capable in their roles as (a) educational designer, (b) classroom manager, (c) assessor, (d) educational technologist, (e) differentiator, (f) lifelong learner/innovator, and (g) quality guard, but also effectively plan to change their behaviour regarding these roles and believe significantly more in their importance. The results show that professionalisation initiatives have the potential to change university teachers’ behaviour, capabilities and beliefs concerning more student-centred teaching for the better. The article concludes, however, by implying that contextual factors, such as the institution’s professionalisation policy, too impact the success of professional development initiatives.     

Profiles of self-perceived competencies and conceptions of academic writing in university students / Perfiles de competencias y concepciones sobre la escritura académica en estudiantes universitarios

Abstract

This study analyses Spanish undergraduates’ perceptions of their competency in academic writing, as well as their perception of the criteria that define its quality. We identified student profiles and examined their relationship with (1) certain sample characteristics, such as years of university experience, area of study and students’ gender, and (2) variables related to the process of writing, namely the students’ perception of the writing process and the importance they attribute to its characteristics. The data obtained came from the European Writing Survey (EUWRIT) which was administered to 1,044 students from nine Spanish universities. Profiles were identified by means of k-means cluster analysis. The relationship between these profiles and the variables studied was examined by means of chi-squared analyses and univariate ANOVAs. Two profiles were identified: students who are confident about their writing skills and who acknowledge the importance of writing in their field of knowledge; and students who are relatively confident about their writing ability and who consider writing to be relatively important in their subject area.