Strength,Weakness, Opportunity,Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.     

Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity

This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos.     

How can pre-service primary teachers' perspectives contribute to a pedagogy that problematises the ‘practical’ in teacher education?

This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed.     

职业教育学的研究起源

从职业教育学的角度，职业教育研究萌芽于16世纪的前工业化时期，从早期行会的视域中脱离出来，开始关注社会需求。工业化时期的职业教育研究较多地致力于师资培养、学校教学、信息分类及结构化，并形成了支撑体系的著述、期刊与机构。后工业化时期，关注点侧重于职教政策、人才培养、职普融通、课程及标准化等问题，研究机构进一步完善。近来，研究标准的确立，典型试验与伴随研究，工作与学习及人格发展等，成为需要优先关注的领域。     

Gamifying your Teaching: Guidelines for Integrating Gameful Learning in the Classroom

Gamified teaching is a pedagogical strategy that utilizes principles of gaming in the structure of assignments and grading. When students are allowed to engage in gameful educational experiences, they are given the freedom to choose their own pathway through assignments in order to better customize their learning. This article presents a rationale for gamified teaching and outlines the various elements of this instructional approach. In addition, guidance is provided on how to convert a traditional course to a gamified class.     

家园难觅情归何处——论20世纪80、90年代女性散文的不同特点

20世纪90年代的女性散文文本在女性意识的表达,对两性关系的探索及艺术表达方式方面与80年代散文都有很大的不同,这种不同背后又有着复杂的社会文化原因.     

职业教育学研究的未来范式——以问题为中心的跨学科研究

目前职业教育研究尚未形成共有"范式",研究者在不同的理论框架下讨论相同的问题时产生了很多分歧。范式对学科发展起到很大的推动作用,职业教育学研究也需要一个共同的研究模式,职业教育学学科建设关注职业教育实践问题的同时也要构建理论体系。无论从实践层面还是理论层面上看,以问题为中心的跨学科研究将成为职业教育学研究的未来范式。     

教育学的重构:问题的发现与悖论的揭示

“教育学的重构”首先要展开对问题的研究和悖论的揭示,它不仅构成对教育理论工作者的思想深度与智慧、勇气的最大挑战,同时也为重构新的教育学勾勒出大致的蓝图并预测其未来可能的走向。教育学重构有宏观的动因与文化背景,第三次知识转型引发了教育学“地震”,而且教育学的重构会涉及到一些最为关键性的问题。     

汉代引礼入法的理论与实践述论

引礼入法是中国古代政治和法律史上的重要内容。在汉代,引礼入法理论得到不断发展,并大量运用于法律实践,呈现出法律的儒学化和礼治的法律化等特征。先教后刑、“原心论罪”、“亲亲得首相匿”和司法官吏的儒生化等构成了汉代引礼入法的主要内容。     

新时期女性文学主题的嬗变

新时期女性文学经历了漫长的历史地表之下的生存,在思想解放的春风中开始痛楚而柔韧的复苏。新时期女性文学从文化“寻父”到“弑父”,从“寻母”情结到“憎母”情绪,从退守女性“私人生活”到展开“一个人的战争”,写作主题不断变迁。本文通过阐述女性文学寻找男人———否定男人———追溯母体———回归自我的精神旅程,旨在呈现女性意识不断发展与成熟的过程。