Love acts and revolutionary praxis: challenging the neoliberal university through a teaching scholars development program

ABSTRACT

There has been significant interest in developing academics through Teaching Scholar Development Programs across the USA, Canada, the UK, and more recently in Australia. At their core, such programs develop academics across teaching scholarship, leadership, promotion, and award opportunities, where universities reap the benefits of developing such a cadre of leaders. This paper pays witness to one such a program in an Australian university to highlight enactments of caring passionately. We use qualitative survey evaluation data, metaphor analysis and reflective practice to nuance the pleasures, passions and challenges of the lived experiences using phenomenological and metaphor lenses to describe our experiences. Metaphors provide powerful insights into the dimensions of experience as they open up how programs are perceived and experienced. Our paper disrupts traditional linear writing through rhizomatic, multivocal and multitextual encounters to challenge dominant authorial voicing. The academic identity work and emotional work required in the program is unfolded through evolving, experiencing and reflecting on the program to inform design and highlight what we have come to (re)value in our academic work when we come together to learn, share, and lead. We forge ways to be and become with and against neoliberal agendas that have choked the soul of ‘the university’ to evolve rich spaces and practices of/for reciprocity and kindness where not only learning can thrive, but where love acts – a much needed revolutionary praxis for our time.     

教育技术学究竟是什么？——解读加涅教育技术观引发的思考

本文对加涅教育技术观的形成及其内在结构进行了梳理和探析,并结合作者自己的理解予以阐释,对教育技术学究竟是什么以及学科发展趋势、专业人才培养等问题发表了个人看法,期望能够为我国教育技术学的学科建设与发展带来一些启示.     

Increasing the quality of educational intervention research: The need for stronger leaders

This response to Pressley and Harris's methodological paper emphasizes the difficulty of doing valid educational intervention research as well as some of the social/political/psychological factors that influence individual researchers to submit flawed studies for publication. Although individual researchers should take personal responsibility for the scientific integrity of their work, the primary impetus for change in the quality of published research should come through strong editorial leadership from the scientific journals that publish the research.     

教师教育课程改革的道德诉求

师德建设面临的现实挑战、国家一系列教育政策的推动以及教师教育课程改革自身的要求推动着人们关注教师教育课程改革过程中的道德伦理价值。现今大多数教师教育课程改革面临着道德经验不足、改革的道德正当性缺失、改革的领导模式封闭、改革中带有“绩效表现色彩”的形式化和功利化趋势等问题。关注教育课程改革的道德诉求应将社会主义核心价值观纳入教师教育课程体系,加强民主决策,凝聚价值共识,警惕改革阻挠及风险,恪守道德领导。     

面向对象方法在教学设计中的应用研究

首次提出面向对象教学设计(OO-ID)方法的基本体系框架,借助于统一建模语言UML构建了教学设计(OO-ID)方法视图体系、教学需求模型、教学过程模型,完成对整个教学设计的建模。为传统的教学设计引入新的方法和思珞。     

Leadership mentoring: a survey of early career psychologist leaders

Health service psychology has been slow to create a leadership mentoring model. A survey of former chairs of the American Psychological Association of Graduate Students and American Psychological Association’s Committee on Early Career Psychologists revealed that: (a) early career leaders had at least one mentor who explicitly supported their leadership development; (b) these mentoring relationships were both formal and informal; (c) peer mentoring was invaluable for fostering success; and (d) mentorship relationships were critical in preparing respondents for their roles. A preliminary framework and associated guidance for leadership mentoring in psychology is proposed.     

Academic Mobbing in Relation to Leadership Practices: A New Perspective on an Old Issue

Abstract

Constant pressures emanating from internal and external environments of the academy have resulted in many changes, one of which is the workplace mobbing, an old issue for the broader field of organization science but a relatively new phenomenon in the academic context. This study investigated the relationship between workplace mobbing and academic leadership and the results indicated that the more positive leadership there is in an institution, the less mobbing behaviors are observed.     

元认知研究与教学设计

信息化社会,知识以爆炸式的速度增长,依赖传统体制教授知识已不能满足时代的要求,迫切要求学生学会学习。培养学生的元认知能力对于学生学会学习至关重要,教学设计的各个环节,内容分析、学习者分析、目标制定、策略选择和成果评价,都应考虑元认知因素。     

"试卷及学生学习情况分析信息系统" 的数学模型及设计

教学信息反馈是保证远程教育教学质量的一个重要环节。“试卷及学生学习情况分析信息系统”的设计目标是收集学生的答题信息,根据S—P数学模型对答题信息进行多种处理,并将结果报告给教师,教师可获得并及时向学生提供反馈信息,诊断教学问题。系统的基本构成包括3部分:输入、反馈器、数据处理器和接口。     

A Retrospective View of the National Board Certification Process

National Board Certification (NBC) is a voluntary yet advanced teaching credential that goes beyond the typical state licensure requirement (NEA, 2015 National Education Association (NEA). (2015). National Board Certification of Teachers. Retrieved from http://www.nea.org/home/31738.htm [Google Scholar]). The purpose of this study is to determine the perspectives of teachers who have completed and achieved NBC, and specifically how it has impacted them as classroom teachers. Using data collected via a survey, this study provides an overview of the perspectives of 496 National Board Certified Teachers centered on the Five Core Propositions of the National Board for Professional Teaching Standards. The findings of this study revealed statistical significance on teachers’ reported growth in areas such as leadership, effective instruction, and subject mastery as a result of NBC. Findings also suggest positive change on each of the Five Core Propositions, such as "teachers are committed to students and their learning," as reported by teachers.