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31.
Anne Swenson Ticknor 《Teaching Education》2013,24(4):383-399
This article looks closely at the talk of two pre-service teachers over time to examine how they used language as a way of rehearsing their evolving agency as literacy educators. Drawing on critical sociocultural theory, I use Agency Tracing to highlight how pre-service teachers’ agentic actions are not isolated phenomena but ones developed and planned with others in language. Through rehearsals, they considered possible options and outcomes of actions before taking risks, therefore bolstering their confidence to act and resist individual and institutional Discourses of literacy. Analysis reveals that because pre-service teachers rehearse agency over time via language, such agency can be developed in teacher education coursework and field experiences. Findings indicate four recommendations to foster agency: rehearsals over time, dissonance to the point of frustration, observations and approximations in field experiences, and interactional spaces for critical reflection. 相似文献
32.
Edd Pitt Margaret Bearman Rachelle Esterhazy 《Assessment & Evaluation in Higher Education》2020,45(2):239-250
AbstractThe literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of understanding and using performance information is a larger conceptual leap for some students than others. In this paper, we consider issues surrounding the transition to new modes of feedback, focussing on what is needed for those who find study difficult and persistently are disappointed by their levels of attainment, to benefit from and take advantage of our feedback pedagogies. We examine literature advocating strategies such as increasing agency, using praise, developing feedback literacy and cultivating a growth mind-set. We argue that students who underachieve may benefit from strong relationships with educators and peers, exposure to feedback rich, low stakes environments, which permit repeated integrations of practice and feedback, and building feedback literacy through peer assessment activities. 相似文献
33.
“胜利行动”是冷战初期美国对危地马拉阿本斯政府开展的一项隐蔽行动。,美国打着“反对共产主义”的旗号对危地马拉进行干涉并最终颠覆了拉丁美洲民主政权。行动从策划筹备到具体实施都是在极端保密的情况下进行的,内幕鲜为人知。近年来,随着美国历史档案的不断解密,整个行动的来龙去脉才慢慢呈现在世人面前。“胜利行动”不仅严重阻碍了危地马拉的民主改革进程及社会进步,还为美国中央情报局在拉丁美洲开展隐蔽行动树立了一个模式。 相似文献
34.
曹鹏 《佳木斯教育学院学报》2014,(10):39-39
2013年以来,民间投融资中介机构超常发展,作为一种从民间发展起来的新型业态,在短时间内呈现出爆炸式增长。民间投融资中介机构在丰富民间金融市场,拓展投融资渠道的同时,风险逐步上升。据调查了解,投融资中介机构存在不规范行为和超范围经营情况,甚至涉嫌非法集资,法律风险显现亟需关注。 相似文献
35.
为了解全域城市化进程中大连市城镇机构养老的发展状况,分析存在的原因和问题,为大连市各级相关部门制定养老政策、完善养老服务体系等提供一定的理论基础和科学依据。本研究采用问卷调查、访问调查等研究方法对大连市城镇14家养老机构的基本情况、收养人员情况、工作人员情况、机构运营情况和配套设施情况等进行调查。研究表明:政府对城镇机构养老的资金投入力度不足;城镇机构养老的功能含糊服务单一;城镇机构养老的专业人员匮乏,培训欠缺;政府对城镇机构养老的扶持和监管不到位。最后,本研究得出以下结论:以积极的理念来应对老龄化的挑战;用有效的机构养老模式来解决城镇的养老问题;城镇机构养老的发展需要政府、机构和社会多渠道介入、多措并举。 相似文献
36.
商品代销是现代销售的重要方式之一,视同买断为其中的一种。在视同买断代销行为中,通过实例对受托方涉及的税种问题存在两种不同的观点进行了比较。并陈述了选择将买卖差价不视为手续费的理由。 相似文献
37.
《师资教育杂志》2012,38(1):83-97
This paper reviews the range of institutional strategies which it might be appropriate and desirable to have in place to support and enhance the effective mentoring of trainee teachers in UK colleges of further education. The high degree of importance being attached to mentoring by various government bodies, with reference to initial teacher education in particular, is emphasised, as is the rapidity with which this state of affairs has been arrived at. The notion of an institutional architecture for mentoring activity is proposed; this comprises features ranging from those structures necessary to allow certain basic mentoring activities, to those with a more strategic and longer‐term significance. In conclusion, the likely costs of failing to acknowledge the need to build institutional capabilities for mentoring alongside developing individual mentors' skills are identified. 相似文献
38.
Kai Pekka Hakkarainen Susanna Wires Jenni Keskinen Sami Paavola Pasi Pohjola Kirsti Lonka 《Studies in Continuing Education》2014,36(1):83-100
The purpose of the present study was to investigate knowledge-creating agency by examining doctoral students' accounts of their pursuits, using structured interviews. We examined all of the talk apparently related to agency of 13 doctoral students taking part in collective doctoral training in two, highly regarded Finnish research communities (natural science and medicine). The doctoral process involved the participants pursuing article-based theses based on collectively shared research problems and journal articles co-authored with the supervisor and other senior researchers. Based on the qualitative analysis of the interviews, three categories of agentic talk were identified, respectively, for three proposed types of knowledge-creating agency: personal, distributed, and ‘object-related’. Personal agency involved participants' reflection on their academic competence, self-efficacy, and personal strengths and weaknesses. Distributed agency played an important role in assisting these participants overcoming challenges; this includes sharing of expertise, receiving social support, and having a sense of collective efficacy. Object-related agency, in turn, represented integration of a doctoral student's efforts with those of her immediate research community while pursuing shared research objects (e.g., co-authored articles). Apart from issues of agency which, the authors propose, are raised in the interviews, the data provide content-rich accounts of the collective nature of doctoral experiences. 相似文献
39.
Gary Holden 《School Leadership & Management》2013,33(4):307-308
Leadership for learning (LfL) is conceived as a network rather than as a centre within the University of Cambridge Faculty of Education. This paper explores what is understood by the term network, both within LfL and in the wider educational and research communities, and how these understandings are reflected in a number of projects carried out under the aegis of LfL over the last three years. The paper draws out the key distinguishing features of these activities and, using the five principles of leadership for learning, explores the degree to which these activities have contributed to the creation and transfer of new knowledge. The paper concludes by proposing a model for knowledge-building which draws on the work of LfL and suggests ways in which this model may be of use to the wider educational community. 相似文献
40.
AbstractAgency, understood as the capacity to act independently and to make one’s own choices, is considered central to children’s development. Thus, education, and hence education curricula, have a role in the development of learner agency. While curriculum development is a key focus for educational theory, research, policy, and classroom practice, the potential implications of curriculum content selections for learner agency remain underexplored. Theoretically, this paper engages with critical realism, explaining how it can provide theoretical foundation for a more comprehensive view of learner agency and, by implication, more balanced curricula. Empirically, the paper draws on the findings from a content analysis of the national curriculum documents of four countries with relatively high scores in international comparative tables, England, Australia, Hong-Kong, and Canada, to develop a new typology of primary curricula. Based on the extent of emphasis placed on knowledge versus skills, values, and attitudes, three types of curricula were identified: knowledge-based, skills-oriented, and learner-centred. Due to its significant theoretical and practical influence globally, we focus on the knowledge-based model and its likely impact on students’ agency. We conclude by highlighting the importance of making learner agency a key orientation of the curriculum and suggesting directions for future research. 相似文献