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Jennifer Catharine Evans Hennie Yip Kannass Chan Christine Armatas Ada Tse 《高等教育研究与发展》2020,39(4):643-656
ABSTRACTOnline learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning. 相似文献
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Lorna Erwin 《International journal of qualitative studies in education》2013,26(2):207-220
This paper presents results from a study of the career decision making of undergraduate women. Drawing on focus-group interviews with women (N 85) in their first year of full-time study at a large Canadian university, the discussion focuses on how ideas about balancing family and career commitments and interpretations of the university environment influence career choices. Two important observations are supported by the data. The first is that the educational and career options of female undergraduates are still constrained by traditional conceptions of women's responsibilities for household management and child rearing- elements of domestic ideology that they often find difficult to acknowledge. Second, women continue to encounter the university as a gendered site of learning; they are confronted by an informal culture that both marginalizes them and reinforces their perceptions that seeking vocational equality entails high risks. 相似文献
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Social diversity is now commonplace in many communities in today’s globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child’s opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers’ identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered. 相似文献
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William E. Merriman John M. Marazita Lorna H. Jarvis Julie A. Evey-Burkey Michael Biggins 《Child development》1995,66(6):1890-1908
A new word-learning phenomenon is demonstrated and a new word-learning principle is proposed to account for it. In Study 1, 60 3-year-olds were shown a pair of objects and heard a novel label used repeatedly for one, but not for the other. In a forced-choice test of generalization of the label, the latter object was selected less often by the children than one that had not been present during training. This so-called Nominal Passover Effect was the same whether the speaker had completely ignored the comparison object during training or had referred to it with pronouns. The performance of a no-word control group ( N = 24) indicated that the effect was not due to a preference for the less exposed of the two choice objects. The effect is consistent with the Exhaustive Reference Principle, which stipulates that whenever a new generic word is used to name something, expect it to be extended to all entities in a situation that the speaker perceives and believes to be exemplars of the name. In Study 2 ( N = 48), the Nominal Passover Effect was replicated with 3 new sets of objects and with training language that contained only indefinite forms of reference. The passover experience was often sufficient to counteract children's tendency to generalize a novel label on the basis of perceptual similarity. The passover effect was not evident in free-choice name generalization tests in either study. 相似文献
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Over 25 years ago, Brown and Duguid (Organisation Science, 2(1), 40–57, 1991) highlighted the differences between the way organisations formally describe and delineate jobs and the actual practices of their employees. This paper combines ideas from their seminal contribution with theories of ‘job crafting’ and identity to examine the agentic behaviour of employees in low-grade, ‘dirty work’ as they utilise their expertise and practices to (re)frame their occupational identities and challenge their prescribed job boundaries. The evidence for the paper comes from a qualitative study of hospital porters in the UK’s National Health Service. It argues that this combined theoretical approach provides a potential research and employment framework to challenge the abstracted and stereotypical conceptions of the expertise related to low-grade jobs. 相似文献
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目前我国的教育在体制、效果等各个方面都取得巨大成就的同时,未成年人的道德教育却存在着巨大的硬伤。这种道德教育的缺陷具体表现在:道德教育与未成年人年龄与心智特征的错位;自我认同低;行为调节无效性;生活化水平低等。对此,需采取一些针对性的措施来解决这一问题。 相似文献
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Xier Luo Yu Zhou Bing Zhang Yi Zhang Xiaobo Wang Tong Feng Zhipeng Li Kuiqing Cui Zhiqiang Wang Chan Luo Hui Li Yanfei Deng Fenghua Lu Jianlin Han Yongwang Miao Huaming Mao Xiaoyan Yi Cheng Ai Shigang Wu Alun Li Zhichao Wu Zijun Zhuo Do Da Giang Bikash Mitra Mohammad Farhad Vahidi Shahid Mansoor Sahar Ahmed Al-Bayatti Eka Meutia Sari Neena Amatya Gorkhali Sigit Prastowo Laiba Shafique Guoyou Ye Qian Qian Baoshan Chen Deshun Shi Jue Ruan Qingyou Liu 《国家科学评论(英文版)》2020,7(3):686
Domesticated buffaloes have been integral to rice-paddy agro-ecosystems for millennia, yet relatively little is known about the buffalo genomics. Here, we sequenced and assembled reference genomes for both swamp and river buffaloes and we re-sequenced 230 individuals (132 swamp buffaloes and 98 river buffaloes) sampled from across Asia and Europe. Beyond the many actionable insights that our study revealed about the domestication, basic physiology and breeding of buffalo, we made the striking discovery that the divergent domestication traits between swamp and river buffaloes can be explained with recent selections of genes on social behavior, digestion metabolism, strengths and milk production. 相似文献