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1.
Recent research on student learning has given close attention to how students experiences and actions are mediated by the whole university learning–teaching environment in which they find themselves. The current article pursues this focus on learning–teaching environments in two stages. Guided by socio-cultural perspectives on learning, the first part:
•  examines issues surrounding how best to conceptualise university learning–teaching environments,
•  highlights the need to take account of central disciplinary purposes and
•  presents a framework for representing disciplinary practices within higher education.
The second part of the article then engages with the task of illustrating how this general framework (which foregrounds disciplinary concerns) can be applied within a specific subject. The framework is employed to structure an account of the insights gained from an ongoing research study concerning:
•  the ways in which the values and central practices that characterise the disciplinary community of history relate to teaching and learning practices,
•  how, taking account of local constraints and affordances, students active engagement with these disciplinary purposes can be fostered.
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2.
French immersion programs are rapidly becoming an integral part of the Canadian education system. Its educational and linguistic achievements have been the subject of an abundant literature that continues to grow. The popularity of the program has helped it expand at a phenomenal rate. From one school and a handful of students in the experimental classes 25 years ago, there are now more than 17,000 schools offering French immersion instruction to close to 250,000 students in all major Canadian cities.The major theoretical foundations on which French immersion was explicitly and sometimes implicitly based may be summarized as follows:
–  Early exposure to a second language is better than late exposure.
–  A second language can be learned effectively through the recreation at school of a natural imitative environment which resembles that in which the child learns his first language.
–  There may be interferences between English and the second language being learned, but the similarities between the two languages are much more significant in terms of linguistic and cognitive development than the differences.
–  The language is more used as a vehicle for teaching subject matters than it is studied as a subject.
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3.
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4.
This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of university academics’ experiences of their own growth and development, i.e., what it means to them, what they are trying to achieve, how they go about it, why they do things that way ... The outcomes presented are based on a series of interviews with teaching and research academics at a research intensive university. The group as a whole showed a range of views of academic development, representing in particular a varying focus on:
•  Academic performance, in terms of increasing work output, academic standing or work quality;
•  Personal learning, in terms of ongoing accumulation of new knowledge and skills or increasing depth of understanding in one’s field of study;
•  Disciplinary or social change, in terms of contributions to one’s field of study or a relevant social community.
Implications for our understanding of academic development and academic work are discussed.  相似文献   

5.
Moderating computer conferences is both is challenging and stimulating. Knowledge of the dynamics of preparing an asynchronous conference and how the functions of moderators differ at different stages of a conference will help to make the process run smoothly and enjoyably. A few concepts to keep in mind are:
–  • Technical problems are inevitable
–  • A conference size of 10 - 15 students is optimal
–  • Welcome messages are critical and should be carefully crafted
–  • Use appropriate conferencing spaces for different discourses
–  • Be responsive and clear
–  • Be on the lookout for small problems and solve them promptly before they grow into larger problems.
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6.
The enormous increase in the number of students at Dutch universities in the sixties and seventies made it impossible for professors to deal with the many different questions students confronted them with. New professionals, student counsellors/psychologists and student advisers entered the universities. Three levels of counselling can be distinguished:
1)  counselling by professors (for problems linked with the course of study);
2)  counselling by student advisers in the faculty or department (for problems concerning study planning);
3)  counselling by student counsellors/psychologists (for other — e.g., personal problems).
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7.
This paper concerns the problems of conceptualization of the function limit in technological environments (principally graphic calculators today, symbolic calculators tomorrow) that are gradually being adopting in precalculus teaching. In France, such teaching takes place in the scientific stream during the last year of high school (18-year-old pupils). This paper shows out how the instrumentation process and the conceptualization process are dependent on each other and stresses especially:
–  the importance of the notion of scheme analysing the instrumented action where act and thought are linked;
–  the importance of the notion of metaknowledge analyzing different pupil behaviours. A typology of pupil behaviours and a list of schemes are set out.
The relationships between this typology and these schemes provide information about the influence of calculating tools and provide some ways of controlling their integration in mathematics lessons. Résumé. L' article concerne les problèmes de conceptualisation de la notion de limite de fonctions, au niveau de la classe terminale scientifique des lycées français (élèves de 18 ans), en relation avec les environnements technologiques dans lesquells l'enseignement des débuts de l'analyse tend progressivement à s'inscrire (principalement les calculatrices graphiques aujourd'hui, symboliques demain). L'article met en évidence l'interdépendance des processus d'instrumentation et de conceptualisation. Il insiste en particulier sur deux points:
–  l'importance de la notion de schème pour analyser l'action instrumentée, pour mettre en relation le geste et la pensèe;
–  l'importance de la notion de métaconnaissance pour analyser les différences de comportements des élèves.
Une typologie des comportements est établie, un répertoire de schèmes est dressé. La mise en relation de cette typologie et de ce répertoire donne quelques informations sur l'influence des outils de calcul dans le processus d'apprentissage et fournit quelques pistes pour contrôler leur intégration dans le cours de mathématiques.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

8.
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative to the live condition, with students also responding more positively to personalized video presentation.
Eric L. DeyEmail:
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9.
In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous cognitive load through good instructional and message design practices.
Gary R. Morrison (Corresponding author)Email:
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10.
In this article, themost relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller’s Cognitive Load Theory (CLT) and Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
Pascal W. M. Van GervenEmail:
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11.
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12.
Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study found that participants defined TAR with varying complexity and that disciplinary concepts generally provided “conceptual handles” for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs.
Mark R. ConnollyEmail:
Mark Connolly   is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart   is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford   is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design.  相似文献   

13.
We summarize a conference on scientific inquiry bringing together science educators, cognitive scientists and philosophers of science with three goals:
1.  to establish how much consensus exists about scientific inquiry,
2.  to discuss implications of that consensus for teaching science,
3.  to identify areas where consensus is lacking to establish where further research and discussion would be most valuable.
This research was supported by NSF grant ESIE #0343196 awarded to the authors. The opinions expressed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation. Paper presented at the International History and Philosophy of Science and Science Teaching Group meeting in Leeds, England July 15–18, 2005.  相似文献   

14.
This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning.
Richard F. KennyEmail:
Katy Campbell   is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada. Richard A. Schwier   is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon, SK, Canada. Richard F. Kenny   is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada.  相似文献   

15.
In this paper we describe the criteria of Technology I, II, and III, which some instructional theorists have proposed to describe the differences between a formulaic and a reflective approach to solving educational problems. In a recent study, we applied these criteria to find evidence of a technological gravity that pulls practitioners away from reflective practices into a more reductive approach. We compared published reports of an innovative instructional theory, problem-based learning, to the goals of the theory as it was originally defined. We found three reasons for technological gravity, as well as three approaches some practitioners have used to avoid this gravity. We recommend that instructional technologists adopt our three approaches, as well as the criteria of Technology III, so they may better develop instruction of a quality consistent with the innovative instructional principles they claim, and that best characterizes the goals they have for their practice.
Andrew S. GibbonsEmail:
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16.
Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well designed interventions, but there is little research into whether these gains can be sustained. The present study examines the extent to which acceleration in achievement made during a three-year literacy intervention and the associated school-based practices were continued. Statistical modelling showed continued acceleration in student achievement (four months in addition to expected progress) at a rate similar to the intervention. The school-based practices associated with sustainability were part of a process of change (rather than a specific instructional programme) comprising two dimensions — organisational learning through ongoing inquiry into solving problems arising from teaching and learning and the development of professional learning communities to promote organisational learning. Effectiveness was enhanced by schools embedding the process into their normal school routines as part of a coherent instructional programme and the availability of expertise.
Selena HsiaoEmail:
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17.
Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel at institutions of higher education. Little research is available to guide developers in performing these assessments. In this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of assisting faculty developers in performing similar program assessments of their faculty development offices.
Judy BritnellEmail:
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18.
The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT, students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made use of the learning scaffolds.
Brian A. BottgeEmail:
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19.
Interdisciplinary work within higher education has increased significantly over past decades (Amey 2004; Creamer and Lattuca 2005). However, the professional implications of interdisciplinary research and instruction for the faculty members who engage in such academic work remain unclear. This study of science educators who hold appointments in two academic departments begins to address this empirical gap. The outcomes provide insight into the factors that influence the professional lives of these faculty members. The knowledge gained from the study will provide mentors, colleagues, and administrators insight into the challenges facing academics undertaking this work. Further, this research seeks to inform policy makers in regard to how tenure and promotion is determined for jointly appointed faculty in science education and other interdisciplinary fields.
Matthew M. MarsEmail:
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20.
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers “bridge the gap” between educational research findings and practical, flexible classroom strategies for science instruction.
Ian D. BeattyEmail:
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