共查询到20条相似文献，搜索用时 31 毫秒
1.
Jennifer Carter David Hollinsworth Maria Raciti Kathryn Gilbey 《Teaching in Higher Education》2018,23(2):243-260
Place is a concept used to explore how people ascribe meaning to their physical and social surrounds, and their emotional affects. Exploring the university as a place can highlight social relations affecting Australian Indigenous students’ sense of belonging and identity. We asked what university factors contribute to the development of a positive sense of place for these students. Findings are presented from two Australian universities, based on focus groups with Indigenous students, and interviews with Indigenous and non-Indigenous staff. Students prioritized relationships with academics as a key theme, stressing academic’s flexibility and understanding enabled their persistence at university. Students situationally manage self-identification, requiring academics to engage effectively with diverse students, but staff felt they required further professional development. We argue that academics can ‘make’ university places in their pedagogies and mentoring roles, but require universities to recognize this pedagogical caring as a legitimate and valued element of their work. 相似文献
2.
How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated by this study by asking 480 student teachers in three universities in Turkey and England in 2010–2011 about how well their universities prepared them for the practicum, what made practicums successful and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students’ diverse learning needs, in recognising multiple students’ perspectives and in grounding their understanding of what it meant to be a teacher ‘for real’. 相似文献
3.
师范院校英语专业学生学习教学的过程在形式上很大程度是一种同侪训练,即水平相同的同伴之间的相互教学和练习。每个人承担着既做教师又当学生的双重身份:当同伴讲课时,自己要充当学生的角色,积极配合教师的教学;当自己讲课时,同伴又是自己的学生。这样,每个人都经历着从执教者到学习者再转为评议者的体验,在这个探索问题、学习教学的过程中,从换位思考的角度出发,探究教学发生的过程,建构起自己对教学的理解。 相似文献
4.
K.C. de Berg 《Science & Education》2008,17(1):75-114
Historical case studies of scientific concepts are a useful medium for showing how scientific ideas originate and how they
change over time. They are thus a useful tool for conveying knowledge about the nature of science. This paper focuses on the
concepts of heat and temperature and discusses some issues related to choosing the content for a historical case study which
incorporates not only nature of science perspectives but understandings related to what we know about the teaching and learning
of these concepts. The case study is designed for first-year university chemistry students as an introduction to their study
of thermodynamics. The paper includes a general chemistry textbook analysis of the heat and temperature concepts and a discussion
of the caloric theory of heat, thermometry, and a brief survey of how the energy concept transformed our understanding of
heat and temperature. 相似文献
5.
Edilson Arenas 《高等教育研究与发展》2009,28(6):615-628
There is empirical evidence that teachers’ intentions concerning what students should learn, teachers’ beliefs about teaching and teachers’ conceptions of, and approaches to, teaching within a specific context are closely related to the resulting quality of teaching. Following this line of reasoning, I argue in this paper that despite extensive research about good practice teaching international students, it is still unclear what constitutes good practice within this specific context. This research uses empirical data to determine how teachers may improve their understanding of, and adapt their teaching to, diverse groups of international students to meet emergent demands. A sample of 20 academics teaching international students in a medium‐sized regional Australian university participated in the study by responding to the widely used Approaches to Teaching Inventory. Results show that in this sample teachers tend to adapt their teaching approaches to match the context and, to some extent, slightly tend towards a knowledge transmission, teacher‐focused approach to teaching. An understanding of this may be used to implement staff development programmes for teaching practices that promote a student‐focused approach to teaching to encourage knowledge creation and conceptual change when teaching international students. 相似文献
6.
郭秋平 《河南科技学院学报》2014,(11):58-62
＂办一所什么样的大学,怎样办这样的大学＂始终是大学战略发展的根本问题。通过对广东六所大学的调研,发现现代大学特色建设与定位发展的逻辑选择离不开充分发挥大学自身的个性,离不开遵循办大学的共性和规律性。通过综合分析和思考,提出现代大学特色建设与定位发展的逻辑选择就是＂办一所有味道的大学＂。＂办一所有味道的大学＂就要善待学生,尊重学者,注重学术,优化学科,培养良好学风;就要对大学有一个正确的看法,确定好自己的想法,找准一个说法,实行一系列正确的做法,保证每个过程都得法;就要遵循大学发展的基本规律,设定发展的基本规格,作出实现发展规格的具体规划,健全符合自身实际的制度规范,并保证按照规矩去落实。 相似文献
7.
Fiona Cownie 《Journal of Further & Higher Education》2019,43(5):674-691
How can universities build ongoing, committed relationships with students, able to withstand the financial and emotional challenges of studying in higher education? The research proposes that students’ ongoing attachment to their university, based on positive feelings towards the university, is an important aspect of the student experience. This ongoing attachment is conceptualised here as students’ affective commitment towards their institution. Using an online survey-method and a research sample comprising undergraduate students studying in the UK, this research identifies three factors which drive students’ affective commitment towards their institution. These factors include students’ affective commitment towards academics and students’ calculative commitment towards the institution; factors which draw from the relational literature. A third factor, commitment balance, was developed within this research. Commitment balance occurs when a student’s commitment to their university is perceived to be reciprocated by the university’s commitment to the student. The study found that commitment balance was the most important driver of students’ ongoing attachment to their institution. The paper proposes that commitment balance is a key idea to consider within relational studies generally, but has a particular relevance in the higher education context for understanding the student experience. Commitment balance reflects the pulse of reciprocity which energises relational exchanges between students and institution. The findings of this research reinforce how critically important it is for universities and academics to build relationships with students. The desired outcome is to enhance the student experience, create positive attachment between students and university and ultimately improve student retention. 相似文献
8.
This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who
teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context
of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory
is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying,
and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their ‘main concern’,
namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly
heterogeneous groups of students. We have labelled this process ‘Maintaining Competence’. This model stresses the importance
of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing
what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they should do in terms of best practice. 相似文献
9.
Education as Service: The Understanding of University Experience Through the Service Logic 总被引：1，自引：1，他引：0
With the marketization of UK higher education, this paper develops a framework from services marketing that can assist universities in understanding what market orientation means and how students would value their offerings. Our study shows that the core service in a university experience is a learning experience that is cocreated and that the value is emergent, unstructured, interactive, uncertain, with a hedonic dimension. Our paper modifies the gap model of service quality to show that an ideological gap exists that may also impede the quality of the university experience. We propose that a one-sided expectation by students leads to student consumerism and disengagement. Paradoxically, we show that a true student-orientated marketing puts the university ideology at the center of marketing efforts and that marketing may well be an effective tool to communicate such ideologies. 相似文献
10.
Since the early 1990s, there has been discussion about the need for the curriculum of universities to provide students with understanding about the environment. Over the decade this discussion has evolved from thinking about how to green the university curriculum, through to proposals for our students to be environmentally literate and to receive education for sustainability (or sustainability education). Internationally, there have been many instances of universities taking this discussion seriously and introducing curriculum change. A variety of declarations and action plans have enabled universities to share ideas and support this change. Given a dearth of information about the degree to which universities in Australia were part of this discussion and change, we sought to gain an understanding of the status of sustainability education in these institutions. Responses from approximately a quarter of these institutions indicated that a handful of universities are engaged in this education for a wide range of their students, and in some universities more students of particular disciplines are gaining the exposure. However, there are clear barriers to the introduction and expansion of sustainability education. 相似文献
11.
“How will I get them to behave?”: Pre service teachers reflect on classroom management 总被引：1，自引：0，他引：1
This study examines how pre-service teachers think about disconnections between what they believe about teaching, what they learn in their university coursework, and what they observe of behaviour management practices in public school classrooms. Based on the reflective writings of teacher education students at an urban Midwestern university in the United States, this narrative research leads to a deeper understanding of how teacher educators can support and challenge future teachers in their ability to think critically and thoughtfully in developing their identities as future educators. 相似文献
12.
Engaging identities in a regional university classroom 总被引：1，自引：0，他引：1
Neil Harrison 《Higher Education》2008,56(2):241-258
This paper examines the coincidence between how lecturers teach and what students expect to learn at a regional university
in Australia. It looks outside cognitive and behavioural theories of motivation to find that both students and lecturers are
driven by a common goal, but it is not a methodology. I examine the ways in which students and lecturers seek support for
their identity, and how their desire for recognition can support or interfere with the aims of education. The paper proposes
that one of the fundamental challenges in higher education is to understand what goes on in-between students and lecturers
in the university classroom. While many lecturers in this study are already doing this, there continues to be only an intuitive
understanding of what motivates the relation between learning and teaching. 相似文献
13.
14.
Najwa Norodien-Fataar 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):505-521
This article discusses the learning dispositions of first-generation disadvantaged students at a university in South Africa’s Western Cape Province. Based on qualitative data collected over a 2-year period, it focuses on findings from 7 purposively selected students at this university. Utilizing Bourdieu’s concept of habitus and Wacquant’s conceptual elaboration of this concept, the article explores the affective, cognitive, and conative (practices) dimensions of the students’ habitus as interrelated aspects crucial to understanding how they develop their dispositions to learn. The article illustrates how the students’ learning dispositions are produced through the active and strategic exercise of each of these 3 (affective, conative, and cognitive) interrelated embodied dimensions. I argue that understanding these embodied habitus generating practices are crucial for comprehending how they establish effective learning dispositions for successful educational engagement at their university. The significance of this article lies in offering a perspective of first-generation disadvantaged students’ learning dispositions in respect of establishing their educational engagement practices at the university. 相似文献
15.
This paper focuses on formative assessment in the field of higher education. It examines Bernstein’s work on vertical discourses and knowledge structures with the view to deepening understanding of the concept of assessment for learning. The first part of the paper draws on Vygotsky’s work on concept development and Bernstein’s work on knowledge structures to explain why ‘generalisation’ and ‘hierarchy’ are central in knowledge acquisition. It then explores Bernstein’s claim that, within the vertical discourse, different knowledge structures (hierarchical and horizontal) afford greater or lesser visibility of their epistemic structure, and thus of their evaluation criteria of what counts as a legitimate text. The second part of the paper investigates the ways epistemic expectations are signalled through the practice of evaluation to first‐year university students in a professional education course and proposes that markers do not offer students stuffiest access to recognition rules necessary for producing legitimate texts in the future. Drawing on Maton’s distinction between semantic gravity and semantic density, the paper offers an example of how markers could recast what is present in students’ work to offer students access to key ordering principles in vertical discourses. 相似文献
16.
Since 2010, the Higher Education Participation and Partnerships Program (HEPPP) has provided funding for Australian universities to ‘raise aspiration’ among under-represented groups. Underpinned by utilitarian discourses of human capital and individual capacitation, these resources have transformed the ways that universities seek to engage prospective students. This paper turns to an overlooked cohort that is integral to widening participation initiatives, but has rarely been the focus of research. These are the student ambassadors – university students who work within HEPPP programs. This paper reports findings from the alumni component of a mixed-method study which examines how widening participation programs, which are ostensibly directed at future university enrolments, might also help university students who work as student ambassadors to become successful professionals and citizens once they graduate from university. Alumni accounts of their experiences and self-reported impact of their ambassador work advocate a more holistic view of graduate success and how activities beyond mandatory coursework can contribute to success beyond university graduation. Evidence from student ambassador alumni suggests that these positive impacts are broad and long-lasting, contributing to students’ professional successes and personal lives. 相似文献
17.
大学生专业承诺的现状与对策研究 总被引：3，自引：0，他引：3
大学生专业承诺一般是指大学生认同所学专业并愿意付出相应努力的积极态度和行为,探讨大学生专业承诺对于大学生的专业选择与发展以及高校的专业设置具有重要意义。文章首先介绍了大学生专业承诺的概念与测量工具,其次对大学生专业承诺的实证研究进行了梳理与分析,最后就如何改善大学生的专业承诺现状提出了自己的见解。 相似文献
18.
Samuel Asare Helen Nicholson Sarah Stein 《Journal of Higher Education Policy & Management》2017,39(6):593-606
Much of the existing literature on student engagement focuses on what happens within the higher education environment or what the institution has direct control over, restricting understanding of how issues outside of the institution affect engagement. This paper argues that efforts to improve student engagement should be broadened to incorporate issues relating to the family. It employed a case study design in order to develop a broad and more in-depth understanding of how family influences the amount of time and effort students invest in their learning in a large public university in Ghana. It was established that engagement is influenced by family expectation, financial and social support, as well as monitoring of students’ academic performance. The unique contribution of the study is that it broadens current understandings of engagement because it adds an aspect that has not been highlighted in current work on engagement, making a case for institutions to work more with families to get a broader understanding of challenges students face in order to provide comprehensive support. 相似文献
19.
大学生婚恋观与高校德育 总被引：5，自引：0，他引：5
婚恋观作为一种观念形态,是人们对恋爱、婚姻和性的问题的一种基本的看法和态度,随时代变迁而发生变化。大学生的恋爱问题随着大学生中恋爱现象的日益普遍,当代大学生对恋爱和婚姻的认识及态度,对高校德育是一个挑战。通过对云南省高校大学生婚恋观的调查,我们可以看到：当代大学生择偶标准较为理性,注重个人品质;恋爱婚姻指向性不太强,婚姻信任度不高;对“性”的态度更为开放和宽容。我们认为,当代大学生婚恋观的特点提醒高校德育工作者：对于大学生的恋爱现象和行为决不能简单的回避或漠视,而是应采取相应的得力措施,来消除其不利因素和影响。 相似文献
20.
Changing academies: exploring international PhD students' perspectives on ‘host’ and ‘home’ universities 总被引：1，自引：0，他引：1
Anna Robinson‐Pant 《高等教育研究与发展》2009,28(4):417-429
As students move between universities on different continents, they are expected to adjust rapidly to the academic and cultural practices of their host university. Many of these students are higher educational professionals in their home country and on their return home they are faced with the challenge of how to fit back into – or whether to make changes in – their institution's established academic practices. I explored international PhD students' understanding of, and responses to, the perceived differences between academic cultures of host (UK) and home universities. Whereas some students regarded the changes made in how they conducted and wrote up educational research as temporary and strategic in order to pass the PhD course, others saw themselves as change agents. They were keen to transform academic practices once they returned home and were already actively working out politically and practically how to go about this. By reflecting on how educational research practices are changing and being influenced by the movement of academics between countries, I suggest how UK university departments can respond positively to the differing research practices in which international students engage in their home institutional contexts. 相似文献