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1.
Abstract

In academic/educational/teaching development circles, at least in the United Kingdom, North America and Australasia, there is increasing debate as to the credibility of professionals in the field. Coinciding with the recent discussions about the value and need to accredit university teachers and teaching, questions are being asked about the need to accredit academic developers. Academic developers themselves are asking questions such as: do we need to have studied specific disciplines?; do we need to be accredited by a national or an international body?; and in what ongoing professional development do we need to engage in order to keep up to date? To begin to collect background data relevant to these issues, I surveyed 71 developers from a wide range of Australasian institutions. From that sample I interviewed 22 developers. In this paper I report on issues of career paths, qualifications and the professional development of academic developers.

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2.
ABSTRACT

Tests convey messages about what to teach and how to assess. Both of these dimensions may either broaden or become more uniform and narrow as a consequence of high-stakes testing. This study aimed to investigate how Swedish science teachers were influenced by national, high-stakes testing in science, specifically focusing on instances where teachers’ pedagogical practices were broadened and/or narrowed. The research design is qualitative thematic analysis of focus group data, from group discussions with Swedish science teachers. The total sample consists of six teachers, who participated in 12 focus group discussion during three consecutive years. Findings suggest that the national tests influence teachers' pedagogical practice by being used as a substitute for the national curriculum. Since the teachers do not want their students to fail the tests, they implement new content that is introduced by the tests and thereby broaden their existing practice. However, when this new content is not seen as a legitimate part of teachers' established teaching traditions, the interpretation and implementation of this content may replicate the operationalisations made by the test developers, even though these operationalisations are restricted by demands for standardisation and reliable scoring. Consequently, the tests simultaneously broaden and narrow teachers’ pedagogical practices.  相似文献   

3.

Dotti researched how students in her tertiary dance class ascribed personal meaning to her use of different dance pedagogies. Jane was involved in the supervision of her thesis within the research process. However, what they discovered was a tension between researching and writing about artistic experiences within the confines and limitations of traditional academic scholarship. In this article each tells her story and shares how these tensions were or were not addressed. They then look at what a thesis is and what different forms of thesis presentation have been used. Finally, some suggestions are offered as to how both academic scholarship and artistic integrity might be maintained in a formal research process. The authors suggest that as an academic community there is a need to seek new ways of researching creative fields, such as dance, so that the academic process does not strangle the artistic endeavor.  相似文献   

4.
ABSTRACT

In this paper, I describe an approach to the integration of theory and practice at the intrapersonal, interpersonal, and organizational levels. The results of the research projects in which I have been involved over the last ten years are used to illustrate how these three levels have facilitated the identification of three tensions. These tensions together create a framework that can help academic developers better understand how to approach the challenges of advocating for the integration of higher education theory with academic practice in their own institutional environments, and how this integration is linked to existing higher education literature.  相似文献   

5.
Abstract

This paper will outline the Gestalt cycle, (Perls, 1947) used as the basis for modelling the process of Gestalt therapy and counselling. Then we will go on to describe how it (Gestalt) can be used as a way of understanding organizational processes and culture. For staff developers to be effective in influencing the organizations in which they work they have to be able to make appropriate interventions. The necessary skills and attributes required of a staff developer operating in a Gestalt role will be discussed. Gestalt offers one model that can help the staff developer decide what interventions are appropriate when and why.

The paper will then move on to look at what happens if an organization gets stuck at any point in the Gestalt cycle and what this will feel like for employees and students. We will then offer intervention strategies for moving the organization on round the cycle.

Finally we will draw some general conclusions about how staff developers have a key role in helping universities cope, manage and adapt in these times of rapid change in Higher Education.  相似文献   

6.
Abstract

This introductory article sets the stage for the following special issue of the International Journal of Qualitative Studies in Education on current considerations, contestations, and research regarding transgender studies in higher education. Specifically, in this introduction, I question what it means to be in a ‘transgender moment’ in higher education, and how such a moment may provide both promises and limitations for future research and praxis.  相似文献   

7.
Summary

So where are we? Primary teachers should be asked to do fewer things. If we as Curriculum Theorists keep piling on more things they will either, sensibly, ignore us or try to do them all-ineffectively.

Everyone who bothers to look at the evidence will see the vast majority of primary teachers are conscientious but we are just providing a ridiculous ‘list’ of things for them to feel guilty at not doing. Curriculum theory must guide priorities, help reduce lists and demands. It must help teachers do less more fully. This is what the Curriculum Matters series is so signally failing to do. Its orientation is deeply Secondary and specialist not Primary and generalist. More importantly the same fault makes it too much about bits of being educated rather than providing perspectives on the whole enterprise. Even the whole curriculum one2 (THE CURRICULUM 5–16). Curriculum Matters Series No. 2 HMSO 1985) gives little guidance on simplifying.

I have suggested three key purposes that could guide this simplification without demeaning the importance of quality and development in learning. Whilst I have called them Surviving, Cooperating and Celebrating I am somewhat encouraged by some similarities to the old trinity of Truth, technology ‘tests’ truth by seeing if it works), Goodness, (co-operating skills are essentially about working together, treating others as you would be treated yourself) and Beauty, (what better test of beauty can there be than the awe it inspires?).

If these were the basics we could even ‘go back to the basics’ and progress.  相似文献   

8.
Abstract

Universities in Australia, like those in many Western countries, currently are being pushed to find for themselves an increasing share of their own budgets and to consider themselves as service providers to students, their ‘customers’. These students, having paid fees, may well expect to get what they have paid for and, in current labour market conditions, that may amount to a degree rather than an education. That is, universities are now under‐funded and, frequently, far from being seen as educational institutions, are seen as businesses whose role is to provide adequate service at optimum price. By and large, educational development staff do not teach students so they do not contribute directly to the income of the enterprise. The position of such staff and the units in which they are located is thus increasingly coming under threat as ‘economies’ are sought by academic ‘managers’. One poignantly pointed issue, then, is the extent to which educational developers might appropriately change the style and substance of their activities to assist in the evolution of universities to embrace and perhaps to thrive in the new environment. Would this amount to collusion or to co‐operation? Developers have, in the past, often attempted to develop themselves by embracing the model of reflective practice and implementing it both while carrying out their work (a kind of action learning) and at conferences and in journals and books of various kinds. However developers, and their clients (actual and potential), are under increasing pressure and for many survival, not thriving, may be the main issue. The issue for developers may well be the identity of their clients ‐ the university; its management; its teaching staff; its students (the university's supposed ‘customers'). In this paper I focus on the ethical dilemmas which may arise when educational developers try to develop themselves to serve various possible clients.  相似文献   

9.
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10.
ABSTRACT

This article, based upon the closing plenarydelivered to the recent conference of Professional Practice, Education and Learning, reflects upon the developments of the ProPEL network over the past seven years and its possibilities for future directions. To provide some context for these reflections, the article begins by outlining key challenges facing contemporary professions and their education. Against these, I consider themes and emphases that have characterised ProPEL initiatives and the papers presented to its conferences. Then, I compare these to the sorts of questions and issues that appear to be most urgently debated in other scholarly communities concerned with changing professional work and knowledge, particularly the dramatic transformations of professional roles through new digital technologies and artificial intelligence, transnational demands and new organisational forms.The article ends with questions for educators researching professional practice: where we need more focus, where perhaps we need less, and what may be productive ways forward.  相似文献   

11.
Abstract

Academic development is often seen as a compliance activity, divorced from the teaching context and what teachers are trying to achieve in their classroom. In this case study, we researched Interpersonal Process Recall (IPR) as a reflective, non-judgmental approach to help tutors identify coherence between their teaching intentions and practice. Our results provided evidence that IPR helped tutors reflect on ways to improve their teaching. It also led to unexpected ‘discoveries’ not typically afforded by conventional academic development. We conclude that IPR offers a formative, teacher-focussed and contextual approach that has not been clearly defined in the literature. We offer the IPR model followed in this study for academic developers and researchers alike.  相似文献   

12.
The field of education, and derivatively environmental education, is filled with inherently difficult concepts, yet we have not, I believe, given sufficient attention to understanding these ideas that ground our work. For example, the term 'education for sustainability,' has gained rapid acceptance yet little critical attention has been given to the term. Before launching into a critique, I do acknowledge the importance of 'sustainability' and the usefulness of this concept in environmental thinking. Many ecological processes are not sustained-not kept going continuously. Species are going extinct at an alarming rate and whole ecosystems are at risk. So, it is important to talk about sustainability. However, I argue that this alone is not sufficient. In this article I examine limitations associated with the language of sustainability and their implications for environmental thinking. Using the idea of digital watches as a metaphor, I explore what sustainability is not. Contemporary examples from advertising, curriculum development, and 'wildlife management' will be used to illustrate the central theme.  相似文献   

13.
Uses and consequences of educational testing have increased dramatically in recent years. Professional standards to ensure fair treatment of all affected by test results are more important than ever, but standards for developing and using educational tests are only helpful if they are followed. Test developers and users each have a role to play in meeting testing standards, but these roles have become less distinct as developers work more collaboratively with users, particularly states, to develop tests customized to user specifications. This paper explores various mechanisms for increasing compliance with testing standards through collaborative efforts, including (1) specifying adherence to test standards in contracts with test developers; (2) use of Technical Advisory Committee (TACS) to guide test development processes; (3) requiring compliance with test standards as part of the peer review process for state accountability programs; and (4) oversight by independent organizations .  相似文献   

14.
ABSTRACT

Digital education, now common in higher education, is particularly evident in the expansion of blended and fully online offerings at universities. Central to this expansion are educational developers, staff who support teaching and learning improvement in courses they do not themselves teach. Working closely with staff, students, and the curriculum, educational developers see first-hand how the digital learning agenda is both implemented and experienced. This article reports on findings from a national study of three educational development groups: academic developers, academic language and learning developers, and online educational designers, from 14 Australian universities. Although their institutional settings, roles, and work practices varied considerably, a central theme was the tension arising from a perceived shift in institutional priorities from ‘people development’ to ‘product development’: that is, from building human (educator) capacity towards curriculum resource development, particularly for the online environment. Participants reported a decline in autonomy, with institutional strategy and targeted projects increasingly directing both the work that gets done, and the skill sets required to do it. Their observations have implications for how universities conceptualise the development and support of the educational process.  相似文献   

15.
Abstract

This article draws on different bodies of knowledge in order to review the potential role of outdoor education in providing nature-based experiences that might contribute to sustainable living A pragmatic perspective is adopted to critique what outdoor education is,and then what it might be. Phenomenology is used to challenge the belief that there is a causal relationship between activities and learning outcomes but foremost to consider what it is to be in nature in the first place. Aspects of both realism and social constructionism are presented as essential to environmental philosophy and the concomitant, but contested, relationship between people and planet. Through these multiple realities the moral significance of nature emerges not only as a theoretical consideration but as a practical one too. In this way I challenge dualisms that provide stumbling blocks to practice and celebrate instead pluralistic thinking where starting points are based on real-life work settings where theory and practice can emerge together through place-specific solutions.  相似文献   

16.
ABSTRACT

Extending and challenging Arun Appadurai's anthropocentric “scapes,” this article converses with feminist posthumanism, ecofeminism, and the political ecology of education to develop a more-than-human ecopedagogy in/for/with animalScapes. After outlining the article's theoretical framework, I briefly discuss the research cases informing ecopedagogies in/for/with animalScapes, each of which attends to embodiment, affect, and emotion, as well as the salience of political ecological/economic contexts. To conclude, I discuss the empirical and conceptual/theoretical limitations of this ecopedagogy, tentatively exploring how some of these limitations might be partially surpassed in practice, as well as in environmental education research tasking itself with decentering the human.  相似文献   

17.
Abstract

This paper grows out of my academic journey from a long period teaching and researching geography to recently taking on the role of an educational developer. For most staff, their primary allegiance is to their discipline. In my experience, educational developers often fail to recognize and value staff's focus on their discipline ‐ or see it as an obstacle to improving the quality of their teaching. My central argument is that, to have a significant impact on the broad mass of staff, educational developers should work with these discipline‐based concerns. I detail how this can be achieved, drawing on much good practice from the UK, Australia and North America. Approaches include recognizing particular curricular and pedagogic concerns of the disciplines; helping staff to develop as scholars in the teaching of their discipline; for some staff to develop careers in the teaching of their discipline; and for educational developers to work with disciplinary organizations to promote discipline‐based teaching initiatives.  相似文献   

18.
ABSTRACT

The Cattell-Horn-Carroll (CHC) model presently serves as a blueprint for both test development and a taxonomy for clinical interpretation of modern tests of cognitive ability. Accordingly, the trend among test publishers has been toward creating tests that provide users with an ever-increasing array of scores that comport with CHC. However, an accumulating body of independent research on modern intelligence tests has questioned many instruments’ alignment with the CHC model. To shed potential insight on these discrepancies, we review the developmental history of CHC and its numerous modifications from 1997 to the present. Next, we identify and discuss several potential limitations in the CHC literature that may be responsible for this discrepancy. Finally, we encourage clinicians to consider the extant evidence currently available for engaging in CHC-inspired assessment applications (e.g., XBA, PSW).  相似文献   

19.
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20.
Abstract

Following a trajectory of thinking from the philosophy of Spinoza via the work of Nietzsche and through Deleuze’s texts, this article explores the possibility of framing a contemporary pedagogical practice by an ontological order that does not presuppose the superiority of the mind over the body and that does not rely on universal morals but that considers instead, as its ontological point of departure, the actual bodies of children and pedagogues through what has come to be known as affective learning. When considering the potentiality of a pure ontology, as outlined by Spinoza, I argue that Nietzsche’s critique of higher values and universal morals allows for a deeper understanding of the limitations of a traditional image of thought. Furthermore, I argue that Deleuze’s conception of the dogmatic image of thought can provide a helpful framework when connecting the work of the two aforementioned philosophers and when conceptualizing a possible image of thought based on the body as a singularity harboring flows of power, rather than one where the body is considered a necessary obstacle to be overcome in the quest for higher values that are situated always beyond the reach of the experiencing body.This philosophical discussion is then situated within the field of educational philosophy via the concept of affective learning which enables the incorporation of these ideas into a concrete educational setting.  相似文献   

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