共查询到20条相似文献，搜索用时 31 毫秒
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Erica McWilliam 《Asia Pacific Journal of Education》2009,29(3):281-293
This paper serves three purposes. First, it makes a case for seeing creativity as a key learning outcome in our times, and thus the core business of education. It then goes on to examine the nexus of creativity and pedagogy, showing the conceptual work done to demonstrate creativity as a learnable set of dispositions and capabilities. Finally and most importantly, the paper argues the value of a pedagogical approach the author calls “Meddling-in-the-Middle”, in augmenting and enhancing the repertoires of “Sage-on-the-Stage” and “Guide-on-the-Side” in order to build students' creative capacity. Examples are given of what these meta-approaches might look like in relation to the teaching of Shakespeare. The author concludes by arguing the important connection between Meddling pedagogy and creative capacity building. 相似文献
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Peggy Kaye 《Early Childhood Education Journal》1989,17(2):14-18
Every child is different when it comes to math. One child loves big numbers. Another child loves addition. A third sinks into despair at the sight of mathematical symbols — until suddenly, at age eight, an unexpected math talent develops. In one way, though, all children are the same: they like math games. Put the right game in front of a child, explain the rules, and that child will eagerly play, happy and alert.Excerpted fromGames for Math, by Peggy Kaye. © 1987. Reprinted by permission of Pantheon Books, 201 East 50th St., New York, NY 10022. 相似文献
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Roger Kaufman 《Educational technology research and development : ETR & D》1978,26(2):107-121
Summary Educational technologists have moved from a unique concern with the how-to-do-its of behavior change (such as television,
computers, and instructional delivery systems) to the inclusion ofwhat to teach. This expanded scope was encouraged and made possible by the pioneering work on measurable objectives.
As soon as consideration of not onlyhow andwhat were part of the technologist’s repertoire, the consideration ofwhy was upon us. Tools and techniques, including needs assessment, needs analysis, system analysis, and systems analysis, were
all moving us not only toward doing a more efficient and effective job of changing (or maintaining) behavior, but also toward
determining why something should be taught and why behavior should be changed (or maintained) in the first place.
The formal consideration ofwhy is a growing and thriving area of educational technology and is seen as possibly having several layers, including considerations
of results both within and external to an organizational context.
A suggested relationship is presented between several possible layers or organizations, with the ultimate referent for planning,
doing, and evaluating being the individuals’ abilities to survive and contribute in society when they legally leave our educational
agencies or training establishments. It is suggested that in the future, in order to relate the various factors of production
of behavior change and/or maintenance, we reserve the terms “input,” “process,” and “output” for activities and results within
an organization, and the term “outcome” for the results external to the organization.
The technologist’s world has indeed expanded from the sole consideration ofhow to teach better to the inclusion ofwhat to teach better, andwhy we should teach what we are teaching in the first place. As we grow more inclusive and responsive in our planning and doing,
as we grow more holistic and humanistic, our risks grow—but so do our responsiveness, responsibility, and satisfactions.
An erratum to this article is available at . 相似文献
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Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies. Where protective structures and processes existed in environments, teachers employed direct-action problem-solving strategies. Avoidant strategies were more common in young and mature-aged novices, rather than experienced teachers.Three critical times were identified to support adaptation: first weeks of appointment for information, first semester for assistance, support, feedback for development of competence and three months before the year-end for stability and certainty. 相似文献
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Tobias Sheila Urry Meg Venkatesan Aparna 《Journal of Science Education and Technology》2002,11(4):321-323
Journal of Science Education and Technology - 相似文献
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阐述了教师合作研究的定义,详细论述了教师合作研究的原因,强调教师合作研究的重要性,也对目前教师合作研究的现状剖析,并探讨了教师应该如何进行合作研究的问题,对提高教师合作研究的有效性提出自己的见解。 相似文献
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Joseph C. DiPietro Wendy Drexler Kathryn Kennedy Vasa Buraphadeja Feng Liu Kara Dawson 《TechTrends》2010,54(1):25-32
This article focuses on the experiences of seven Ph.D. students implementing a wiki to collaboratively prepare for qualifying
examinations in the educational technology program at a large southeastern university. Concomitant study for such a rigorous
examination is rare, and the trials and tribulations of the group are described in detail. Specific guidelines highlighting
effective preparation options for qualifying exams are often elusive, and, as such, this article explores current research
related to collaborative preparation and mentoring, as well as the qualifying examination process in total, in hopes of adding
to the scientific body of knowledge related to these subjects. It also offers best practice strategies, suggests possible
technology tips regarding wiki implementation, and seeks to better scaffold future scholars and/or mentors seeking to effectively
participate in or plan for collaborative qualifying examination preparation. 相似文献
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幸福教育:一种人性教育的回归 总被引：2，自引：0，他引：2
人生的所有问题都可以还原为幸福问题。而今天学校把一些用来达到目的的手段本身变成了目的来追求。建构"幸福教育"的两个体系是:其一,让教师拥有一种物质、精神和心灵的幸福生活,因为孩子的幸福观、幸福品质和幸福能力主要从教师那里获得。其二,不仅给予孩子一个幸福童年,还要给予孩子一个幸福人生。所谓幸福童年,指充满成长气息的校园生活;所谓幸福人生,是为孩子今后人生走向构建完整而和谐、可持续发展的人生基础。 相似文献
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Susan Clayton Jerry Luebke Carol Saunders Jennifer Matiasek Alejandro Grajal 《Environmental Education Research》2014,20(4):460-475
Societal response to climate change has been inadequate. A perception that the issue is both physically and temporally remote may reduce concern; concern may also be affected by the political polarization surrounding the issue in the USA. A feeling of connection to nature or to animals may increase personal relevance, and a supportive social context may counteract political tensions. Zoos may provide opportunities for both sense of connection and social support. We surveyed over 7000 zoo and aquarium visitors to examine the ways in which a feeling of personal connection among zoo visitors may encourage concern about climate change. Results show that feeling connected to animals at the zoo is significantly associated with cognitive and emotional responses to climate change, as well as with other social groupings and social responses. Overall, the zoo seems to present a supportive social context for considering the topic. 相似文献
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Non-government organisations (NGOs) are big players in international development, critical to the achievement of the Millennium Development Goals (MDGs) and constantly under pressure to ‘achieve more’. Scaling-up their initiatives successfully and sustainably can be an efficient and cost effective way for NGOs to increase their impact across a range of developmental outcomes, but relatively little attention has been paid in the education sector to how best this may be done and debates appear to have stalled. One approach to scaling-up is replication, on which this paper focuses. While there is no one universally applicable path through which an educational NGO can achieve successful replication, more can be done to support choice of the best path to follow, with respect to specific NGO circumstances and the context within which it operates – and hopes to operate in future. This paper presents four known paths to replication alongside new illustrative diagrams to explore their advantages and disadvantages, and highlights the need for a fifth approach that does not appear in current literature. ‘Network replication’ is proposed as new pathway that draws on known strengths of networks and offers a learning-oriented approach to scaling-up. While inevitably not without its potential problems, Network replication is a scaling-up option that deserves consideration. 相似文献
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This paper looks back over a number of exploratory studies which have researched young children's construction of meanings for graphs, produced from data entered in spreadsheets. In this paper we discuss children's use of normalising, an activity in which children correct data towards some perceived norm. Through normalising, children construct meanings for trend in data and in graphs. We discuss how particular aspects of the pedagogical setting including task design encourage the use of normalising.This revised version was published online in October 2005 with corrections to the Cover Date. 相似文献
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Interventions designed to assist the unemployed make the transition to employment have typically focused on the development of specific skills. In this paper, the author argues that such approaches are insufficient for counselors to assist individuals attempting to make the transition to employment. A brief background to the unemployment problem is presented, followed by a summary of some of the major problems with traditional employment programs. The author then presents a comprehensive model for program development that incorporates seven levels of intervention, and five components of effective transition programs. Implications for counseling are discussed. 相似文献
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《British Journal of Educational Studies》2012,60(4):453-470
ABSTRACTLaunched in 1995, the GoodWork Project is a long-term, multi-site effort to understand the nature of good work across the professional landscape and to promote its achievement by relevant groups of students and professionals. In this essay, the authors review the goals and methods of the initial research project and its most salient findings. They describe the GoodWork Toolkit, a versatile instrument that consists of actual dilemmas faced by professionals, along with exercises designed to make the issues salient to those who use the Toolkit. Introduced as well is a system of classification of the dilemmas, in terms of their applicability across the professional landscape; and a review of the range of educational settings in which GoodWork materials have been utilized. 相似文献