共查询到20条相似文献，搜索用时 31 毫秒
1.
Joanna Tapper 《高等教育研究与发展》1997,16(1):25-40
The present situation in which students enter tertiary education with different experiences of online literacy poses challenges for instructors of subjects in which content and online literacy are integrated. It is hard for university teachers to predict what can be expected of incoming students in terms of computer experience, or to plan suitable syllabuses. In this article, the online literacy practices of students in one subject offered at an Australian university are examined. These practices are viewed within the context of the subject itself, and in the wider context of tertiary education. It is suggested that studies of the contexts and practices of online literacy can provide information which will help instructors to have some idea of what to expect concerning their students’ online literacy. In turn, this knowledge may make it easier for instructors to plan subject syllabuses which provide for groups of students with mixed online experiences. Areas for further research are also identified. 相似文献
2.
Brian Hudson Alison Hudson John Steel 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):733-748
This paper focuses on research into the student experience as participants in the development of an international online community. The background context for this is an international master’s programme and the specific context for the research is a module on Digital Media Applications (DMA), which are outlined. The programme design emphasises peer and formative assessment practices and the pedagogical approach aims to foster group collaboration in international teams. Following an overview of the research methods adopted, a number of emergent themes from the data analysis of student diaries are discussed, including issues of language, culture and identity. In conclusion, we offer some reflections on these issues and discuss the underpinning assumptions (in relation to assessment practices in particular) that have given direction to our subsequent ongoing research and development. 相似文献
3.
This article is the first of two reporting research concerned with the profile of degree level qualifications of initial teacher trainees who start Postgraduate Certificate of Education (PGCE) Secondary English courses. In a context where there is no existing database of such information, the researchers sought to establish the patterns in this profile and collate a summary of Initial Teacher Education (ITE) tutors’ perceptions about the level of subject knowledge preparedness of students with different degree level qualifications. Following from this, the enquiry was also interested in the ways that PGCE institutions support students with different subject knowledge development needs. The article that follows below treats the issue of degree qualifications and the PGCE selection process in the context of recent changes to subject English. The evidence suggests patterned but divergent practices with an overall trend of preference for prior qualifications in English Literature despite significant alterations in the study of English since 1980. PGCE courses surveyed attract many more applicants than there were places and tutors exercise considerable discretion in admissions practices which are not always made transparent by published policies and rationales, including those made available to prospective applicants. The review of the literature showed little published discourse on this topic to date. 相似文献
4.
Femke Geijsel Wouter Schenke Jan van Driel Monique Volman 《European Journal of Education》2020,55(2):233-247
The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice-based research with school development goals for inquiry-based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry-based practices in schools, the research question of this study was to explore to what extent and how do school leaders use the opportunity of participating in funded research and development projects for encouraging and integrating inquiry-based practices in their schools? Differences concerning the integration of inquiry-based working in the school as professional learning community were examined, distinguishing between school leaders’ strategies of capacity building. Twenty-eight school leaders of Dutch secondary schools, involved in nineteen projects, were interviewed retrospectively. Analyses showed the majority of the school leaders to be convinced that inquiry-based working is important for their schools’ development as a professional community. Their strategies for achieving school level project significance differed in school leaders’ successive attention on personal or interpersonal capacity building with regard to inquiry-based practices. Moreover, while some school leaders were actively involved with capacity building right from the start of the research and development projects projects, almost two-third of the school leaders developed interest in inquiry-based practices during the projects and started to enact in the final year of the project. In discussing the results, it is proposed that the interaction of strategy and context needs further study, for instance to inform peer learning among school leaders that are novice and experienced in inquiry-based practices as a means to develop the school as a professional learning community. 相似文献
5.
Practices of parental participation: a case study 总被引：1，自引：1，他引：0
Dimitra Hartas 《Educational Psychology in Practice》2008,24(2):139-153
The nature of parental participation in children’s education is changing rapidly. A growing body of research points to the positive effect that parental involvement has on outcomes of schooling and on children’s well‐being. This paper examines parental participation practices in terms of parents working together with a range of professionals, exchanging knowledge and information regarding their child’s SEN, challenging practices, and negotiating SEN provision. The parents in this study exercised agency – that is, they showed resilience and took initiative, within a context of shared responsibility and accountability, and advocated for their child’s right to educational provision. This paper argues for a strengths‐based approach towards enabling active parental participation and advocacy. 相似文献
6.
Jouni Kekäle 《Higher Education》1999,37(3):217-238
Leadership and management have become subject to growing interest in the context of higher education institutions. A fundamental feature of these institutions is the division of work according to different disciplines whose perspectives, practices and tasks can vary considerably. However, research literature on leadership in academic context deals typically with the topic on a general level, not in the context of different disciplinary cultures. In this paper disciplinary differences and their impact on preferred leadership patterns are discussed in some specialisms within four disciplinary fields (history, sociology, biology and physics) on the basis of research literature and a recent qualitative study on leadership cultures in academic departments (Kekäle 1997). 相似文献
7.
One of the fundamental purposes of educational research is to provide evidence to facilitate effective practice. However, the evidence itself does not have much value for practitioners unless key information about the context from which the evidence was generated is also provided. In this paper, we use the word ‘context’ to refer to factors that are relevant for learning, including the interactions that learners experience with multiple people, artefacts, and environments. Unfortunately, in many educational research studies, either these factors do not get the required attention or information about them is presented in an incoherent structure. The resultant lack of information leads to two significant drawbacks. First, it creates confusion among practitioners who want to apply research evidence in their practice. Second, it leads to research studies that on the face of it are similar, but that in reality have resulted from evidence that has been collected in significantly different contexts being included under the same categories in reviews, meta-reviews, and best-evidence syntheses. In this paper, we draw on the concept of ‘relatability’ of evidence and present taxonomy for collaborative problem-solving (CPS) that can be used to provide the valuable information against which research evidence can be indexed. By addressing the need for more detailed information about the contextual factors from which the evidence is generated to bridge the gap between research and practice in CPS research, we aim to exemplify the approach that is needed in educational research more generally. 相似文献
8.
《Ethnography and Education》2013,8(3):253-269
The central purpose of this paper is to highlight the research in a context where inclusive education is recognised within current global challenges in education. We aim to present different teaching practices and perceptions of teachers from rural schools regarding attention to diversity, before and during a collaborative action that reinforces and develops creative teaching practices. Participant observation, informal conversations and video-recording are the methods that we used. The data show the adoption of relevant group creative teaching practices and the development of inclusive thought. These aspects seem to promote the access to the curriculum of all children. The collaborative work is interpreted as encouraging the professional development. The study is of interest as it shows how the knowledge of creative teaching practices from a collaborative work can be systematised. This paper considers implications for founding research that contributes to the comprehension and development of educational contexts of diversity. 相似文献
9.
Mayke W.C. Vereijken Roeland M. van der Rijst Jan H. van Driel Friedo W. Dekker 《Teaching in Higher Education》2018,23(4):522-542
Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors’ practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors’ professional identity. We explain the relationship between novice supervisors’ practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors. 相似文献
10.
Nasser Mansour 《International Journal of Science Education》2013,35(11):1767-1794
Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students’ learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students’ inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists’ practices is very much needed. Within this context there is a need to re-examine the science teachers’ views of scientists and the cultural factors that might have an impact on teachers’ views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative–qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers’ cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists. 相似文献
11.
This article addresses how methodological approaches relying on video can be included in literacy research to capture changing literacies. In addition to arguing why literacy is best studied in context, we provide empirical examples of how small, head‐mounted video cameras have been used in two different research projects that share a common aim: understanding the complex ways in which literacy is a part of school practices. The complexity of literacy practices taking place in classrooms, where students draw on a number of texts for a variety of purposes and different literacy discourses co‐exist in the same setting, poses a serious challenge for those who wish to study literacy in educational settings. The methodology presented in this article is our attempt to meet this challenge. Our approach relies on using video equipment in innovative ways to capture multiple perspectives, involving research participants in the data collection process and the early stages of analysis, and analysing video data with digital coding software. These methods are combined to obtain a more systematic and detailed insight into the contexts in which literacy takes place. 相似文献
12.
Current Practice in the Allocation of Academic Workloads 总被引：1，自引：0，他引：1
Significant factors within UK higher education include explicit competition, regulatory demands and pressures to maintain student numbers despite tuition fee increases. Universities have responded by more actively managing finances and quality but seemingly not staff time. This paper sets out findings on the processes and practices surrounding academic workload allocation (WLA) in universities, based on 59 detailed interviews from a cross section of staff. The main findings from this research are that there are a huge variety of different practices surrounding WLA and much potential for improvement. The approaches observed can be seen to work in a continuum from informal to partial, to the more comprehensive. Although many felt the disciplinary context to be very important to the process chosen, the findings of the research reveal that this is not the case. 相似文献
13.
This paper presents an institutional research on service quality conducted to analyze the students’ motives and influences on their selection of studies and university. The research was carried out by collecting data from first-year students in a multi-campus system where institutions are independent in their recruitment strategies. Results from six consecutive years are presented. The meaningful coincidence with previous research, the stability of some findings along the years, and the possibilities of this approach to be useful for strategic purposes and in marketing-related issues, make this methodology of particular interest. These results are also meaningful with a view to improving quality practices in the context of competition for the best students, and improving guidance practices to match students’ motives with higher education offer.
相似文献14.
Joanne Orlando 《Technology, Pedagogy and Education》2013,22(1):33-44
With the introduction of Information and Communication Technologies (ICT) into schools came the expectation that teachers would adopt ICT and change their practices in particular ways. Research indicates that teachers have not changed in the ways expected. Suggested in this paper is that limitations in current research methodologies documenting change in teachers' practices are restricting thorough examination of change in teachers' practices mediated by ICT. This paper reports on the design of a study aimed at investigating teachers' practices from an alternative position from the current research. The research design is a grounded, longitudinal, qualitative study using assorted analysis for the collection and interpretation of the data. This involves a combination of secondary analysis of archive data and collection and analysis of primary data. Participants were able to retrospectively describe and understand their own archived and new data, in interviews and observations. This paper focuses on ways this research design supported examining teachers' practices as including a number of dimensions and the way these dimensions were influenced by the context in which they were situated. Also, the ways this research design provided a means for examining the changes that developed from the teachers' own narratives. This gave some insight into the ways the teachers' understood the changes in their own practices. Examining change from this perspective supports understanding of how and why changes in teaching practices mediated by ICT occur or don't occur. It also contributes to examining the bigger phenomenon of ICT and the long‐term impact it is having on teaching practices. 相似文献
15.
《International Journal of Lifelong Education》2012,31(1):97-110
This paper addresses the question of what meaning urban public space has in relation to the process of children’s socialisation. It builds on data from qualitative research into the social-pedagogical meaning of three contrasting neighbourhoods in the city of Ghent. In this research, the neighbourhood was studied as a social and spatial context in which particular socialising practices are constantly constructed and reconstructed through the everyday social actions and practices of people, including children, and hence influence the socialisation processes of children. The research shows that different patterns influence the strategies through which children learn to deal with issues like diversity, otherness and unpredictability in different ways, ranging from excluding this diversity from the everyday lifeworld, through enclosing oneself within one’s own social group, to learning through the everyday confrontation with diversity. 相似文献
16.
Ji Hoon Song 《Performance Improvement Quarterly》2008,21(2):87-102
The primary purpose of this research is to explore the impacts of knowledge creation practices on organizational performance improvement. Research has been empirically assessed on the basis of the collected data from three Korean private organizations. The concept of knowledge creation theory was adapted as the theoretical framework of this research (Nonaka & Takeuchi, 1995). Structural equation modeling has been used in order to assess the fit of the hypothesized model with the collected data. The result of the confirmatory factor analysis suggests that the hypothesized measurement model is a reliable and valid construct in the Korean context; multiple regression analysis reveals that knowledge creation practices have a positive and strong influence on performance improvement. Conclusions, limitations, and implications for human resource development are discussed. 相似文献
17.
With the implementation of teacher performance pay in 2009 in China, teacher performance evaluation has become a heated topic. This research study follows up on two previous studies of teacher evaluation in China and continues the dialog by analyzing the latest trends in the context of teacher performance pay. There were two sources of information for this article: academic journal articles and teacher evaluation practices of two schools from Beijing. Seven themes were derived from a content analysis of the academic journal articles: (a) studies on teacher evaluation within the context of curriculum reform, (b) methods of teacher evaluation, (c) studies of miscellaneous responses, (d) studies on developmental teacher evaluation, (e) studies on teacher performance evaluation, (f) studies on teacher effectiveness, and (g) philosophical thoughts of teacher evaluation. The two cases of teacher evaluation practices revealed some changes since the implementation of teacher performance pay, such as a more comprehensive teacher evaluation system. 相似文献
18.
Brenda Saris Stephanie Doyle Judith Loveridge 《The International Journal of Art & Design Education》2023,42(3):439-453
Previous theoretical frameworks used to research and explain creative design processes tend to privilege individual expression and not address the context in which the process occurs. This is problematic due to the ways in which creative activities are embedded in and shaped by socio-cultural and historic contexts. In this article we focus on the ways in which cultural historic activity theory (CHAT) and its analytical activity systems can be used to reveal creative processes in context. We draw on the tools and concepts of CHAT and data from a study of visual communication design (VCD) students and lecturers situated within a transnational higher education (TNHE) context at a university in China. An analytical framework was constructed to research practices used in creative design process learning. The dynamic nature of CHAT offers design process research methods a set of analytical tools to capture the powerful parts played by artifacts and interactions within specific sociocultural and historic learning contexts. 相似文献
19.
Situated in the context of the Advanced Placement curriculum reform in the sciences, this quantitative study validates selected elements of Desimone's (2009) conceptual framework on teacher professional development. Using national data sets with data from 133 336 students and 7434 teachers, multi-level structural equation models indicate that professional development participation and contextual school- and teacher-level factors influence teachers' classroom practices. In turn, aspects of instructional enactments characteristics are significantly, but very weakly, associated with student performance. Thus, this study reinforces calls to provide teachers opportunities for high-quality professional development and suggests to advance research that identifies effective instructional practices. 相似文献
20.
Student examinees are key stakeholders in large-scale, high-stakes, public examination systems. How they perceive the purpose, comprehend the technical characteristics of testing and how they interpret scores influence their response to the system demands and their preparation for the examinations; this information relates to intended and unintended consequences of testing and is a component of an expanded notion of test validity. The research reported in this paper investigates examinees’ perceptions about the secondary school graduation and university-entrance national exams in Cyprus. Interviews with recent examinees reveal the versatility and complexity of their perceptions about the fairness and appropriateness of the system, which are influenced by design features of the exams and by the local context. There are important, mostly unintended, consequences on their in- and out-of-school experience, on school curricula and on instructional practices. Empirical evidence about consequential aspects of examinations contributes to the validity argument needed to support such programmes. 相似文献