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1.
Susan Carter 《高等教育研究与发展》2011,30(6):725-736
Increasingly learning advisors provide generic support for doctoral students. The terms ‘genre’ (a category, type or family) and ‘generic’ (ambiguously both ‘of a category’ and ‘non-specific’) are interrogated here in relation to such support. Literary studies scholars divide texts by genre for the purpose of analysis. It is helpful to see the doctoral thesis as a literary genre and discuss generic writing support in this context. Taking a theoretical position, I suggest that doctoral writing support can be theorised and conceived differently to complement supervisory support within disciplines. Ideas about the social significance of genre translate well to doctoral writing, which is also socially situated, speaking back to the discourse by which it is produced. Generic learning support is a contested phrase in higher education, a non-specific bolt-on process suspected of being never pertinent because it is not embedded in a discipline. Yet it is highly useful for doctoral students, a fact recognised in burgeoning practice. Around the world, generic support for doctoral study is increasingly provided as universities strive to sustain a healthy completion rate and ensure that discipline-specific, mainly supervisory, support is firmly complemented. Arguing for the thesis as genre enables the term ‘generic’ to have traction for those providing doctoral support across campus and opens up a theoretical way of discussing practice. 相似文献
2.
Arguing for the need for a scientific research study (i.e. writing an introduction to a research paper) poses significant challenges for students. When faced with these challenges, students often generate overly safe replications (i.e. fail to find and include opposition to their hypothesis) or in contrast include no strong support for their hypothesis (i.e. relevant, valid evidence). How can we support novice scientists in generating and defending high quality hypotheses? A long history of research supports the affordances provided by structured representations of complex information. More recently, argument diagramming has gained traction in instruction for philosophy, social studies, and law. However, its effectiveness for supporting students in science is relatively untested. The purpose of the current study was to test the effectiveness of a simple argument diagram optimized for supporting students’ research writing in psychology. Two groups of undergraduate students in research methods lab courses were randomly assigned to diagramming support or no support. In the research papers, those given diagramming support were more likely to argue for an appropriately ‘risky’ hypothesis and wrote more about the relevance and validity of cited studies. Some of these gains show signs of transfer to a second paper written later in the course that did not require use of the diagramming tool. 相似文献
3.
《Australian Journal of Learning Difficulties》2013,18(2):79-88
Abstract This study investigated the teaching of gifted children in a Montessori school, with particular reference to gifted students with learning difficulties in writing. Within an action research context, the teachers participated in professional development in the education of gifted children and were provided with ongoing curriculum and resources support. The teachers made modifications to their gifted students’ programs after this professional development. Positive outcomes in aspects of writing, such as punctuation, spelling, sentence control and text organisation, as well as improved social outcomes, were achieved by the gifted students with writing difficulties. 相似文献
4.
It is widely suggested that feedback on assignments is useful to students’ learning, however, little research has examined how this feedback may be provided in large classes or the actual effects of such a scheme. We designed and implemented a voluntary ‘earlybird scheme’ that provided detailed feedback to undergraduate Business students on a first draft of a literature review. We then evaluated the effect of this scheme on students’ final marks for the assignment, the scheme’s usage, and students’ perceptions of the scheme. We found that although the usage of the scheme was quite low, it increased the learning of the students who did use it. The most common reason for not using the scheme was a lack of time and, therefore, given the beneficial nature of the scheme overall, we suggest that future implementations include greater structure or a complementary time‐management workshop. 相似文献
5.
Sue Casement Carmen Carpio de los Pinos 《International Journal of Inclusive Education》2017,21(1):73-89
Research has consistently shown that young people with Asperger’s Syndrome (AS) are likely to experience increased anxiety during new social situations; yet, studies have been regionally and culturally bound. The aim of this study was to explore how higher education students with AS experienced attending university in two European countries: the UK and Spain. The objective was to find out if experiences differed between the two countries in relation to contrasting support arrangements and what kinds of interventions might aid students’ social well-being at university, an important learning outcome for future practice. This small-scale comparative exploratory study incorporated life-history interviews with nine students with AS. The interviews were transcribed verbatim and subjected to Interpretative Phenomenological Analysis. Four superordinate themes significant to both groups of students in Spain and the UK emerged from the data: social relationships, ‘special interests’, ‘environment’ and ‘support mechanisms’. Students with AS need and want clear, unambiguous and structured information from academics; support to get to know others in ‘small special interest groups’; more designated ‘quiet zones’ across campuses; and above all, a move away from ableist notions of AS. To our knowledge, this is the only Spanish–UK comparative study of university students with AS. 相似文献
6.
Maria Tamboukou 《Gender and education》2004,16(2):187-207
Over the last 15 years, feminist theorists have sought to redefine female subjectivity. Amongst a wide range of critical notions of the female self, this paper focuses on what Foucault has defined as heterotopias, ‘different places’ which disrupt the dominance of the one single ‘real’ social place, offering shelter to subjects in crisis. I will argue that this Foucauldian notion is a useful tool for the exploration of the multifarious ways that some women educators attempted to define and describe themselves at the turn of the nineteenth century in Greece, particularly focusing on the writings of Alexandra Papadopoulou. 相似文献
7.
Helen Bovill 《International Journal of Lifelong Education》2013,32(6):687-703
This paper utilises the theories of Archer to explore the impact of student ‘internal conversations’ upon the development of reflexive approaches employed by work-based students (WBS). The study informing this paper draws on the voices of a range of WBS on a Foundation Degree in Educational Support within a new university. A range of reflexivities are identified within the strategies students employ to ‘make their ways’ through the often unfamiliar and sometimes alienating contexts of higher education (HE). Whilst routinisation can be viewed as in decline people are not equally placed to be liberated or to liberate themselves from structurally determined biographies. Importantly for this paper, liberation is not strongly identified by participants as a site of what they ‘care most about’. It is argued in the conclusion to this paper that students have an ‘empirical tendency’ to employ the reflexivity that enables them to remain knowledgeably embedded to their social context, to move on but not necessarily ‘out’ of their social circumstances; so the autonomous reflexivity of Archer’s study is less relevant to many of these students. 相似文献
8.
Vivienne Anderson 《Higher Education》2014,68(5):637-652
In an era of unprecedented student mobility, increasingly diverse student populations in many national contexts, and globally interconnected environmental and social concerns, there is an urgent need to find new ways of thinking about teaching and learning. Static assumptions about so-called ‘Western’ versus ‘non-Western’ teaching and learning approaches or ‘local’ versus ‘international’ students are inadequate for responding to the complex histories, geographies and identities that meet and mingle in our higher education (HE) institutions. In this paper, I use María Lugones’ ‘world-travelling’ as a framework for discussing international and New Zealand women students’ reflections on teaching, learning and transition in New Zealand HE. I conclude with some suggestions as to what effective pedagogy might look like in internationalised HE if we think beyond culturalist them-and-us assumptions and recognise students’ complexity. 相似文献
9.
Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms. 相似文献
10.
Willems J. Coertjens L. Donche V. 《European Journal of Psychology of Education - EJPE》2022,37(2):585-604
The social adjustment process is a prominent factor in the literature on the transition to higher education (HE). This vast body of research, however, has predominantly focussed on academically oriented first-year higher education (FYHE) contexts, leaving professionally oriented programs (providing vocational education that prepares students for a particular occupation) rather underexamined. Therefore, this study set out to explore what first-year students in professional HE contexts perceive to be the most important social experiences associated with their adjustment process in the first semester of FYHE. Furthermore, this study examines the extent to which the uncovered key experiences associated with social adjustment are reported at different times. Hereto, drawing on the critical incidents technique, qualitative data were collected from 104 purposively selected freshmen, enrolled in a Flemish (Dutch-speaking part of Belgium) university college which offers professional HE programs, such as social work and nursing. At the start of the second semester of FYHE, these respondents completed ‘reflective logs’ wherein they reflected on three critical social experiences during their first semester in HE. Firstly, a qualitative content analysis revealed that students report on five overarching themes: (1) dealing with the unknown, (2) establishing a first connection, (3) establishing a deeper connection, (4) support from peers and others, and (5) loneliness. Secondly, a quantitative analysis of code occurrence suggests that these five uncovered themes seem to be more significant at different times in the first semester of FYHE. Implications of the findings for the development of guidance and coaching initiatives are discussed.
相似文献11.
The environment is not only an ecological entity distinct from people but a cultural, social, and political construct. Understanding how learners conceptualize ‘environment’ may contribute to more effective environmental education (EE). This study investigated, in a paired pre–post design, 215 students’ understandings of ‘environment’ and perceptions of its relevance to their teaching area, at the onset and toward the end of their studies in teacher-education colleges in Israel. While student teachers, regardless of their major, acknowledged the importance of EE to their future function as teachers, they do not demonstrate an adequate understanding of the concept environment: humans are not viewed as part of the environment nor is the environment understood as a complex web of interactions among people, man-made systems and natural ecosystems. The fact that toward the end of studies, student teachers’ understandings of environment remained essentially basic indicates the necessity to reorient teacher-education programs toward EE. The various ways in which students perceived the relevance of environment to their teaching area are the starting points for this change. 相似文献
12.
High-quality writing instruction is vital to supporting developing writers as they learn to plan, compose, and revise text. It is equally important that such instruction enhances students’ self-efficacy for writing as well as their motivation to write. The main aim of the present study was to investigate the incremental effect of peer-assisted writing in an explicit writing instruction program on Flemish upper-elementary students’ writing performance, self-efficacy for writing, and writing motivation. A randomized control design, using multilevel analyses, was conducted to determine the differential effectiveness of two experimental writing treatments (EI+PA and EI+IND) compared to a business as usual control condition (BAU). Both experimental writing treatments involved explicit instruction in writing, with students in one condition writing with a peer (EI+PA) and students in the other condition writing individually (EI+IND). Participating classes (N = 431 students, N = 20 teachers) were randomly assigned to the three conditions and students were assessed before and after instruction. EI+PA students outperformed both EI+IND and BAU students on the writing measure in the instructed genre but not in the uninstructed genre. Additionally, although EI+PA students were more confident as to their capability (self-efficacy) to generate ideas when compared to their EI+IND counterparts, EI+PA students’ writing motivation, characterized by internal or external motives, was significantly lower than EI+IND students. The findings of the present study corroborate and extend the limited number of prior studies illustrating the surplus value of peer-assisted writing in explicit writing instruction programs. 相似文献
13.
The focus of this article is how to ensure (beginning) teachers’ needs as practitioners are part of the discursive dialogue in physical education teacher education programs. We consider the relationship between ‘structure’ and ‘agency,’ teachers as ‘change agents’ and refer to ‘workplace learning’ as we examine the extent to which the social structure of the school and the teaching profession, and?/?or the capacity of the individual to act independently, ultimately determines a teacher's behaviour in reaction to teaching expectations. We are interested as physical education teacher education faculty in how we (1) strive to help pre-service teachers examine and reframe assumptions about themselves as teachers and change agents, and (2) examine taken-for-granted school practices and processes. We share ways that physical education teacher education programs could encourage pre-service teachers agency and the relationship between initial teacher education and induction. 相似文献
14.
Recent second/foreign language (L2) research has witnessed the application of sociocultural tenets to L2 classrooms. This study aimed to probe whether Iranian L2 learners’ engagement in ZPD-activated collaborative dialogue, or ‘languaging’, mediates their learning process and, specifically, their appropriate use of metadiscourse to address content, organisation and audience issues in writing. English-as-a-foreign-language-writing classes at two universities were assigned to four different instructional conditions, namely, ZPD-activated collaborative, ZPD-free collaborative, fine-tuned L2-input provision and prevalent teacher-fronted approaches. The data comprised metadiscourse-oriented writing test scores, weekly writings and audio-recorded in-class collaborative dialogues of the ZPD groups. The results demonstrated the ZPD-activated collaborative writing approach significantly facilitated the learners’ appropriate use of metadiscourse. Complementary interpretative analysis of the ZPD participants’ metadiscourse-related episodes showed that the initially-other-regulated (undistributed) writing tasks became progressively reciprocal with less-skilled peers displaying microgenetic use of L2 metadiscourse resources and dynamically assuming more participatory roles in regulating the writing tasks. The findings suggest engagement in ZPD-activated ‘languaging’ is crucial to shaping opportunities for L2 learners’ microgenetic learning and to their longer term cognitive development. In sum, the application of sociocultural tenets and notions has shown to be highly fruitful in explaining the social genesis of L2 development as a higher order psychological functioning. 相似文献
15.
Erica Southgate Caragh Brosnan Heidi Lempp Brian Kelly Sarah Wright Sue Outram 《Critical Studies in Education》2017,58(2):242-260
ABSTRACTHigher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of social mobility itself – and its costs. Long-distance or ‘extreme’ social mobility journeys particularly require analysis. This paper examines journeys of first-in-family university students in the especially high-status degree of medicine, through interviews with 21 students at an Australian medical school. Three themes are discussed: (1) the roots of participants’ social mobility journeys; (2) how sociocultural difference is experienced and negotiated within medical school; and (3) how participants think about their professional identities and futures. Students described getting to medical school ‘the hard way’, and emphasised the different backgrounds and attitudes of themselves and their wealthier peers. Many felt like ‘imposters’, using self-deprecating language to highlight their lack of ‘fit’ in the privileged world of medicine. However, such language also reflected resistance to middle-class norms and served to create solidarity with community of origin, and, importantly, patients. Rather than narratives of loss, students’ stories reflect a tactical refinement of self and incorporation of certain middle-class attributes, alongside an appreciation of the worth their ‘difference’ brings to their new destination, the medical profession. 相似文献
16.
In problem-based learning (PBL), the role of a tutor or facilitator is different from what is typically considered as the role of a traditional teacher. In addition to being a subject-matter expert, the facilitator is also expected to be ‘socially’ and ‘cognitively congruent’. In this study, we analyze the survey responses from more than 10,000 students in order to better understand their perceptions of what makes a good or poor facilitator, and to identify specific qualities related to social congruence, cognitive congruence and use of expertise. Students’ comments for the highest and lowest scoring groups of facilitators were analyzed qualitatively using inductive data analysis strategies. The following themes were identified: for social congruence—facilitator personality, relating to students, professionalism, motivating students, and learning environment; for cognitive congruence—scaffolding learning, and communication skills; for use of expertise—content knowledge and experience, and stretching students’ learning. Coding of students’ feedback also demonstrated that students most frequently commented on issues related to facilitators’ social congruence. Our findings indicate that social congruence encompasses skills which facilitators may improve on. We also argue that understanding students’ perspectives is critical especially in a learner-centred approach such as PBL and therefore propose that our findings provide useful input for the professional development of PBL facilitators. 相似文献
17.
Geoff Holloway 《Asia-Pacific Journal of Teacher Education》1994,22(2):189-205
The asymmetrical structure of educational attainment has been documented widely. The main unresolved problem in educational research now is to explain the process by which this occurs (i.e. the process of social reproduction). In this research, all students in government secondary colleges in Tasmania were asked to nominate teachers who had been ‘especially helpful or encouraging’. A teaching style questionnaire was issued subsequently to all teachers (n = 505) receiving two or more nominations. Also, the top 25 teachers were interviewed. The results show that the teacher/student relationship is critical in facilitating the ‘educational process’, that this relationship is based on the reciprocal expectations (norms) of students and teachers, and that ‘effective’ teachers use specific techniques in establishing their relationships with students. The research is based on an innovative technique of quantifying the qualitative aspects of these norms or ‘working models’. The results suggest that training effective teachers requires more attention to the nature of the relationship between teachers and students. An effective relationship with students can be achieved using a variety of ‘role destructuring’ techniques. 相似文献
18.
Clare Madge Markus Roos Breines Mwazvita Tapiwa Beatrice Dalu Ashley Gunter Jenna Mittelmeier Paul Prinsloo 《Learning, Media and Technology》2019,44(3):267-282
ABSTRACTMuch of the research on how social media is embedded into the educational practices of higher education students has a Western orientation. In concentrating on a case study of the varied ways in which African International Distance Education (IDE) students actively use social media to shape their learning experiences, we discuss an under-researched group. The paper draws on analysis of 1295 online questionnaires and 165 in-depth interviews with IDE students at UNISA, South Africa, one of the largest providers of IDE globally. WhatsApp emerges as ‘the’ key social media tool that opens up opportunities for IDE students to transfer, translate and transform their educational journey when studying ‘at a distance’. Although WhatsApp does provide a ‘space of opportunity’ for some students, this is framed through socio-technical marginalisation, itself a reflection of demographic legacies of inequality. Exploring social media practices though the case of African IDE students places these students centre stage and adds to the awareness of the multiple centres from which international education is practiced. 相似文献
19.
ABSTRACTFoundations studies programs (FSPs), sometimes termed pathways programs, seek to prepare international students for an undergraduate education. While enrolments in these programs continue to grow in Australia, there has correspondingly been little research exploring how FSP students experience their transition into university life and study. In seeking to fill a gap within the literature, this study investigated this issue by focusing on international students from mainland China. 23 FSP alumni were interviewed and asked to describe their expectations and experiences of secondary schooling in China, and their subsequent FSP and university studies in Australia. The analysis revealed that the most salient feature of participants’ transition into their Australian undergraduate courses was their emphasis on interpersonal relationships and social interactions. In particular, interviewees emphasised the importance of social exchanges with local peers and teaching staff, and their general disappointment or frustration with these interactions. While this study echoes previous investigations relating to international students’ (lack of positive) intercultural interactions within HE settings, it more importantly challenges the notion that FSPs can be assumed to adequately prepare international students for the nature of these relationships at university. Recommendations regarding FSP practices and policies are posed at the end of this article. 相似文献
20.
Klaus Hurrelmann 《欧洲师范教育杂志》1984,7(2):181-190
In this paper an attempt is made both to discuss factors of stress in 14‐ to 18‐year‐old teenage students in and out of school and at the same time to point out the adolescent's own subjective perception of some of those factors by means of an empirical investigation. Factors external and internal to school must be seen as standing in a close relation of interaction to each other. The kind and intensity of mental and social stress is explained by combining an ‘objective’ analysis with a ‘subjective’ one. School is looked at both as a system of social order, organisation and interaction, and as a realm of experience and a social environment for students. On the basis of these considerations, the conception of ‘stress’ is discussed in the context of a meta‐theoretical model of the subject who is productively managing his or her reality. 相似文献