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1.
This presentation looks at how young children learn basic geometrical concepts. Piaget's developmental levels will be examined to determine how they fit into the current research project. These will be compared with materials from the Soviet States that have recently become available from the NCTP in the USA.

The research project was constructed in a number of early childhood centres in a variety of socio‐economic areas. All of these centres had an early intervention program in operation so that special needs or ‘exceptional’ children could be observed along with mainstream children.

The researcher is investigating children's learning styles to determine the children's preferred learning styles when exploring spatial concepts. The question of whether exceptional children progress through the same stages and in the same order as the mainstream children is also being considered.

Spatial concepts in early childhood is an area that seems to have been neglected by researchers in favour of the development of number concepts. This research project aims to add to our knowledge of how young children learn spatial concepts.

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2.
We dedicate this article to the late Professor John Morris, an appreciative inquirer into and true enabler of the writing of practice for each of us.

What value is added for writer and reader by intentionally keeping personal learning part of public researching? When a practitioner attends conscientiously to ‘the relationship with their research,’ does it make a difference to their learning and researching? If it does, can this difference also make a difference to the reader …? This paper addresses these kinds of queries from the standpoint of ‘scholarly practice,’ the research undertaken by mature managers and professionals who account in text for initiating and sustaining change within their complex contexts of work. Through exploring a variety of learning frames, the authors identify the distinctive opportunities and challenges in practice-led enquiry, and raise implications critically for the researching professional as well as for their ‘enablers’—the academic supervisors or fellow action-learning set members—who support and challenge the efforts of scholarly practitioners to make sense of and explicate their action. Revans's praxeology of action-based learning (systems alpha, beta and gamma) is extended as a research analogue for practice-led knowing. Ontological, methodological and epistemological perspectives are progressively deployed to examine critically the essentially reflexive nature of scholarly practice. The authors depict challenges in scholarly practice of establishing focus, incorporating others' thinking alongside one's own and asserting one's own voice. The paper concludes by warning of two ways in which enablers can unwittingly hijack the purpose of practice-led research.  相似文献   


3.
Purpose: This paper examines if and how agricultural researchers and extension officers can see, understand and change processes that exclude some people and influence marginalisation.

Design and methodology: We used participatory action research (PAR) in a programme building sustainable farming practices for nutrition and income in Solomon Islands as our case study. Two qualitative PAR data streams were analysed: (i) documentation of community activities over three years including action planning, learning activities, training workshops, focus group discussions, key informant and informal interviews and (ii) documentation of the research teams’ own learning and reflection sessions.

Findings: Agricultural research and learning activities facilitated through PAR can help researchers and extension officers see, understand and challenge processes that cause social exclusion and marginalisation and lead to inequitable access to agricultural opportunities. A combination of (i) starting with a collective vision; (ii) facilitating systematic reflection exercises; and (iii) having locally tuned facilitators creating safe spaces; makes processes of social exclusion tangible, discussable and ultimately actionable, illustrating the potential of the research and extension processes to facilitate social change in real time.

Theoretical Implications: The paper makes a contribution to the growing body of theory and literature on innovation systems and people-centred approaches to agricultural development, by highlighting the facilitation challenges and opportunities that can create more learning focused and power-aware agricultural programming.

Practical Implications: Our approach, examined in this paper, can improve implementation of policies such as the Solomon Islands Agriculture and Livestock Sector Policy (2015–2019), which aims for active participation of women and youth in agricultural development.

Originality: Using a PAR approach to discover how agricultural research and extension activities can help transform the processes that cause social exclusion and create disadvantage and marginalisation.  相似文献   


4.
Consultant practitioner is the pinnacle of the clinical career ladder for all health care disciplines in the United Kingdom. Consultant nurse, midwife and health visitor roles build on the clinical credibility and expertise characteristic of advanced level practice, but also possess expertise in: clinical systems leadership and the facilitation of culture change, learning and development; advanced consultancy approaches, and research and evaluation to prioritise person-centred, safe and effective care across patient pathways.

This project aimed to help new and emerging consultants to become more effective in their role through a programme of support to develop their expertise.

Emancipatory action research, supported by claims, concerns and issues tool, derived from Stakeholder Evaluation, and other methods (active learning, action learning, collaborative workshops and individual tools e.g. qualitative 360 degree feedback and reflective reviews) comprised the supportive intervention which enabled participants to research their own practice.

The programme’s methodology and methods helped participants to: research their own practice; theorise from practice; grow the facilitation skills needed to develop and demonstrate their own effectiveness; foster the effectiveness of others and; transform practice culture. Greater effectiveness in their multiple roles was demonstrated, as was the impact of this on others, services and organisations.

The study concludes that the support programme augmented by the methodology, facilitation skills and the 10 principles derived from a concept analysis of work-based learning is central to achieving improved effectiveness and transformation of others, services and organisations. Theoretical insights at collective/community levels also resulted. Key recommendations are identified for commissioners, higher education and research.  相似文献   


5.
The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion.

Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students’ own involvement. We point out many of the insights of Stenhouse's approach, but also some of its disadvantages which subtly encourage a popularist form of relativism.

We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others.  相似文献   


6.
The Open University, with over 60 000 students learning at a distance in its undergraduate profile, is the largest institution of its type in the world. With students spread throughout the United Kingdom and with such large numbers, the Open University has been critically aware of the potential depersonalization of the individual student and the possible subordination of the real needs of students to the bureaucratic requirements of the institution.

By providing each student with a tutor-counsellor who is responsible for the progress of a group of thirty to forty students from initial registration to graduation, the Open University has sought to create an intermediary support, between the distant institution and the student, who has a responsibility for the student in the institution and has a personal knowledge of the student's general progress.

However, since tutor-counsellors are part-time staff and since the University's system is large and complex, it has been necessary to support the part-time staff with up-to-date details of the information the institution holds on file concerning its students. The tutor-counsellor can thus operate in the context of his own personal ‘knowledge’ of the student and the University's institutional ‘knowledge’ of the student.

The Open University has therefore created a general data management and file processing system which allows it to assist selectively and efficiently the work of the tutor-counsellors in their support of the individual student. This is a major step in the University's objective of individualizing its support to students.  相似文献   


7.
This paper discusses the role of mentors in individualized learning at Empire State College, New York State. The discussion implicitly questions roles and procedures in distance education.

This individualized learning programme is defined and illustrated. The components of the role of mentor are likewise defined and illustrated. Then the implications of being a mentor working with individual students are spelt out as they illuminate the relationships of mentors in academia.

The conclusion is offered that the mentor's commitment to his/her students is an exhibition of his/her fundamental commitment to a philosophical stance in education which surmounts primary loyalty to one's academic faculty.

The final whimsical question is whether or not individualized learning and distance education are compatible or conflicting.  相似文献   


8.
Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.

Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.

Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.

Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.

Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.

Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.  相似文献   


9.
Subjectivity is one of the elemental human needs. It is also significant since it plays a part in educational situations. A particularly important premise of subjectivity is responsibility for one's actions and, associated with this, determination of a direction for one's own activity, the exercise of control and the making of choices.

Human activity takes place principally in a social context. For this reason it is important to pay attention to two‐subject relationships. Their features are above all purposefulness, bi‐directionality and co‐ordination. Two‐subject activity may be of two sorts—negative co‐operation (conflict) or positive co‐operation, co‐ordination of a line of action including dialogue and collaboration.

Educational activity, particularly when directed at younger children, is characterized by different planes of functioning. The adult acts in a longer‐term perspective and formulates his aims in terms of general concepts but a small child acts in a short term perspective and formulates aims in concrete terms.

A system of priorities is put forward here, a two‐task model for the educational situation which makes subjective activity possible both for the child and for the adult. In the last part of the article an experiment is described which illustrates how such a two‐task situation works with a system of priorities and the results that were obtained.

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10.
Several years ago I began to see children in my classroom who did not respond to the techniques I had used for many years to develop behavioural adjustment.

While searching for a new method that would be more effective, I was introduced to Louis Ormont's theories regarding the Group Experience involving adults.

Immediately I began to see the possibility of adjusting the adult Group Process to address the needs of the 5‐6‐year‐olds in my kindergarten class.

In my presentation I will discuss Dr Ormont's theory as I see it relating to my classroom and describe how I implement the Group Process and the results that were achieved over three years’ time with several classes of children.

My presentation will give new meaning to the terms ‘Group Meeting’ and ‘Behavioural Modification’ in the kindergarten classroom. In my mind the results are enormously positive. Children learn to take charge of their own behaviour and are strengthened by the feelings of group membership and personal empowerment.  相似文献   


11.
Background: Inquiry learning in science provides authentic and relevant contexts in which students can create knowledge to solve problems, make decisions and find solutions to issues in today’s world. The use of electronic networks can facilitate this interaction, dialogue and sharing, and adds a new dimension to classroom pedagogy.

Purpose: This is a report of teacher and student reflections on some of the tensions, reconciliations and feelings they experienced as they worked together to engage in inquiry learning. The study sought to find out how networked ICT use might offer new and different ways for students to engage with, explore and communicate science ideas within inquiry.

Sample: This project developed case studies with 6 science teachers of year 9 and 10 students, with an average age of 13 and 14 years in three New Zealand high schools. Teacher participants in the project had varying levels of understanding and experience with inquiry learning in science. Teacher knowledge and experience with ICT were equally diverse.

Design and Methods: Teachers and researchers developed initially in a joint workshop a shared understanding of inquiry, and how this could be enacted. During implementation, the researchers observed the inquiry projects in the classrooms and then, together with the teachers, reviewed and analysed the data that had been collected.

Results: At the beginning of the project, some of the teachers and students were tentative: inquiry based teaching supported by ICT meant initially that the teachers were hesitant in letting go some of the control they felt they had over students learning, and the students felt insecure in adopting some responsibility for their own learning. Over time a sense of trust and ease developed and this ‘control of learning’ balance moved from what was traditionally accepted, but not without modifications and reservations.

Conclusions: There is no clear pathway to follow in moving towards ICT-supported science inquiry in secondary schools. The experience of the teacher, the funds of knowledge the students bring to the classroom, the level of technological availability in the school and the ability of the students are all variables which determine the nature of the experience.  相似文献   


12.
Current printed courses of the Open universiteit (Ou) have been designed according to a variety of course models; for example the ‘learning unit model’ or the ‘textbook‐workbook model’ (van den Boom & Schlusmans 1991). Considering the potential of the ILCE approach (Valcke & Martens, this issue), one can imagine new and innovative course models that build on the interactivity and flexibility possibilities of such an environment An essential feature of the ILCE approach is that developers can consider student differences when designing and producing learning materials.

In this article we will explore the problem of adapting the delivery of learning materials to student characteristics in relation to a course based on ‘cases’ in the law domain. Two different study modes are researched: a study mode that starts with the theory and next moves to practical work with the cases versus a study mode that starts with the practical work and next moves to the theoretical base.

Two studies are presented. Within the exploratory study, the research questions focus on the potential interrelations between student characteristics and the preference/choice for one of the two study modes. From the results can be concluded that almost all students from the Open universiteit prefer a theory‐based study mode, because they have a relatively large amount of experience with this study mode and because they find it a successful study mode.

In the second study, an experimental design is adopted with students studying in one of four different conditions: two study modes of printed learning materials and two study modes of interactive learning materials. In contrast with the exploratory study students clearly indicate a more diverse preference for certain study modes. Students also differ in their preference for the delivery mode. However the more traditional study and delivery mode (theory‐based and printed learning material) remains more popular. Again this might again be due to the greater experience students have with this approach. Only two student characteristics are significantly related to opting for the practice‐based study mode: the experience level with a study mode and one's prior knowledge with the subject matter. Comparable results were detected regarding the preferred delivery mode: students with little prior knowledge more readily prefer a printed book, probably because they have a better overview.  相似文献   


13.
This paper reports some data of an ARC funded study of academic staff in a number of disciplines in colleges of advanced education and universities. Generally, more university than college academics scored high on academic motivation, on teaching‐research synergy and promotion of student independence, with college academics scoring higher on good teaching practice. There are disciplinary differences, too.

Slightly more than an average proportion of staff in the Social Sciences report good teaching practices. They are highly committed to promoting student independence, experience a fairly high level of teaching‐research synergy and have high intrinsic academic motivation. There is large‐scale consensus among Arts staff with university Arts academics scoring highest on promoting student independence, academic motivation, and teaching‐research synergy, and academics in CAE Arts departments scoring highest of all on good teaching practices.

Science staff seem to have different academic values and practices. Their academic motivation is about “average”, and fewer science academics report good teaching practices or practices that promote student independence. In their own work they also experience less teaching‐research synergy. Engineering staff show the lowest academic motivation, least commitment to student independence, experience least teaching‐research synergy, and report below average good teaching practices.

Health Science staff are akin to staff in Arts and Social Sciences in areas concerned with students, e.g. good teaching practices and promotion of student independence. In the areas which tap into their values as academics, e.g. academic motivation and teaching‐research synergy, they seem to be more like science and engineering staff.

Commerce/Law staff were on all aspects somewhere in the middle.  相似文献   


14.
Purpose: In this article the use of blended learning multimedia materials as an education tool was compared with the traditional approach for skills training.

Design/Methodology/Approach: This study was conducted in Ireland using a pre-test, post-test experimental design. All students were instructed on how to complete two skills using either a traditional or blended methodology. They were subsequently assessed to determine their ability to perform the practical skills.

Findings: The findings stressed the suitability of blended learning not only when it was found that there was no significant difference between method of teaching and skill acquisition but also when it was revealed that student demographics had no major influence on skill acquisition.

Practical Implications: It can be concluded that blended learning can be used effectively for the instruction of a diverse range of practical skills in agricultural college and benefit in the successful knowledge transfer to a growing and diverse student population with more emphasis placed on the students taking charge of their own learning environment.

Originality/Value: The article demonstrates the value of blended learning as a successful medium for practical skill attainment within the agricultural college environment.

Findings: The findings stressed the suitability of blended learning not only when it was found that there was no significant difference between method of teaching and skill acquisition but also when it was revealed that student demographics had no major influence on skill acquisition.

Practical Implications: It can be concluded that blended learning can be used effectively for the instruction of a diverse range of practical skills in agricultural college and benefit in the successful knowledge transfer to a growing and diverse student population with more emphasis placed on the students taking charge of their own learning environment.

Originality/Value: The article demonstrates the value of blended learning as a successful medium for practical skill attainment within the agricultural college environment.  相似文献   


15.
One major world view that dominates the field of developmental psychology is the organismic world view. This world view depicts individuals, including children, as active agents who know the world in terms of their own operations upon it. Individuals are seen as being in control of their own learning. This control is exercised by individuals initiating and maintaining their own learning opportunities within a responsive social context.

The responsive social context is increasingly seen by developmental psychologists (Bronfenbrenner, 1979; Wood, 1982) as of fundamental importance for the acquisition of intellectual skills. It is within responsive social contexts that individuals acquire not only specific skills but also generic knowledge about how to learn. It is this generic knowledge that allows individuals a measure of control over, and hence independence in, these social contexts.

Educational policy statements, school prospectuses and, more recently, the Core Curriculum, abound with aims and objectives to do with achieving individual autonomy and independence as a learner. Yet there is growing evidence that in many contemporary classrooms at primary, secondary and tertiary levels, we may be providing precisely the wrong contexts for students to become autonomous and independent learners. Too many classroom learning environments simply do not qualify as responsive social contexts. Individual learners have minimal control over learning interactions and hence are excessively dependent on external control by teachers.

Theoretical explanations for differences between unskilled and skilled performance are being sought increasingly in terms of characteristics of the specific contexts in which performance occurs and less in terms of qualitative differences in global capacities or in thinking processes between individuals (Wood, 1982). For example, differences in complexity of oral language between three‐year‐old children might be explained by differences in the amount and quality of language exchange with caregivers. They might also be explained by differences in caregiver skills in interpreting and responding to needs signalled by an individual child's use of language in a particular context. If we are genuinely concerned about aims of autonomy and independence in learning, then we need to discover and analyse those characteristics of responsive environments which support and promote independent learning. On the basis of existing research it is possible to specify four such characteristics of responsive learning contexts.

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16.
Background: Uncertainty is a crucial element of scientific knowledge growth. Students should have some understanding of how science knowledge is developed and why scientific conclusions are considered more or less certain than others. A component of the nature of science, it is considered an important aspect of science education and allows students to recognize the limitations of scientific research.

Purpose: This study examined Grades 5 and 9 students’ views of uncertainty in their personal scientific research and the formal scientific research of professionals.

Sample: This study included 33 students in Grade 5 (= 17) and Grade 9 (= 16). The students were recruited from a charter school that emphasised inquiry instruction.

Design and methods: Data were collected through interviews. Students were asked their views of their inquiry-based projects and their views of professional science.

Results: Interview data and statistical analyses indicated that students recognized uncertainty in personal science, which varied across elements of the scientific process. Additionally, their views of uncertainty in formal science tended to change across grades and knowledge of uncertainty in personal and formal science were positively correlated.

Conclusion: These findings offer insights into the processes by which students come to understand uncertainty in science and point to ways of fostering such knowledge through teaching practices.  相似文献   


17.
Purpose: Meat processing companies have the potential to raise farm and sector productivity by directly working with farmers. This study assesses how commercial companies can undertake the roles of innovation intermediaries to increase productivity in New Zealand’s sheep and beef sector.

Design/methodology/approach: This study uses a case study approach from the red meat sector in New Zealand. The case study included the development of a trial agricultural extension system established by staff from meat processing companies acting as innovation intermediaries, providing opportunities for skill development and knowledge transfer for farmers. From the case study, a framework is developed which illustrates how company staff can undertake the role of an innovation intermediary.

Findings: (1) Meat processing company staff are able to successfully undertake the role of an innovation intermediary; (2) flexibility is necessary, as staff undertook each of the functions to different degrees depending on their existing skills and knowledge of agricultural extension and the time available within their current job; and (3) adaptability is important, as staff adapted the project to meet the needs of both farmers and their employer.

Practical implications: Balancing commercial and extension roles is challenging. The framework could assist companies to clarify how individual company staff could successfully undertake specific roles.

Theoretical implications: This paper discusses factors influencing which innovation intermediary roles and functions are optimally undertaken by staff within or outside a meat processing company.

Originality/value: Analysing the role of an innovation intermediary from the perspective of meat processing company staff balancing their extension and commercial role.  相似文献   


18.
Researchers require methods for evaluating whether statistical results are credible and thus, worthy of interpretation. An examination of fungible parameters estimates is a method in which the veracity of inferences can be strengthened or weakened by quantifying the level of support for individual parameter estimates as measured by the likelihood function. This new approach aims to overcome some of the limitations of previous methods and is based on a simplified computational and conceptual understanding of a fungible parameter estimate analysis. Additionally, this computational approach has been implemented in the R package psindex. This package provides a user-friendly, and free method for statisticians and applied researchers to investigate parameter stability in their own models using an analysis of fungible parameter estimates. Finally, an applied example illustrates fungible parameter estimate analysis in practice using the psindex package. General guidelines for interpretation are provided.  相似文献   

19.
Purpose: This paper reports the results of survey research conducted with tribal producers between 2011 and 2012 on 19 of the largest American Indian reservations in Idaho, Nevada, North Dakota, Oregon, South Dakota, and Washington. The purpose of the research was to identify potential barriers to sustainable agriculture on reservation lands. This article reports the results of this research in an effort to promote Extension professionals' understanding of these barriers, which may help to improve outreach programs on American Indian reservations. Understanding the obstacles to sustaining agriculture that American Indian tribes face may inform international agricultural outreach efforts to increase food security targeting indigenous and tribal peoples worldwide.

Design/Methodology/Approach: American Indian agricultural producers comprised the study group. Study objectives included: (1) identify agricultural and natural resource issues of greatest concern to a self-selected sample of tribal agricultural producers on reservation lands; (2) evaluate access to Extension and other US Department of Agriculture outreach and assistance programs; and (3) evaluate the quality of these programs in terms of their relativity to tribal needs.

Findings: Study results indicate that tribal agricultural producers surveyed ranked 29 of 39 agricultural and natural resource issues as a concern. Similarly, they rated access to and quality of outreach programs as fair. Further, tribal producers operating on reservation trust land rated issues more severely than did tribal producers operating on fee simple lands.

Practical Implications: Results of this research will help Extension and other outreach professionals to understand the barriers indigenous and tribal peoples face in sustaining agricultural operations, particularly tribal groups living on federally reserved trust lands, such as American Indians. An increased understanding can inform agricultural policy-makers and outreach professionals in improving programs designed to increase agricultural sustainability, improve food security, enhance economic well-being and improve quality of life of indigenous and tribal peoples worldwide.

Originality/Value: This research provides important information to agricultural policy-makers and Extension professionals striving to sustain agricultural productivity and enhance food security with indigenous and tribal peoples.  相似文献   


20.
Background and context: The variables that researchers measure and how they measure them are central in any area of research, including computing education. Which research questions can be asked and how they are answered depends on measurement.

Objective: To summarize the commonly used variables and measurements in computing education and to compare them to best practices in measurement for human-subjects research.

Method: Systematic literature review analyzing 197 papers published during 2013–2017 in computing education research venues.

Findings: The review illuminates common practices related to: variables measured (including learner characteristics), measurements used, and type of data analysis. The paper lists standardized measurements that were used and highlights commonly used variables for which no standardized measures exist.

Implications: The paper concludes with information about best practices currently being used in the community that should be continued, as well as pointing out practices that could be improved along with recommendations for how to begin to adopt those best practices.  相似文献   


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