共查询到20条相似文献，搜索用时 31 毫秒
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ABSTRACTStudents as Partners (SAP) initiatives are often framed as opportunities to reanimate university education so that students become active participants in their learning, and change agents capable of transforming their institutions. Embedded in these framings is a view that students are also the primary ‘experts’ of their learning experiences. This shift marks curious terrain about how staff come into partnership when students are encouraged to understand themselves as experts at the very same time the purpose of universities is beset with multiple and contradictory narratives, and the whole notion of expertise – even for academics – has become unsettled by the politics of a post-truth era. If the advocacy of student expertise is to be understood as a radical intervention to the marketised neoliberal university, as is often claimed, we argue that the desire for expertise has a more compelling basis when students are engaged with what Gina Hunter calls learning to ‘see institutionally’. In this article, we both describe, and put to work, Jeffrey J. Williams’s idea ‘teach the university’ as one mechanism for students and staff working in partnership to ‘see institutionally’. We then examine the nascent efforts of our own SAP initiatives to make a case for why ‘the university’ – as idea and institution – deserves to be introduced to, studied and critically interrogated by students as part of a long tradition of inquiry. While a good many SAP initiatives aim to address where students are absent, under-represented or disempowered in the university, very few appear to take seriously that there is a field of scholarship about universities that lends credibility and contest to the notion of expertise. By staging a conceptual encounter between Williams, Hunter and our own partnership work, the potential for SAP is expanded as project that cares for the future university. 相似文献
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Solving arithmetic word problems such as “Mary has 25 marbles. She has 5 more marbles than John. How many marbles does John have?”, in which the relational term (more than) interferes with the arithmetic operation (subtraction), relies in part on the ability to inhibit an overlearned ‘add if more or subtract if less’ heuristic in children, adolescents and adults. Here, we used a negative priming (NP) paradigm to investigate whether experts in mathematics need to inhibit this heuristic when solving this type of arithmetic word problem. We found NP effects in experts in mathematics, but with a smaller amplitude than those in non-experts (N = 40). We replicate these results in a second experiment (N = 62) in which we matched experts and non-experts on general intelligence and inhibitory control ability. This suggests that experts also need to inhibit the ‘add if more or subtract if less’ heuristic to solve such problems but were more efficient at inhibiting the heuristic than non-experts. 相似文献
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Jisun Jung 《Tertiary Education and Management》2013,19(4):284-297
AbstractThe aim of this study is to explore the learning experiences of students enrolled on a Doctorate in Education programme in Hong Kong. The main questions are as follows. How do EdD students position themselves as doctoral candidates? How do EdD students experience their education in terms of scholarly expertise and scholarly identity? How do EdD students characterise their relationships with their supervisors? What perceptions do PhD students hold of the field of knowledge of EdD students and the value of an EdD degree? The data obtained from 10 semi-structured interviews in one selected institution are discussed with reference to the four main themes; distinction between EdD and PhD degrees: ‘co-existent’ vs. ‘separate’; positioning of EdD programme: title of doctor as ‘unfair’ vs. ‘deserved’; scholarly value: ‘insightful’ vs. ‘non-academic’; and relationship with supervisor: ‘independent and self-managed’ vs. ‘never equal, unlike the relationship between PhD student and supervisor’. 相似文献
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Philip Cam 《Educational Philosophy and Theory》2014,46(11):1203-1211
AbstractHow can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education. 相似文献
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Wisam Kh. Abdul-Jabbar 《Teaching in Higher Education》2019,24(3):318-331
ABSTRACTThis study appropriates the notion of deterritorialization, a process that determines the nature of an assemblage introduced by Deleuze and Guattari, to refer to Al-Ghazali's conceptualization of scholarship and methodology as the antithesis of the pursuit of a fixed area of research. His response to the deterritorialization of knowledge identifies an interdisciplinary approach, always in flight, which ultimately enunciates ‘rihlah’, a sojourn. It negates the notion of research as stasis and recovers its semantic origin of movement and process. The article examines intercultural practices that challenge the institutionalization of knowledge. How can Al-Ghazali's response to scepticism, knowledge, and authority inform practices in higher education today? Not only does this study aim to connect intercultural philosophical discourses to modern debates about academic expertise and the dissemination of knowledge, it equally seeks cultural and intellectual reconciliation, which is crucial today in a world that is becoming largely xenophobic, and entrapped in ethnocentric academic practices. 相似文献
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The research issue in this study is how to structure collaborative learning so that it improves solving physics problems more than individual learning. Structured collaborative learning has been compared with individual learning environments with Schoenfeld’s problem‐solving episodes. Students took a pre‐test and a post‐test and had the opportunity to solve six physics problems. Ninety‐nine students from a secondary school in Shanghai participated in the study. Students who learnt to solve problems in collaboration and students who learnt to solve problems individually with hints improved their problem‐solving skills compared with those who learnt to solve the problems individually without hints. However, it was hard to discern an extra effect for students working collaboratively with hints—although we observed these students working in a more structured way than those in the other groups. We discuss ways to further investigate effective collaborative processes for solving physics problems. 相似文献
8.
The aim of this study is to explore the learning experiences of students enrolled on a Doctorate in Education programme in Hong Kong. The main questions are as follows. How do EdD students position themselves as doctoral candidates? How do EdD students experience their education in terms of scholarly expertise and scholarly identity? How do EdD students characterise their relationships with their supervisors? What perceptions do PhD students hold of the field of knowledge of EdD students and the value of an EdD degree? The data obtained from 10 semi-structured interviews in one selected institution are discussed with reference to the four main themes; distinction between EdD and PhD degrees: ‘co-existent’ vs. ‘separate’; positioning of EdD programme: title of doctor as ‘unfair’ vs. ‘deserved’; scholarly value: ‘insightful’ vs. ‘non-academic’; and relationship with supervisor: ‘independent and self-managed’ vs. ‘never equal, unlike the relationship between PhD student and supervisor’.
相似文献9.
Pam Hanley Bette Chambers Jonathan Haslam 《International Journal of Research & Method in Education》2016,39(3):287-298
ABSTRACTRandomised controlled trials (RCTs) are increasingly used to evaluate educational interventions in the UK. However, RCTs remain controversial for some elements of the research community. This paper argues that the widespread use of the term ‘gold standard’ to describe RCTs is problematic, as it implies that other research methods are inferior. The usefulness of RCTs can be greatly enhanced when used in conjunction with implementation-specific measures (e.g. observation tools, attitude/engagement surveys and interviews). The proposal is advanced through case studies of two evaluations. One relates to the development of science subject leader skills and expertise at primary school level and the other to co-operative learning of primary maths. Both evaluations randomised schools to the intervention or the business-as-usual control, and compared impact using subject knowledge tests. Integral to each study was a process evaluation which looked at evidence from classroom practice along with feedback from the teachers and pupils themselves. We contend that this enabled much more holistic and richly interpretative pieces of research. The paper concludes that privilege for particular paradigms should be set aside when designing effective evaluations of educational interventions, and that it is insufficient to ask ‘what works?’ without also asking ‘why?’, ‘where?’ and ‘how?’. 相似文献
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James M. Magrini 《Educational Philosophy and Theory》2017,49(8):759-775
AbstractIn response to the so-called crisis in contemporary education in the institutions of higher learning (USA)—the encroachment of corporatism and pervasion of standardization—there is a move to offset this dominance by reconceiving the university in terms of an intimate space of dwelling in learning and education. In light of this moribund condition in education, I address the following concerns: How should educators approach the ‘space’ of learning in the new millennium with respect to the supposed ‘new face’ of education in higher learning? What implication will such changes to curriculum have on the ‘context’ of learning? Will the context of learning now need to be reconceptualized, and if it is, what effects will this have on students and educators? Herein I consider the contributions that the philosopher Gaston Bachelard’s phenomenological ontology of space, dwelling, and the creative imagination might make to the formulation of rejoinders to these crucial questions and concerns, which offer the reader a reconceived view of the space of learning that is radically at odds with our contemporary conceptions that might be linked with social efficiency ideology. 相似文献
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Pedagogical perspectives on the relationships between higher education and working life 总被引：1，自引：0，他引：1
The relationship between higher educationinstitutions and their environment has changedmarkedly during the last two decades.Massification and diversification of the highereducation system, economic globalisation, novelmodes of knowledge production, new professionalrequirements and the establishment of newvocational higher education systems in manycountries have challenged higher educationinstitutions to develop new forms ofcollaboration with working life. The newsituation also challenges higher education todevelop pedagogical and educational thinkingand practices. The purpose of this article isto examine the pedagogical aspects of theincreasing interaction and collaboration thatis taking place between higher education andworking life and to outline what kind ofchallenges it poses for research on highereducation. It is emphasised that from thepedagogical viewpoint integration betweentheory and practice in work-based learning isessential. Our general conclusion is that therelationship between higher education andworking life should be examined at least fromfour different perspectives: (1) from theviewpoint of student learning and thedevelopment of expertise, (2) from the viewpointof educational institutions and staff, (3) fromthe viewpoint of working life organisations andemployers, and (4) from the viewpoint of societyand the system of education. 相似文献
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Hemy Ramiel 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):487-499
ABSTRACTThis research focuses on ‘sociotechnical imaginaries’ about education and learning emanating from the Edtech research and development sector. MindCet, the first Edtech incubator in Israel, aims to bring ‘disruptive innovation’ to the educational field, mainly by bringing in tech start-ups with their problem solving culture and practices. This centre acts as an intermediary between techno-business and education. Based on Biesta’s notion of ‘the new language of learning,’ my research shows how the learning imagined and constructed in techno-business production casts the student as a ‘user.’ I will argue that the construction of learners as ‘users,’ not ‘students,’ is crucial to understanding education technology production and discourse. This user-focused understanding of learning has implications for the commodification and depoliticization of education, and is an important factor in neo-liberal educational reforms and venture philanthropy interventions, both globally and locally. 相似文献
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Rhonda Nixon 《Educational Action Research》2016,24(3):404-423
AbstractThis article reports on a two-year study of one principal’s professional learning practices in ‘Transform,’ a professional learning program in Edmonton Catholic Schools, Alberta, Canada. Transform was designed to be a bottom-up, morally-oriented professional learning approach in which principals and teachers worked as partners on critical, participatory action research projects. This article examines the research question ‘How are principals shifting from technically- to morally-oriented professional learning practices in their schools?’ and explores one theme – co-creating social spaces for risk-taking – to illustrate how principals shifted from being managers of teachers’ learning to being partners with teachers in researching and refining classroom practices. 相似文献
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We know that teachers' gaze patterns affect student learning, that experts and novices differ in their gaze during teaching and that gaze patterns differ by culture in non-educational settings. However, teacher gaze research is limited to Western cultural contexts and largely to laboratory settings. We explored expert and novice teacher gaze in real-world classrooms in two cultural contexts: Hong Kong and the UK. Forty teachers wore eye-tracking glasses during teacher-centred activities. We analysed ‘communicative gaze’ (gaze during talking) and ‘attentional gaze’ (gaze during questioning). We compared static (i.e., aggregated) and dynamic (i.e., structural) measures across expertise and cultures. Expert teachers looked longer at students and showed greater gaze efficiency than novices did, during attentional and communicative gaze. Expert teacher gaze was also more strategically consistent. In terms of cultural differences, UK teachers displayed greater attentional efficiency whereas Hong Kong teachers displayed greater efficiency in their communicative gaze. Our research underscores the value of going beyond conventional static analyses for culturally sensitive gaze research. 相似文献
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Susan Cooper 《Assessment & Evaluation in Higher Education》2017,42(1):61-76
The research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professional qualifying programme in the UK. Analysis of data gathered through semi-structured interviews provides valuable insights into its use. In particular, engagement in a collaborative assessment brings a degree of exposure for all concerned. Participants need to feel ‘able’ to participate, and ability to participate is linked to notions of agency and autonomy. Collaborative assessment design needs to acknowledge power relations and include strategies to reduce imbalances. The importance of recognising and working with the complexities of assessment should not be underestimated. Criterion referencing offers a guide to support consistency but can also falsely present assessment as mechanistic and instrumental. The research shows that it is in the ‘doing’ of assessment that a ‘shared language’ is developed. It demonstrates the value of active student engagement in assessment in relation to the construction and use of theory, developing reflective practice and assessment literacy. The collaborative assessment provides students with the opportunity to experience a ‘performance of understanding’ in a community of practice that, whilst pressured, reflects ‘real’ professional life. 相似文献
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Tak S. Ha 《Studies in Continuing Education》2013,35(1):79-98
In the knowledge economy, many companies are well aware of the vital need to maintain the professional expertise of their workers at a high level. Though there have been a lot of research studies in the areas of professional expertise and workplace learning, few examined the learning pathways novice workers went through to become experts in their professions. Most of the research studies on expertise focused on the nature of expertise and few on its development. As for workplace learning research, most studies focused on the learning resources and methods workers used and the affordances of the workplace in making learning possible. Based on the accounts of expertise development collected from individual information technology (IT) workers in Hong Kong, this paper proposes a four-phase model of professional expertise development in the workplace and discusses its similarities to and differences from extant theories of expertise and skill development. 相似文献
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Susan A. Yoon Jessica Koehler-Yom Emma Anderson Joyce Lin Eric Klopfer 《Research in Science & Technological Education》2013,31(2):237-251
Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention.Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas.Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency.Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings.Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise.Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach. 相似文献
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Nicholas Rowe 《高等教育研究与发展》2020,39(4):792-805
ABSTRACTThis article examines the teaching of collaboration within tertiary education, critiquing the hegemony of a neoliberal mandate. This review of academic literature first identifies the significance of social capital and an intrinsic motivation to collaborate, to theorize how an important and complex graduate attribute (termed here ‘collaborative dexterity’) might be approached by pedagogy. This leads into a historical analysis of research into higher education, revealing how the instrumentalization of collaboration to enhance the private advantage of learners continues to pervade academia’s understanding of collaboration. As higher education transitioned from learning ‘through’ collaboration to learning ‘to’ collaborate, extrinsic motivations for collaboration were promoted further through assessment procedures, maintaining a narrow economic-exchange approach to collaboration. These educational practices inhibit the development of collaborative dispositions, foster self-interest and ultimately limit graduates’ preparation for the needs of collaborative work environments. Moreover, while educational scholarship has extensively explored why collaboration is important and how it may be assessed, much less consideration has been given to how collaboration might actually be taught within diverse disciplinary areas in tertiary education. This suggests an urgent need for further research into how collaboration is taught within tertiary education, in ways that extend beyond a neoliberal conceptualization of collaboration. 相似文献
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This paper reports on an action research project into the development of a ‘democratic feedback model’ with students on an education studies programme at a post-1992 university in the UK. Building on work that has explored the dialogic dimensions of assessment and feedback, the research explored the potential for more democratic practice in this area. Although much learning and teaching on the programme in question took a collaborative and dialogic approach, assessment and feedback were modelled entirely differently, around the concept of an ‘expert’ marker and ‘novice’ marked. The findings of the research indicate the elements necessary for ‘democratic feedback’, and illustrate the emotional impact of moving from more transmission-based models, grounded in notions of expertise, towards democratic practice. They also highlight the ways in which such work can alert students to the imperfect, messy and human nature of the assessment process. Although the model has limited applicability in its extant form, its constitutive elements might be usefully incorporated within existing practice to promote democratic learning. 相似文献