共查询到20条相似文献，搜索用时 156 毫秒
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Kaija Collin 《International Journal of Lifelong Education》2013,32(4):379-397
The field of workplace learning lacks empirical studies that view workplace practices as places for learning and see these practices in a critical light. Accordingly, the aim of this study is, first, to describe examples of everyday shared practice and consider what kinds of various conflicting aims and demands exist in it. Second, the purpose is to explore what and how it is possible to learn through these shared practices in the area of design and development work. The empirical material consists of ethnographic observations made in two organizations in Finland. Three thematic lines were extracted from field notes and transcribed work talk on the basis of ethnographic and adapted membership categorization analysis. They suggest that the maintenance of a good atmosphere was an important component of shared practice and learning through it. Shared practice was also found to be situated and open‐ended and it contained conflicts and contradictory aims. The findings reported here suggest that to survive, everyday work involves doing and learning, and sometimes disagreeing. Conflicts seem to strengthen a team’s ability to co‐operate and to sustain functional social relations. Attention should thus be paid to the constantly changing processes of work and to situational analyses of the different options within practice provided by the various aims of the work itself and the tasks done in accordance with those aims. 相似文献
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Margaret Jollands Lesley Jolly Tom Molyneaux 《European Journal of Engineering Education》2012,37(2):143-154
This paper explores what work readiness means for two cohorts of graduate engineers, one from a traditional curriculum, the second from a largely project-based curriculum. Professional bodies and employers have defined a set of attributes for engineering graduates so that graduates will be ‘work ready’. Problem-based learning (PBL) is claimed to be a suitable approach to develop such skills. The graduates were interviewed some months after starting work, along with their managers. All the graduates recognised the benefits of taking PBL subjects as well as vacation work, with success in communication attributed more to PBL. Both cohorts had similar learning outcomes, high skill levels in project management, problem solving, communication skills, research and sustainability. A skills gap in ethics was identified for both cohorts of graduates and their managers. Further work is planned to link skill development with undergraduate learning experience. 相似文献
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May Britt Postholm 《Educational Action Research》2013,21(4):551-565
This article focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council‐funded project in a school that explored learning strategies for pupils’ subject and social development. Action research is here called research and development (R&D) work as the term envisages that research and development are being conducted at the same time. Additionally, the term reflects the fact that the research is conducted within the framework of activity theory and Engeström’s expansive learning circle in which work is termed R&D. The article describes the possibilities and challenges for both teachers and researchers cooperating in R&D projects. Reflection on observed teaching are presented as a central activity in development work, covering the form and content of reflective dialogues; quotations from teachers are provided to show how the teachers experienced observation and reflection. The article discusses whether teachers become researchers, or whether they only develop in their role as teachers. The close cooperation between teachers and researchers in this work is also presented as a model for further education for teachers in‐service and for the training of teacher students. 相似文献
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Louise McCuaig Tony Rossi Eimear Enright Karen Shelley 《British Educational Research Journal》2019,45(5):1001-1020
Young people's health and welfare is an enduring, and sometimes contested, underpinning rationale for compulsory schooling. However, a contemporary culture of austerity and accountability has challenged the capacity of schools to address health-related agendas. This article reports on how four Australian teachers negotiate the network of partnerships within and beyond the school when attempting to solve their students’ particular health and welfare needs. Drawing on interview data collected as part of a larger government-funded project, we reveal the labour-intensive, typically risky and often emotionally charged nature of this work. To better understand this ‘health work’ we drew on the idea of ‘teacher as boundary spanner’ to get a clearer sense of the type of work undertaken within an education sector that operates under the conditions of what Fraser calls progressive neoliberalism. We conclude that there is a compelling need to better support those particular teachers who are, to all intents and purposes, human safety nets called upon to care for some of the most vulnerable children in our schools. 相似文献
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Laura Rantavuori 《International Journal of Early Years Education》2018,26(4):422-435
ABSTRACTA successful transition from preschool to school demands continuity in education between the institutions: continuity in pedagogy, values and institutional structures. One way to achieve continuity is to learn how to do boundary work in the borderline of two activity systems. This article examines what kinds of discourses frame the problem-solving process in the context of inter-professional collaboration. The data consists of video-recorded, inter-professional discussions in the 2012–2013 (a total of 22.5?h). The project, called Flexible Preschool and School, aims to develop a new model for a smooth transition to school. In the project, professionals from preschool and school create joint activities and co-teaching, which is assumed to bridge the gap between pedagogies and assure the continuity of learning. The professionals’ cultural thoughts in different kinds of problem-solving situations become visible in the discourses produced in the talk. These discourses describe their capacity for solving shared problems. Creating new innovations demands an understanding that complex problems require diverse knowledge. Considering the shared knowledge as valuable enough to put into practice is the way to create new forms of problem-solving. This is implemented by taking on the responsibility to be an active actor. 相似文献
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Raver CC 《Child development》2003,74(6):1720-1736
This longitudinal study examined quantity and quality of maternal employment as predictors of depressive symptoms and parenting style in a sample of 94 low-income mothers whose 4-year-old children were enrolled in Head Start at baseline. Results suggest that answers to the question of whether work "pays" are complex: Findings suggest some benefits of greater employment participation while also indicating that women holding lower prestige jobs experienced increases in their use of negative parenting style, net of baseline demographic and psychological characteristics. Sparse evidence for selection processes was found, with cohabitation and maternal depressive symptoms modestly predictive of subsequent maternal employment. Implications of these findings for welfare reform and educationally related policies for low-income families are discussed. 相似文献
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一、教学内容人民教育出版社全日制普通高级中学英语教科书2003版(必修)第一册(下)第十六单元。本课以阅读材料为教学主线,围绕做科学实验的过程表述,补充大量相关的物理、化学实验用品、制作等用语,组织学生开展一系列活动。二、教学目标(Teachinggoals)(略)。三、教学方法(Teachingmethods)自主学习讨论演示合作四、教具准备(Teachingaids)电脑录音机两只长木条一条丝巾丝带一把钥匙一尖锐金属片线绳金属丝五、教学过程(Teachingprocedures)任务一:谈论有关居里夫人以及她的发现课堂实录(Task1)(略)该步骤进展顺利,学生表现积极踊跃,因… 相似文献
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Maeve O'Brien 《Irish Educational Studies》2013,32(2-3):223-242
This paper investigates the phenomenon of mothers’ emotional labour in relation to children's transfer from first- to second-level schooling: a time that has been shown to pose significant challenges for students and their families. It seeks to break the silence that surrounds the recognition and production of emotional labour in general, and specifically in relation to education. Drawing on 25 case studies, this research explores in-depth both the extent and nature of emotional work in mothers’ daily practices. Against that backdrop it identifies the specific emotional work performed at school transfer. It examines mothers’ common experiences in shouldering emotional education work and finds that mothers are key education workers. This research suggests that mothers’ lives are shaped by caring labour including education work: labours that are largely unseen but that are inalienable, and demanding on their time and energies. 相似文献
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有同学问：是否可用as many as 替换“On Sports Day during the relay race,you will use most of all,perhaps as much as 650 calories an hour.（在运动会的接力赛跑中，你消耗的热量最多，每小时可能多达650卡。）”一句中的as much as？ 相似文献
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<正>一、as well as 1.用作复合介词,意思是"除了……之外还有",后接名词、代词和动名词,可与besides互换。例如:I have a few English books as well as this.除了这本书之外,我还有一些英语书。 相似文献
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《校园英语(教研版)》2014,(29)
<正>一、pair work和group work在教学中的运用依据pair work和group work在国内外的英语教学中被给予了高度的重视,现在已被广泛运用于高中英语可课堂,并取得了良好的教学效果,它有着坚实的理论依据——交际教学法。传统的"填鸭式"教学方法只重视传授语言知识,容易导致"哑巴、聋子英语"的现象,已被时代所淘汰。而交际 相似文献
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艾月 《山西教育(综合版)》2005,(11)
上文已介绍了如何在平时阅读时形成自己良好的阅读思维习惯,请试着仅读两遍就找出你需要的要素,因为在考试时你没有那么多时间读那么多遍。要想在有限的时间里彻底读懂文章,必须注重平时的阅读训练。请来试试吧。本文虽然也是描写人物,但注重的是主人公所做的一件在作者看来很有意义的事情,是一种程序性描述。阅读此类文章时,要从细节入手,也就是做一件事的程序来体会人物的性格魅力。文章的意义建构:1.交代了主人公做此事的前提、背景、时间和结果。2.对做事情的程序做了详尽的描述。3.在前两项的基础上,尽情衬托主人公那种兴致勃勃的状态… 相似文献
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Jacqueline van Swet Ben H.J. Smit Louise Corvers Ineke van Dijk 《Educational Action Research》2013,21(3):339-357
This article reports on an action research project in which the value of critical friendship for students doing research and writing their dissertations within an international master’s course has been explored. This course is run jointly by Roehampton University (London, UK), Charles University (Prague, Czech Republic) together with Fontys OSO (Tilburg, the Netherlands). It describes the process and the results of working with the concept of critical friendship in this master’s course since its start in 2005. Data were collected by means of various qualitative instruments and data sources: evaluation forms after tutorial sessions, reflective logs and focus interviews. The results show that the process of engaging with the research they did was enhanced and supported by the development of critical friendship groups. A number of recommendations have been formulated, such as the importance of discussing the concept of critical friend and its philosophy with the participants and of defining roles and tasks as clearly as possible. 相似文献
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Michael Guerrero 《International journal of qualitative studies in education》2013,26(5):647-668
This research paper examines the narrative accounts of the academic Spanish‐language development of four preservice bilingual education teachers of different backgrounds, including Mexican‐American, white (non‐Hispanic), Mexican immigrant, and the U.S.–Mexico border Hispanic. The purpose of the study is to discover the kinds of educational forces which may impede bilingual education teachers' development of academic Spanish, look at their own perceptions of their Spanish‐language proficiency, and consider how student learning might be influenced. The stories illustrate how few meaningful educational opportunities prospective teachers have to develop academic Spanish‐language proficiency. They also demonstrate how sociocultural context may impede Spanish‐language development. In short, the paper addresses the need for dramatic social and educational changes if bilingual education teachers in the U.S. are to fulfill one of the basic tenets of bilingual education: the provision of native‐language instruction. 相似文献
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《内蒙古师范大学学报(哲学社会科学版)》2012,41(4)
霍桑作为美国清教主义的代表作家,他擅长以奇诡神秘的方式书写宗教人物。笔者主要探讨了他的黑色小说,并以《年轻的布朗大爷》为例,考察霍桑在加尔文教和超验主义的矛盾中完成的人物形象塑造,以及他如何将清教的困境与神秘主义的原罪想象、家族记忆以艺术重构的方式表达在作品之中。 相似文献