Static to Dynamic: Professional Identity as Inventory,Invention, and Performance in Classrooms and Workplaces     

M. Ann Brady  Joanna Schreiber 《Technical Communication Quarterly》2013,22(4):343-362

Although self-assessment is an important genre in both the academy and the workplace, it is often static. The resulting fixed identities are problematic in a creative economy that requires fluidity. Drawing on the work of Carruthers and Goffman, among others, we argue that memory and meditation, encompassing inventory and invention and coupled with rhetorical performance, constitute dynamic self-assessment.  相似文献   

Global Partnerships: Positioning Technical Communication Programs in the Context of Globalization     

Doreen Starke-Meyerring  Ann Hill Duin  Talene Palvetzian 《Technical Communication Quarterly》2013,22(2):139-174

Globalization is radically transforming technical communication (TC) both in the workplace and in higher education. This article examines these changes and the ways in which TC programs position themselves amid globalization, in particular the ways in which they use emerging global partnerships to prepare students for global work and citizenship. For this purpose, the authors report on a Council for Programs in Technical and Scientific Communication-supported exploratory study of current partnership initiatives in TC programs. The study indicated a high level of activity, planning, and interest in global partnerships and revealed a range of creative and innovative partnerships that systematically integrate new opportunities for experiential learning, collaborative international research, and civic engagement in a global context into programs and their curricula. Partnerships also emphasize cultural sensitivity, equal partner contribution, and mutual benefit, thus offering alternatives to emerging global trade visions of higher education. The article also identifies key challenges that partnerships face, suggesting implications for programs and the field as a whole to facilitate successful partnerships.  相似文献   

“The Coat Traps All Your Body Heat”: Heterogeneity as Fundamental to Learning     

Ann S. Rosebery  Mark Ogonowski  Mary DiSchino  Beth Warren 《学习科学杂志》2013,22(3):322-357

This article explores heterogeneity as fundamental to learning. Inspired by Bakhtin's notion of heteroglossia, a design team consisting of an experienced classroom teacher and 2 researchers investigated how a class of 3rd and 4th graders came to understand disciplinary points of view on heat, heat transfer, and the particulate nature of matter. Through a series of planned and unplanned encounters, official versions of the Second Law of Thermodynamics and the particulate view of matter were juxtaposed with varied domains of experience of heat transfer and phase change in water. We analyze the children's discourse to examine how they populated these phenomena with meaning and what they learned in the process. We conclude by describing key principles and a conundrum that emerged from this research.  相似文献   

COMMUNITY COLLEGE RETENTION: DIFFERENTIATING AMONG STOPOUTS,DROPOUTS, AND OPTOUTS     

L. Adrianne Bonham  Jo Ann I. Luckie 《Community College Journal of Research & Practice》2013,37(6):543-554

One fact often overlooked in discussing the retention issue is that not everyone who fails to return to school is a dropout. Some persons return after an absence of a semester or more; they can be called stopouts. Some intended to take only a few classes and stop attending when they accomplish their educational goals; they can be called optouts. The only persons who should be labeled dropouts are those who failed to accomplish their educational goal and have no definite plans to accomplish it later.

During the 1990‐91 school year, Del Mar College (DMC) and the Texas A&M Adult and Extension Education program developed and executed a plan to identify, count, and interview nonreturnees at DMC. The purposes of the study were toprovide DMC with baseline data on its nonreturnees and to test the feasibility of gathering interview information by telephone.

Stopouts far outnumbered dropouts and optouts among respondents, with 303 of 399 nonreturnees identifying themselves as such.

In this article, we define relevant terms, outline the data‐gathering process and describe the findings of the present study, and present recommendations regarding data gathering and the focus of retention efforts.  相似文献   

A Longitudinal View of the Liberal Arts Curriculum a Decade After Merger: A Multiple Case Study of Community Colleges in Connecticut,Kentucky, and Louisiana     

Ann Norton  Kristin Wilson 《Community College Journal of Research & Practice》2013,37(7):591-602

This study is an examination of the state of the liberal arts curriculum in community colleges in three geographic regions of the United States. From a constructivist paradigm and using globalization theory as a theoretical framework, this multiple case study examined faculty work life and administrative processes related to curriculum change in merged community and technical colleges. Through an examination of research on globalization, mergers, and trends in the general education and liberal arts curriculum, a gap in the literature emerged in the studies of community college curriculums after merger. This study considers whether the focus on workforce development and decrease in the transfer mission has diminished the liberal arts courses in the college curriculum. Research on liberal arts courses identified them as courses that emphasize higher order thinking and the development of intellectual skills needed to engage in a democratic society. If students are not exposed to these skills, it may have a detrimental effect on a democratic society. Study findings suggested that the English and communication curriculums are narrowing and the mission is more toward workforce skill preparation. Also, the changing demographics of today[#x02019]s community college students, as well as the ongoing budget constraints, create challenges and frustrations for faculty members.  相似文献   

Preschoolers' Attention to Print During Shared Book Reading     

Mary Ann Evans  Karen Williamson  Tiffany Pursoo 《Scientific Studies of Reading》2013,17(1):106-129

Seventy-six children ages 3 to 5 were individually read two storybooks that had been specially formatted to contain salient printed words within the text, and illustrations and text on left or right-facing pages. The reader pointed to each word while reading to half of the children. After each book, children were asked to recognize elements of the illustrations and the specially formatted text elements from among a set of foils. Videotaped sessions were coded for the time children spent looking toward the pages with print versus illustrations. Analyses showed that the percentage of time looking at print was less than 2% in the no-pointing condition but increased with age. Pointing to the words increased print-looking time for all age groups and print target recognition for 4-year-olds. After controlling for receptive vocabulary, visual memory, and maturation associated with these scores, emergent orthography and letter-word identification predicted time looking at print and recognition of the print elements.  相似文献   

DIRECTOR COMPETENCIES AND LEADERSHIP DEVELOPMENT: THE ROLE OF EARLY CHILDHOOD TEACHER EDUCATION     

Ruth Ann Ball 《Journal of Early Childhood Teacher Education》2013,34(2):201-205

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Decision Science and Applied Neuroscience: Emerging Possibilities     

Jo Ann Heydenfeldt 《Performance Improvement》2013,52(6):18-25

Recent neuroscientific research describes how the brain and extended nervous system make decisions. This article depicts current theory as it relates to decision‐making strengths, shortcuts, simplifications, biases, and serious data restricting habits of the brain. This information demonstrates that the brain, both individually and collectively, can be a deceptive guide for decision making in emergent situations when information is based on preexisting, subconscious frames of reference. Training is proposed to strengthen conscious information‐processing capacity.  相似文献   

Diversity and Multiculturalism: A Reader by Shirley R. Steinberg     

Ann I. Nevin 《Journal of educational and psychological consultation》2013,23(4):338-341

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Personal inquiry learning trajectories in geography: technological support across contexts     

Lucinda Kerawalla  Karen Littleton  Eileen Scanlon  Ann Jones  Mark Gaved  Trevor Collins 《Interactive Learning Environments》2013,21(6):497-515

Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to the complexity of scientific inquiry and the diversity of pupils' and teachers' knowledge and abilities. To address this, the Personal Inquiry project has designed a tool kit that includes nQuire, a Web-based tool to support students through the inquiry process. Here, we identify when, across five lessons comprising an inquiry into microclimates, nQuire was used by a teacher and a case study group of her 12 to 13-year-old students, and the ways in which they adopted nQuire as a tool to facilitate the creation of a coherent and cumulative inquiry learning experience over time. We found that students' use of nQuire supported them in capturing and representing their evolving understanding of inquiry, in defining and supporting their progression through the process of inquiry and in resourcing their cognitive engagement in data interpretation and representation. nQuire supported the students in accumulating and integrating new understandings across contexts and over time. In this way, nQuire successfully resourced and supported the students' learning journeys or trajectories. We conclude that nQuire can be an effective tool for supporting teachers' and students' understanding of the nature of inquiry and how to design and implement inquiries of their own.  相似文献