A Professional Learning Experience for Pre‐service and In‐service Teachers and One Teacher Educator: reflections and lessons learned     

Beth Ann Herrmann  Kristy Cook  Wendy Elliott  Leah Lewis  Julie Thomas 《Teaching in Higher Education》2013,18(2):253-261

Abstract

In this paper we reflect on our efforts during the 1992–93 academic school year to create a different type of teacher education experience — one based on active learning, and collegiality and mutuality. Drawing on a model for classroom‐based teacher development described by Thiessen (1992), we begin with an overview of how we worked to (a) improve the quality of learning for all participants; (b) create a supportive learning environment for all the stakeholders; (c) leant in the complex and changing situation of classroom life; (d) combine personally meaningful, educationally defensible and socially justifiable evaluation practices; and (e) engage in reflective, interactive and transformative experiences. After this we. describe tension we experienced, which resulted from a lack of shared vision among us and from our efforts to examine our own practice. We also explore how we tried to deal with the tension. We conclude with lessons learned from our experience which have led to new questions about teacher education reform.  相似文献   

Directed Time,a Year on: staff perspectives     

Bryan J. Cowan  Nigel Wright 《School Leadership & Management》2013,33(3):375-389

This study is a follow up to a previously published article in this Journal (Vol. 8(3), 1988), which sought to examine the allocation and management of directed time from a headteacher's perspective. The purpose here is to consider the ramifications of imposed time budgeting for teaching staff and to examine the impact of directed time, a year after its imposition, on school systems.  相似文献   

Differential social and political influences on girls and boys through education out of doors in the United Kingdom     

Dr. Lynn Cook 《Journal of Adventure Education & Outdoor Learning》2013,13(2):43-51

Abstract

The way the outdoors was used for educational purposes was determined by the need for young men to be made fit for war and service in the British Empire, the need to improve the physical health of children from industrial conurbations and the preoccupation of those in authority with the notion of adolescence as a problem, especially the anticipated fear of juvenile delinquency. In the 1950s and early 1960s, when there was a significant increase in the use of the outdoors in education, much of the provision reflected the earlier emphasis on character training and “manly” virtues. The suggestion is made that this was due, in part at least, to the role played by a number of charismatic and influential figures and to continued sensitivity to social, political and military factors.  相似文献   

Getting ‘foolishly hot and bothered’? Parents and teachers and sex education in the 1940s     

Hera Cook 《Sex education》2013,13(5):555-567

The reluctance of parents to provide sex education has been a problem for educators since the first attempts at the modernisation of sex education in the early twentieth century, yet the sexual needs, desires and fears of parents are rarely even mentioned in pedagogical debates. This article examines the intense anxiety and embarrassment felt by both parents and teachers when they tried to provide sex education in mid-twentieth-century England. The gendered sexual cultures of women and men and the way in which these shaped responses to the pubertal experience of girls and boys are described. Sex education was a rational progressive discourse; the response of sex educators to resistance and rejection of what they offered was to present ‘rational’ arguments explaining that these anxieties are unnecessary and can thus be abandoned. Waves of popular emotion concerning child sexual abuse since the 1980s demonstrate the continuing relevance of this fear and anxiety, emotions that shaped the course of sex education over the past century.  相似文献   

Guides to sustainable connections? Exploring human–nature relationships among wilderness travel leaders     

Bryan S.R. Grimwood  Alexa Haberer  Maria Legault 《Journal of Adventure Education & Outdoor Learning》2013,13(2):138-151

This paper explores and critically interprets the role wilderness travel may play in fostering environmental sustainability. The paper draws upon two qualitative studies that sought to understand human–nature relationships as experienced by different groups of wilderness travel leaders in Canada. According to leaders involved in the studies, wilderness experience enhances emotional connections to nature and encourages a desire to foster similar nature connections among others (i.e. the campers/clients of wilderness trips). However, our interpretations show that leaders’ perceptions of wilderness are varied and ambiguous, and that the priority given to ‘experience’ may help to re-inscribe dominant discourses in which nature and culture are dichotomized. The paper discusses these complexities and sheds light on the potential of wilderness experience to contribute to the individual and social transformations that environmental sustainability calls for.  相似文献   

Computer‐assisted learning in anatomy at the International Medical School in Debrecen,Hungary: A preliminary report     

Gary Kish  Samuel A. Cook  Gréta Kis 《Anatomical sciences education》2013,6(1):42-47

The University of Debrecen's Faculty of Medicine has an international, multilingual student population with anatomy courses taught in English to all but Hungarian students. An elective computer‐assisted gross anatomy course, the Computer Human Anatomy (CHA), has been taught in English at the Anatomy Department since 2008. This course focuses on an introduction to anatomical digital images along with clinical cases. This low‐budget course has a large visual component using images from magnetic resonance imaging and computer axial tomogram scans, ultrasound clinical studies, and readily available anatomy software that presents topics which run in parallel to the university's core anatomy curriculum. From the combined computer images and CHA lecture information, students are asked to solve computer‐based clinical anatomy problems in the CHA computer laboratory. A statistical comparison was undertaken of core anatomy oral examination performances of English program first‐year medical students who took the elective CHA course and those who did not in the three academic years 2007–2008, 2008–2009, and 2009–2010. The results of this study indicate that the CHA‐enrolled students improved their performance on required anatomy core curriculum oral examinations (P < 0.001), suggesting that computer‐assisted learning may play an active role in anatomy curriculum improvement. These preliminary results have prompted ongoing evaluation of what specific aspects of CHA are valuable and which students benefit from computer‐assisted learning in a multilingual and diverse cultural environment. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

The Effects of Labyrinth Walking in an Academic Library     

Donna M. Zucker  Jeungok Choi  Matthew N. Cook  Janet Brennan Croft 《图书馆管理杂志》2013,53(8):957-973

ABSTRACT

The purpose of this study was to determine if labyrinth walking in an academic library would reduce library user stress and promote relaxation. A non- equivalent control group design was employed. Systolic blood pressure was significant for time effect (effect size of.136, and power.721). Pulse rate was significant for time effect (effect size 0.93, and power.507). Satisfaction survey results demonstrated increased satisfaction after labyrinth walking. Data from this pilot will form the basis of a larger scale study to determine the effect of labyrinth walking on stress particularly in high-stress learning environments.  相似文献   

Intrafamily secrets in various family configurations: A communication boundary management perspective     

John P. Caughlin  Tamara D. Golish  Loreen N. Olson  Jack E. Sargent  Jeff S. Cook  Sandra Petronio 《Communication Studies》2013,64(2):116-134

Although extant literature suggests that blended, single‐parent, and biological/adoptive (i.e., nuclear) families differ in terms of the boundaries that separate family members, little systematic research has compared such boundaries. The current investigation examined this issue by focusing on communication boundaries as indexed by intrafamily secrets. As expected, college students in blended families reported that their original parents and siblings were more likely than their stepparents or stepsiblings to know the family secret that they reported in this study. This suggests the presence of a relatively rigid communication boundary between original family members and stepfamily members. Interestingly, participants in blended families, single‐parent families, and nuclear families were quite similar in terms of: (a) the number of intrafamily secrets they perceived in their family, (b) the topics of the secrets they reported, and (c) the functions they reported being served by the secrets. Also, regardless of family form, there was an inverse association between participants’ family satisfaction and their perceptions of how many intrafamily secrets their family held. Overall, in contrast to the literature that often portrays blended families and single‐parent families as particularly problematic, these results suggest remarkable similarities across family configurations in terms of communication boundaries.  相似文献   

Film History     

David A. Cook  Gerald Mast  A. R. Fulton  Richard Koszarski  Anthony Slide  Edward Wagenkneckt 《Communication Booknotes Quarterly》2013,44(12):127-128

David A. Cook, A History of Narrative Film (New York: W. W. Norton, 1981 -- $15.95 paper)

Gerald Mast, A Short History of the Movies, 3rd edition (Indianapolis: Bobbs-Merrill Educational Publishing, 1981 -- $12.95 paper, issued in hardcover by University of Chicago Press for $20.00)

A. R. Fulton, Motion Pictures: The Development of an Art Revised Edition (Norman: The University of Oklahoma Press, 1981 -- $14.95 in hardcover)

Richard Koszarski (ed.), The Rivals of D. W. Griffith: Alternative Auteurs, 1913-18 (First published by the Walker Art Center in Minneapolis, now available from New York Zoetrope, 31 East Twelfth Street, New York City 10003 for $4.95 in paperback)

Anthony Slide and Edward Wagenkneckt, Fifty Great American Silent Films, 1912- 1920 (New York: Dover, 1980 -- $6.95 paper).

Peter Roffman and Jim Purdy, The Hollywood Social Problem Film: Madness, Despair and Politics from the Depression to the Fifties (Bloomington: Indiana University Press, 1981 -- $25.00 cloth/$12.95 paperback)

I. G. Edmonds and Reiko Mimura, Paramount Pictures and the People Who Made Them (San Diego: A. S. Barnes, 1980 -- $17.50 hardcover)  相似文献   

RETHINKING EDUCATION FOR AUTONOMY IN PLURALISTIC SOCIETIES     

Bryan R. Warnick 《Educational theory》2012,62(4):411-426

If we are to posit, as do many liberal theorists, that autonomy is an educational goal that the state should endorse across cultural difference, key questions remain: What type of autonomy should we strive for, exactly, and how should this goal be achieved? Many liberal philosophers of education have argued that autonomy should enable cultural choice and that the development of autonomy requires students to be exposed to different beliefs and traditions. Shelley Burtt has challenged this dominant position, however, insisting that autonomy (properly understood) can be developed within a “comprehensive education” that does not seek to sympathetically expose students to cultural difference. In this essay, Bryan Warnick responds that Burtt's arguments are inconsistent and lack cultural imagination, and that her underlying concept of autonomy is inadequate, primarily because it lacks a compelling picture of cultural self‐criticism. There is a lack of appreciation, he argues, for how frameworks of cultural comparison are necessary in the development of this self‐criticism. At the same time, Warnick argues that there is much to be learned from Burtt's analysis about the tough choices that need to be made as liberals seek to champion autonomy as an educational end across cultural difference.  相似文献