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11.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献
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Pauline Rose 《Globalisation, Societies & Education》2003,1(1):67-86
Education is receiving ever-increasing priority in the post-Washington consensus era, which views education as both a means to and end of development. However, justification for the attention given to education continues to be centrally focused on the notion of human capital. By consequence, marketisation and privatisation of education are becoming increasingly significant. With the World Bank and WTO joining forces to create a vision for a 'global education industry', emphasis is placed on free trade in educational goods and services. The paper examines critically the implications of this international education agenda for developing countries, focusing on the experience of Malawi. 相似文献
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This paper offers a narrative case study of Mirabel, one participant in a digital storytelling workshop for women who were newcomers to Canada, whose experience compelled me to rethink conceptualizations of participation in social justice-oriented, community-based participatory media projects. Drawing on the work of Sara Ahmed, I consider how Mirabel’s resistance to the ‘promise of happiness’ offered by the group was interpreted by others as a failure to participate. Conversely, I suggest that Mirabel’s experience and her digital story are generative for thinking about resistance as a method of participation and a political resource for the group. I argue that conceptualizations of participation should be complicated to include the kinds of agency demonstrated by participants like Mirabel who resist the norms of the digital storytelling workshop and group culture. 相似文献
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On a kayak ergometer, an accurate simulation of the athlete-paddle-kayak system kinematics is essential for analysing the relationship between technique and performance. The purpose of this study
was to establish a strong relationship between performances on flatwater and performances on an ergometer by means of propulsive
force measurement and drag models. Two trials were performed by 12 kayakers in which they were first timed over 250 m of flatwater
kayaking (the reference test) and were then asked to perform a trial of the same duration on the ergometer with the same perceived
physical exertion. Three techniques for measuring propulsive force and three drag models generated nine combinations, which
were all evaluated for their ability to estimate kayak velocity. For each combination, the distance covered by the athlete
on the ergometer was simulated. A kayakers’ ergometer ranking was based on the average velocity in the ergometer trial. Both
distance and ranking were compared to the on-water results. The simulation with the best combination of force measurement
and drag model gave an accurate estimate of distance (253 ± 10.5 vs. 250 m) and ranking compared to the reference test. 相似文献
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Rose Butler 《Ethnography and Education》2015,10(3):340-355
This paper examines forms of boundary work undertaken by parents in a regional Australian city to negotiate social processes around the school market amidst rising economic insecurity. It outlines structural changes, which have increased economic inequality in Australia and impacted on educational reform, and the specific challenges faced by public schools in regional settings. Drawing on 18 months’ qualitative research in one regional location, it identifies and analyses forms of boundary work undertaken by middle-class families to manage these uncertainties in a field of scarce economic and cultural resources. Theories of class culture, stigma and whiteness are used to show how local social labels such as ‘ferals’ and ‘shiny people’ acted as classed and racialised ways of negotiating this social and economic landscape through the school field. Such practices engendered feelings of security and control and shed light on feelings of class-based resentment and anxiety in regional Australia, specifically a middle-class ‘fear of falling’. 相似文献
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Lorelei Rose Sterling 《Journal Of Access Services》2015,12(3-4):118-127
Although there is a healthy amount in the literature about the importance of motivating student library employees in an academic setting, very little of it discusses the practical aspects of how to motivate students. A supervisor must often use ideas from other disciplines, including the business world and academia. In this article, the author suggests six highly effective, yet cost-conscious methods that have been used successfully in an academic library setting to keep student employees motivated and to retain them year after year. These six methods are: (a) encouraging autonomy, (b) holding contests, (c) providing food, (d) being open to suggestions, (e) using employee strengths, and (f) celebrating seasonal or university-specific events. 相似文献
20.
Validation of the Instructional Materials Motivation Survey (IMMS) in a self‐directed instructional setting aimed at working with technology 下载免费PDF全文
Nicole Loorbach Oscar Peters Joyce Karreman Michaël Steehouder 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):204-218
The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36‐item situational measure of people's reactions to instructional materials in the light of the ARCS model. Although the IMMS has been used often, both as a pretest and a posttest tool serving as either a motivational needs assessment prior to instruction or a measure of people's reactions to instructional materials afterward, the IMMS so far has not been validated extensively, taking statistical and theoretical aspects of the survey into account. This paper describes such an extensive validation study, for which the IMMS was used in a self‐directed instructional setting aimed at working with technology (a cellular telephone). Results of structural equation modeling show that the IMMS can be reduced to 12 items. This Reduced Instructional Materials Motivation Survey IMMS (RIMMS) is preferred over the original IMMS. The parsimonious RIMMS measures the four constructs attention, relevance, confidence and satisfaction of the ARCS model well, and reflects its conditional nature. 相似文献