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排序方式: 共有328条查询结果,搜索用时 31 毫秒
31.
Stephen C. Bronack Clare R. Kilbane Joanne M. Herbert Robert F. Mcnergney 《Technology, Pedagogy and Education》2013,22(3):305-320
Abstract Understanding teachers' perceptions of a web-based, case-based learning environment provides insight into the effective development and deployment of such conditions for preparing educators. CaseNET–a web-based, case-method teaching environment for professional educators–serves as both a source of information as well as a space for inservice and preservice teachers to interact with one another and to contemplate current educational issues as they relate to real-world teaching. A qualitative analysis of over 400 participants was conducted and results provided. Participants perceived CaseNETas an opportunity to engage in professional development via exploration, reflection, collaboration, and hands-on interactions with authentic teaching tasks. Results suggest that the combination of cases and technology provides a valued opportunity to engage developing teachers in professional behaviors. 相似文献
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‘Critical thinking’ is commonly included in the lists of graduate attributes (GAs), which all Australian universities are now required to develop and implement. That efforts to do so have met with limited success is due to a range of factors including inconsistent or naive conceptualisations, the failure to explicitly develop or assess GAs, and the persistence of ‘signature’ disciplinary practices. This paper describes the design and implementation of a law course in which the development and assessment of critical thinking were core objectives. Key features of the course included an operational conceptualisation of ‘critical legal thinking’, the development of closely aligned teaching and learning activities, and an aligned, coherent and innovative assessment programme. An evaluation of the first iteration of the course identified a number of successful outcomes as well as implications for ongoing course development. 相似文献
33.
Clare Johnson 《Teaching in Higher Education》2013,18(2):215-224
This paper investigates the Quality Assurance Agency and the potential problems in applying its criteria to a Fine Art undergraduate degree programme. Starting with a suspicion that such a generic criteria cannot account for some of the attributes valued in Fine Art, the paper suggests that the QAA strategy needs to be addressed at the level of discourse. In the light of a general discourse of public accountability in Higher Education, I argue that the QAA experience naturalises certain forms of knowledge and marginalises others, some of which pertain in particular to Fine Arts education. In raising questions about what counts as knowledge and which 'skills' count as 'key', I argue that, contrary to appearances, the QAA structure is far from neutral as a measuring strategy. 相似文献
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Kym Joanne Price Brett Ashley Gordon Stephen Richard Bird Amanda Clare Benson 《Journal of sports sciences》2020,38(9):970-984
ABSTRACTInterval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations. 相似文献
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Ron Tamborini Lindsay Hahn Brian Klebig Clare Grall 《Communication Research Reports》2017,34(1):58-67
A content analysis of children’s television examined the frequency with which behaviors were (a) driven by altruistic versus egoistic motivations, (b) performed by affable/surly characters, (c) rewarded/punished, and (d) present in content popular among different age groups (2–5, 6–11, and 12–17 years old). We found that portrayal patterns stressed the importance of egoistic motivations (particularly competence, autonomy, and relatedness) for older children. The findings are interpreted in line with logic underlying the model of intuitive morality and exemplars (MIME; Tamborini, 2013), suggesting that media representations can influence the motivations of their viewers. 相似文献
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Connor K. Warner Clare V. Bell Patricia Alvarez McHatton Julia Atiles 《The Educational forum》2020,84(3):226-239
AbstractThis article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice. 相似文献
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