Against All Odds: A Case Study of one White,Middle‐Class,Female Teacher Becoming an Engaged Intellectual     

Stephanie Jones 《Changing English: An International Journal of English Teaching》2009,16(2):231-246

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Keeping dissection alive for medical students     

James Chambers  Daniel Emlyn‐Jones 《Anatomical sciences education》2009,2(6):302-303

Traditional dissection teaching is being reduced in a number of medical schools, particularly in the United Kingdom. In response to this, 12 medical students from Warwick University, UK, traveled to the Island of Grenada for an intensive extracurricular dissection course at St. George's University. This course not only benefited the host university through the creation of prosections for teaching but also allowed the participants to completely immerse themselves in anatomical study, by developing their dissection skills and consolidating anatomical knowledge. We believe that similar courses could be easily implemented by other medical schools, thereby allowing future students to keep traditional dissection alive. Anat Sci Educ 2: 302–303, 2009. © 2009 American Association of Anatomists.  相似文献   

Achieving performance excellence and forming strategic partnerships using the language of work model     

Elaine Jones 《Performance Improvement》2011,50(10):11-13

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‘Maintaining competence’: a grounded theory typology of approaches to teaching in higher education     

Janet Gregory  Robert Jones 《Higher Education》2009,57(6):769-785

This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying, and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their ‘main concern’, namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly heterogeneous groups of students. We have labelled this process ‘Maintaining Competence’. This model stresses the importance of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they should do in terms of best practice.  相似文献   

An inquiry-based learning approach to teaching information retrieval     

Gareth J. F. Jones 《Information Retrieval》2009,12(2):148-161

The study of information retrieval (IR) has increased in interest and importance with the explosive growth of online information in recent years. Learning about IR within formal courses of study enables users of search engines to use them more knowledgeably and effectively, while providing the starting point for the explorations of new researchers into novel search technologies. Although IR can be taught in a traditional manner of formal classroom instruction with students being led through the details of the subject and expected to reproduce this in assessment, the nature of IR as a topic makes it an ideal subject for inquiry-based learning approaches to teaching. In an inquiry-based learning approach students are introduced to the principles of a subject and then encouraged to develop their understanding by solving structured or open problems. Working through solutions in subsequent class discussions enables students to appreciate the availability of alternative solutions as proposed by their classmates. Following this approach students not only learn the details of IR techniques, but significantly, naturally learn to apply them in solution of problems. In doing this they not only gain an appreciation of alternative solutions to a problem, but also how to assess their relative strengths and weaknesses. Developing confidence and skills in problem solving enables student assessment to be structured around solution of problems. Thus students can be assessed on the basis of their understanding and ability to apply techniques, rather simply their skill at reciting facts. This has the additional benefit of encouraging general problem solving skills which can be of benefit in other subjects. This approach to teaching IR was successfully implemented in an undergraduate module where students were assessed in a written examination exploring their knowledge and understanding of the principles of IR and their ability to apply them to solving problems, and a written assignment based on developing an individual research proposal.  相似文献   

Generation Z: Educating and Engaging the Next Generation of Students          下载免费PDF全文

Corey Seemiller  Meghan Grace 《About Campus》2017,22(3):21-26

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Using applied behaviour analysis as standard practice in a UK special needs school          下载免费PDF全文

Denise Foran  Marguerite Hoerger  Hannah Philpott  Elin Walker Jones  J. Carl Hughes  Jonathan Morgan 《British Journal of Special Education》2015,42(1):34-52

This article describes how applied behaviour analysis can be implemented effectively and affordably in a maintained special needs school in the UK. Behaviour analysts collaborate with classroom teachers to provide early intensive behaviour education for young children with autism spectrum disorders (ASD), and function based behavioural interventions for children between the ages of three and 18 years. Data are presented that show how the model is effective. Children with ASD under the age of seven made significant gains on intelligence quotient and on a range of skills including language, social and play, and academic skills following three academic terms of intervention. Case study data for two children reveal a marked decrease in challenging behaviour following a function based behavioural intervention. These interventions have led to greater independence, integration and access to curricular activities. These data show that children are making significant gains within this cost‐effective model.  相似文献   

Rationalism and Teaching the Constitution     

Elizabeth Corey 《Academic Questions》2014,27(3):300-308

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High Stakes: Gambling Addiction in Higher Education          下载免费PDF全文

Susan R. Jones  Jodie Nealley 《About Campus》2014,19(5):2-9

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A conceptual approach for blended leadership for tertiary education institutions     

Sandra Jones  Marina Harvey  Geraldine Lefoe 《Journal of Higher Education Policy & Management》2014,36(4):418-429

Over the last 20 years, the tertiary education sector has adopted new administrative management approaches, with the aim of improving accountable and strategic focus. Over the same period, the question of how to build leadership capacity to improve learning and teaching and research outcomes has led to discussion on what constitutes academic leadership. While both these advances are needed, what is missing is integration between the two such that academics and professional staff are engaged collaboratively to achieve learning and teaching and research outcomes that are accountable within a strategic focus. This article builds on research into the use of distributed leadership to build leadership for learning and teaching that resulted in the design of a conceptual framework for distributed leadership. Based on this conceptual framework, it proposes a conceptual blended leadership approach to engage academics and professional staff working in collaboration.  相似文献