排序方式： 共有41条查询结果，搜索用时 403 毫秒
31.
Mary Jean Tecce DeCarlo Allen Grant Vera J. Lee Delia Neuman 《Early Childhood Education Journal》2018,46(3):265-275
This case study, part of a larger qualitative research project, involved 24 kindergarteners and their teacher in the design, development, and evaluation of a research project built around the I-LEARN model (Neuman, Learning in information-rich environments: I-LEARN and the construction of knowledge in the 21st Century. Springer, New York, 2011b). I-LEARN is a six-step learning model (Identify, Locate, Evaluate, Apply, Reflect and kNow) designed to guide research for twenty first-century learning. The objectives of the study were both to improve the digital and information literacies of the participants and to validate the I-LEARN model for use in an early childhood classroom. The findings have implications for information literacy, digital literacy, and developmentally appropriate practices. 相似文献
32.
Liz McDowell Delia Wakelin Sara King 《Assessment & Evaluation in Higher Education》2011,36(7):749-765
Assessment for learning is a widely used term and the concept forms the basis of many teaching innovations in higher education. However, the definitions and scope of assessment for learning vary considerably. We describe a conceptualisation of assessment for learning that encompasses current thinking in a holistic way and which has been trialled and extensively refined in practice. A student questionnaire is presented which has enabled us to explore the student experience. Results indicate that the overall student experience is more positive in modules where assessment for learning approaches are used and students are more likely to take a deep approach to learning. It also demonstrates that the student experience is centred on staff support and module design, feedback, active engagement and peer learning. The full questionnaire is made available and its wider use in evaluation, enhancement and research is encouraged. 相似文献
33.
Research on student learning in higher education has highlighted the central role that students' conceptions of learning play in influencing their approaches to learning. This article reports on a study of conceptions of learning among engineering students on a one-year foundation course. Students were interviewed about their conceptions of learning at three intervals during their academic year. The data was analysed using a phenomenographic perspective and from the data five qualitatively different conceptions of learning were identified. The resulting characterisation of these conceptions of learning is presented using excerpts from the interviews and some implications for student learning are discussed. 相似文献
34.
Delia Dumitrica 《Learning, Media and Technology》2017,42(4):454-467
The popularization of massive open online courses (MOOCs) has been shrouded in promises of disruption and radical change in education. In Canada, official partnerships struck by higher education institutions with platform providers such as Coursera, Udacity and edX were publicized by dailies and professional magazines. This print coverage of MOOCs captures the contemporary ideological struggle over the meaning of both technology and higher education. By means of a thematic analysis of the English Canadian print coverage of MOOCs (2012–2014), this paper shows that both online educational technologies and higher education are constructed through an economic frame. However, this frame does not go unchallenged. Where newspapers construct MOOCs as an easy fix for an allegedly inefficient and outdated higher education system, professional magazines question the relationship between technology, higher education and money. These different representations point to the efforts of academic communities to develop alternative social imaginaries of education as public good within a dominant neoliberal framing of MOOCs and of the higher education system. In conclusion, the paper reflects on how the academic community can create alternative discursive spaces by shifting the discussion of MOOCs from economic concerns to civic goals. 相似文献
35.
36.
Ms. Mary Alice Delia Ms. Maureen Perrone Ms. Melody L. Gallagher 《Clearing house (Menasha, Wis.)》2013,86(3):112-114
Research suggests that the world is no longer predictable and linear but rather is increasingly characterized by unrelenting volatility, uncertainty, complexity, and ambiguity. The convergence of these disruptive currents threatens the sustainability of contemporary classroom teaching and learning strategies. When an envisioned future and the present are in conflict, fundamental change must necessarily occur to create a new story. The dance of change in classrooms of the future will redefine the traditional role of “teacher as leader” to that of “teacher as enabler.” In tomorrow’s classrooms, the nature of students’ daily work will focus increasingly on skills and tasks that advancing technology cannot do well: higher-order critical thinking, problem solving in novel situations, creative and innovative thinking, and instructional activities that require high emotional engagement with others. 相似文献
37.
Delia Cushway 《International journal for the advancement of counseling》1995,18(3):189-197
In recent years there has been an increasing body of literature investigating the motives of counsellors and psychotherapists. Although there are considerable methodological problems with researching this area, the consensus in this literature seems to be that one determinant for becoming a counsellor may be a conscious or unconscious wish to make good the unresolved difficulties of early childhood. The unsurprising findings that counsellors have had as least as much trauma in their early lives as the general population raise questions about the impact of this for counsellors in training. This paper summarises the literature relating to the concept of the wounded healer and examines the implications of this for tolerating distress among trainee counsellors. A model is presented that aims to address this distress and teach the trainee to practice effective preventative self-care. 相似文献
38.
In this paper we explore an alternative way of characterising the student learning experience, drawing on sociocultural perspectives on learning. Here, learning is not merely the application of an approach to a cognitive task, but a social process of identity formation. In particular, we draw on Gee's concept of Discourse models to identify the implicit theories students use to make sense of their learning and assessment experiences. From interviews with third year engineering students, we identified what we termed the ‘no problem Discourse model’, in which students construct an upbeat portrayal of their experience of a course, despite experiencing crises induced by assessment events. Through a process of justification the seriousness of the crisis is denied. This Discourse model appears to have its roots in a popular Discourse of self-actualization. There was evidence of co-construction of this model during the student learning interviews. This suggests implications for the roles that teachers can play in either maintaining or challenging the Discourse models that are adopted by students. 相似文献
39.
Football fans' views on their role in the home advantage were obtained by placing links to an internet questionnaire on supporters' websites. Altogether, 461 fans from clubs which had been promoted, relegated or unchanged in the past season of the English football leagues rated crowd support as significantly more influential than familiarity, travel, territoriality and referee bias in contributing to the home advantage. Fans felt responsible for inspiring their team to victory, took credit for distracting opponents, and believed that they could influence officials into making decisions in their team's favour. However, they did not accept personal blame for poor results. No effects for gender, age or the team's outcome in the promotion/relegation battle emerged, though season ticket holders were more extreme in their feelings of responsibility overall. Furthermore, it was suggested that mechanisms such as the perception of being superior to rivals can encourage fans to retain their allegiance to their teams, even when outcomes are disappointing. Indeed, affiliation may become so incorporated into self-identity that supporters may not have the option of abandoning their team, but instead perceive a reciprocal relationship in which both they and the team are expected to do their best to achieve success. 相似文献
40.
In the few studies that have been conducted, researchers have typically found that deaf adolescents have more mental health difficulties than their hearing peers and that, within the deaf groups, those who use spoken language have better mental health functioning than those who use sign language. This study investigated the hypotheses that mental health functioning in adolescence is related to an early and consistent mode match between mother and child rather than to the child's use of speech or sign itself. Using a large existing 15-year longitudinal database on children and adolescents with severe and profound deafness, 57 adolescents of hearing parents were identified for whom data on language experience (the child's and the mother's) and mental health functioning (from a culturally and linguistically adapted form of the Achenbach Youth Self Report) was available. Three groups were identified: auditory/oral (A/O), sign match (SM), and sign mismatch (SMM). As hypothesized, no significant difference in mental health functioning was found between the A/O and SM groups, but a significant difference was found favoring a combined A/O and SM group over the SMM group. These results support the notion of the importance of an early and consistent mode match between deaf children and hearing mothers, regardless of communication modality. 相似文献