Residing in silence and wonder: career counselling from the perspective of ‘being’     

Finn Thorbjørn Hansen  Norman Amundson 《International Journal for Educational and Vocational Guidance》2009,9(1):31-43

We are approaching career counselling from the perspective of “Being”, which we recognize to be a daunting task. Nevertheless we find it extremely important that the counsellor become aware of and try to think, talk and act from his or her embeddedness in being, and by that help the client to do the same. This process involves an ontological and spiritual approach, and builds upon the Socratic ability to wonder, the meditative way of “undoing” and the artful act of creation.  相似文献   

Placement schools as professional learning communities in teacher education     

Kåre Heggen  Finn Daniel Raaen  Kirsten E. Thorsen 《欧洲师范教育杂志》2018,41(3):398-413

This article investigates how schoolteachers’, school leaders’ and college teachers’ involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders’ commitment, influences the quality of placement. The school leaders’ role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers’ professional development as well as a need for a more systematic integration of learning in the two learning contexts.  相似文献   

Development of motor-life-skills: variations in children at risk for motor difficulties from the toddler age to preschool age     

Thomas Moser  Elin Reikerås  Finn Egil Tønnessen 《欧洲特需教育杂志》2018,33(1):118-133

This article explores variations in development of everyday motor-life-skills in 661 children (329 girls and 332 boys) in Norwegian kindergartens of ages 2:9 (T1) and 4:9 (T2) years:months. The particular focus is on children at risk for problems in motor development (the 10% weakest children in the sample). The methodological approach chosen is authentic assessment, applying the Early Years Movement Skills Checklist (EYMSC). All correlations between motor-life-skills at ages 2:9 and 4:9 are statistically significant (p < 0.01), varying between r = 0.26 to 0.38 for the four section scores of EYMSC (Self-help skills, Desk skills, General classroom skills and Recreational and playground skills) and r = 0.39 for the EYMSC total score. The group composition of children assumed to be at risk for motor difficulties changes considerably between ages 2:9 and 4:9. Approximately, two-thirds of the 10% weakest at T1 do not belong to the 10% weakest at T2. Logistic regression failed to identify children at risk at T1 being among the 10% weakest at T2. However, for two sections of EYMSC (Self-help skills; Recreational and Playground skills), it was possible to distinguish between stable and flux groups.  相似文献   

Family history as an indicator of risk for reading disability   总被引：1，自引：0，他引：1  

G P Vogler  J C DeFries  S N Decker 《Journal of learning disabilities》1985,18(7):419-421

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A new theory for instructional technology     

James D. Finn 《Educational technology research and development : ETR & D》1960,8(6):84-94

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Why nurturing curiosity is an ethical endeavour: exploring practitioners’ reflections on the importance of curiosity     

Soern Finn Menning 《International Journal of Early Years Education》2019,27(1):34-51

Several authors have argued that early childhood education and care (ECEC) is essentially an ethical practice based on certain values and conceptions about the purpose of education. Is this also the case for educational practices surrounding the highly valued notion of curiosity? While psychological approaches portray it as neutral, this article aims to explore curiosity's normative connotations. To do so, an ethnographically informed approach and video-stimulated recall focus-group interviews have been used to gather Norwegian ECEC practitioners' reflections on the importance of curiosity. The reflections have been analysed using the concept of ethical rationalities and can be grouped into four approaches to valuing curiosity: the relational approach, the virtue approach, the consequentialist approach and the essentialist approach. The analysis suggests that different practices for nurturing curiosity are constrained and others are enabled, depending on the preferred ethical rationality. To prevent the nurturing of curiosity from being based on an assumed and restricted range of theoretical and ethical perspectives, it is necessary to invite practitioners’ reflections on values associated with curiosity.

SHORT ABSTRACT

While psychological approaches portray it as neutral, this article aims to explore curiosity's normative connotations in the daily practices of ECEC. To do so, an ethnographically informed approach and video-stimulated recall focus-group interviews have been used to gather practitioners' reflections on the importance of nurturing curiosity. These have been analysed using the concept of ethical rationalities and can be grouped into four approaches to valuing curiosity: the relational approach, the virtue approach, the consequentialist approach and the essentialist approach. To prevent the nurturing of curiosity from being based on a restricted range of theoretical and ethical perspectives, it is necessary to invite reflection on its value.  相似文献   

Relational transitions,emotional decisions: new directions for theorising graduate employment     

Kirsty Finn 《Journal of Education & Work》2017,30(4):419-431

University-to-work transitions tend to be discussed in terms of skills, outcomes and the readiness of graduates for an increasingly insecure and flexible labour market. Such a focus on individual attributes and orientations depicts graduates as lonely and ostensibly rational figures; disembedded from their intimate networks and devoid of emotional context as they navigate their post-university pathways. This article aims to steer the debate in a new, fundamentally relational direction by exploring the role and significance of intimate kin and non-kin relationships for the ways graduates experience and make choices about employment and careers. Drawing on qualitative longitudinal research with women who graduated from universities in the UK between 2009 and 2011, the discussion highlights the value of an explicitly relational perspective for revealing the personal and emotional dimensions of the transition out of higher education. The article concludes that the process of securing work and committing to a career is embedded within the broader experiences of personal life, emotion and (im)mobility and, thus, raises important questions about the role and responsibility of universities at a time when employability metrics are read as a marker of teaching quality.  相似文献   

The impact of color and role on retention of knowledge: a body-painting study within undergraduate medicine     

Finn GM  White PM  Abdelbagi I 《Anatomical sciences education》2011,4(6):311-317

Body painting as a tool for teaching anatomy is becoming increasingly popular as it is fun and diffuses the formal academic context. Students claim bright color plays a significant role in retention of knowledge from painting sessions. Medical students (n = 117) were divided into two conditions: block color (CLR) and black outlines (BLK). Students completed a pre-test before a body painting teaching session on abdominal referred pain. CLR students used bright block colors, and BLK students mapped outlines in black. Immediately afterward, students sat a mid-test to compare the conditions. Students completed a post-test to compare long-term retention of knowledge four weeks later. There was no difference in knowledge between the two conditions immediately after the teaching (P = 0.653). There was no significant difference in long-term retention of knowledge between those using black outlines and those using color (P = 0.278). The use of color had no impact on short-term or long-term retention of knowledge, despite previously collected qualitative data that color helped memorization. Despite there being no immediate difference in the amount of information retained, the students' enthusiasm for body painting and the use of bold colors warrant body painting's inclusion within the anatomy curriculum. Acceptability plays a significant role in the success of any teaching modality. Additionally, students who undertook the roles of painter or canvas retained similar amounts of information after six weeks (P = 0.505). Students' classification as verbalizer or visualizer did not impact on their test performance.  相似文献   

Anatomy education for medical students in the United Kingdom and Republic of Ireland in 2019: A 20-year follow-up     

Claire F. Smith  Samuel K. Freeman  David Heylings  Gabrielle M. Finn  D. Ceri Davies 《Anatomical sciences education》2022,15(6):993-1006

Anatomical education in the United Kingdom (UK) and Ireland has long been under scrutiny, especially since the reforms triggered in 1993 by the General Medical Council's “Tomorrow's Doctors.” The aim of the current study was to investigate the state of medical student anatomy education in the UK and Ireland in 2019. In all, 39 medical schools completed the survey (100% response rate) and trained 10,093 medical students per year cohort. The teachers comprised 760 individuals, of these 143 were employed on full-time teaching contracts and 103 were employed on education and research contracts. Since a previous survey in 1999, the number of part-time staff has increased by 300%, including a significant increase in the number of anatomy demonstrators. In 2019, anatomy was predominantly taught to medical students in either a system-based or hybrid curriculum. In all, 34 medical schools (87%) used human cadavers to teach anatomy, with a total of 1,363 donors being used per annum. Gross anatomy teaching was integrated with medical imaging in 95% of medical schools, embryology in 81%, living anatomy in 78%, neuroanatomy in 73%, and histology in 68.3%. Throughout their five years of study, medical students are allocated on average 85 h of taught time for gross anatomy, 24 h for neuroanatomy, 24 h for histology, 11 h for living anatomy, and 10 for embryology. In the past 20 years, there has been an average loss of 39 h dedicated to gross anatomy teaching and a reduction in time dedicated to all other anatomy sub-disciplines.  相似文献   

A New Variant of the Generalized JSM-Method for Automatic Support of Scientific Research     

V. K. Finn  O. P. Shesternikova 《Scientific and Technical Information Processing》2017,44(5):338-344

This article reviews a new variant of the generalized JSM-method for automatic support of scientific research (ASRS). This version of the JSM-method applied for ASRS contains ternary predicates of similarity (cause, brake, effect) which contain binary “cause–effect” predicates and explicit brake definitions. The article considers a possibility for the basis of fact partition for the cases of the truth of the generalized method and an inductive method of similarity with a ban on counter-example predicates.  相似文献