Where Britain Meets ‘the Continent’: Language and Cultural Exchange in Children's Fiction     

Gillian Lathey 《Children‘s Literature in Education》2001,32(4):295-303

Children's perceptions of other cultures are formed, at least in part, by the books they read; yet the potential of children's literature in the UK as a site for international cultural exchange is limited by a lack of translations and a historical resistance in Britain toward the languages of the European continent. The Year of European Languages is an opportune moment to explore the reflection of this uneasy linguistic relationship in children's texts and to compare selected instances of the role of European languages in British children's fiction from the mid-twentieth century to the present day.  相似文献   

Growing a garden without water: Graduate teaching assistants in introductory science laboratories at a doctoral/research university     

Julie A. Luft  Josepha P. Kurdziel  Gillian H. Roehrig  Jessica Turner 《科学教学研究杂志》2004,41(3):211-233

Graduate teaching assistants (GTAs) in the sciences are a common feature of U.S. universities that have a prominent mission of research. During the past 2 decades, increased attention has been paid to the professional development of GTAs as instructors. As a result, universities have created training programs to assist GTAs in selecting instructional methods, curricular formats, and assessments when they serve as laboratory, lecture, or discussion group instructors. Unfortunately, few studies explore the educational and instructional environment of GTAs in these reformed settings. This study was conducted to address this specific need. As a constructivist inquiry, qualitative methods were used to collect and analyze the data to elucidate the educational and instructional environment of science GTAs at a doctoral/research university in which various training programs existed. We found that GTAs worked autonomously, that traditional practices and curricula existed in laboratories, and that instructors frequently held limited views of undergraduates' abilities and motivation. Findings in this initial study about GTAs suggest that developers of GTA training programs draw on the literature regarding science teacher education, and that reward systems be instituted that recognize faculty and staff for their participation in GTA training programs. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 211–233, 2004  相似文献   

Tertiary students' knowledge of their own learning and a SOLO Taxonomy   总被引：2，自引：0，他引：2  

Gillian Boulton-Lewis 《Higher Education》1994,28(3):387-402

This paper is a report of the analysis of statements by 869 students and their 21 lecturers in 12 courses in 5 Faculties in the Queensland University of Technology (QUT). The students and lecturers were asked to write a page about learning. The objectives were to collect data to devise a taxonomy of levels of knowledge of learning held by tertiary students and lecturers and to use this to describe student knowledge to lecturers as a basis for planning for teaching. The statements were categorised, using the SOLO Taxonomy as a model (c.f., Biggs and Collis 1982, 1989), by two trained researchers and checked by the author and a consultant. The majority of responses for both students and lecturers were multistructural. A MANOVA for SOLO levels by deep, surface and achieving motives and strategies showed that as SOLO levels increased surface motives declined and deep motives and strategies assumed more importance. The key concepts in learning identified by a random sample of 100 students were further analysed and described for each SOLO level. A SOLO type model of levels of knowledge of learning is proposed, based on the structure of the responses.  相似文献   

Education and Domesticity     

Gillian Pascall  Roger Cox 《Gender and education》1993,5(1):17-35

This paper explores the relationship between education and domesticity within two different contexts. The first is the theoretical literature about the reproduction of domesticity within the education system — which in various ways suggests that the education of girls and women leads them towards domestic roles and low paid work. The second context is a study of mature women students, in which respondents saw education as leading them away from the traditional versions of domestic roles and into more rewarding paid employment. The paper concludes that the reproduction of social roles is contested and that the extension of education for women has real potential for destabilising traditional notions of femininity.  相似文献   

Undergraduate Students’ Conceptions of Mathematics: An International Study     

Peter Petocz  Anna Reid  Leigh N. Wood  Geoff H. Smith  Glyn Mather  Ansie Harding  Johann Engelbrecht  Ken Houston  Joel Hillel  Gillian Perrett 《International Journal of Science and Mathematics Education》2007,5(3):439-459

In this paper, we report on an international study of undergraduate mathematics students’ conceptions of mathematics. Almost 1,200 students in five countries completed a short survey including three open-ended questions asking about their views of mathematics and its role in their future studies and planned professions. Responses were analysed starting from a previously-developed phenomenographic framework (Reid et al., 2003) which required only minor modification. Students’ conceptions of mathematics ranged from the narrowest view as a focus on calculations with numbers, through a notion of mathematics as a focus on models or abstract structures, to the broadest view of mathematics as an approach to life and a way of thinking. Broader conceptions of mathematics were more likely to be found in later-year students (p<0.001) and there were significant differences between universities (p<0.001). The information obtained from the study not only confirms previous research, but also provides a basis for future development of a monitoring questionnaire.  相似文献   

Investigating epistemological beliefs in vocational education for child care workers: New ways of thinking about learning and training     

Jo Brownlee  Donna Berthelsen  Stephanie Dunbar  Gillian Boulton-Lewis  Pam McGahey 《The Australian Educational Researcher》2008,35(3):135-153

Epistemological beliefs (beliefs about knowing and knowledge) have provided interesting insights into effective teaching and learning in higher education over the last 30 years. However, to date, little research has taken place in regard to teaching and learning in the technical and further education (TAFE) context in Australia. Seventeen 1^st and 2^nd year child care students studying for a Diploma in Children's Services were interviewed about the nature of their epistemological beliefs. The findings revealed new ways of thinking about evaluativistic beliefs, described as “practical evaluativism”. These beliefs may have implications for the way in which students evaluate theory and practice for implementation in their own child care practice.  相似文献   

Textual Collusions     

Gillian Fuller  Alison Lee 《Discourse: Studies in the Cultural Politics of Education》1997,18(3):409-423

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Teachers as adult learners: their knowledge of their own learning and implications for teaching   总被引：1，自引：1，他引：1  

Gillian M. Boulton-Lewis  Lynn Wilss  Sue Mutch 《Higher Education》1996,32(1):89-106

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An investigation of student teachers' knowledge about their own learning     

Joanne Brownlee  Nola Purdie  Gillian Boulton-Lewis 《Higher Education》2003,45(1):109-125

Twenty-nine student teachers from a large metropolitan university in Queensland, Australia were interviewed at the beginning (Time 1) and end (Time 2) of a year-long graduate diploma in education to investigate the nature of their knowledge about learning and changes in such knowledge over the year. At Time 1 and Time 2 most students thought learning should be meaningful and preferred to use transformative learning approaches. However, students indicated a willingness to engage in reproductive approaches to learning if the content to be learned was uninteresting, workloads were high, or assessment was examination-focussed. The results also indicated that while many students did not experience significant changes in their knowledge about learning over the year, they believed that transformative learning had become more of a focus for them. Investigating student teachers' knowledge about learning has implications for effective learning in teacher education programs.  相似文献   

Introduction     

Harvey Goldstein  Gillian Sutherland 《Assessment in Education: Principles, Policy & Practice》2001,8(1):3-4

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