Visions, Prospects and Compromises     

Gillian Darley 《Higher Education Quarterly》1991,45(4):354-366

This paper traces the way in which the physical design of the New Universities reflected the aspirations of their founders. It goes on to analyse the relationship between the architectural vision and the reality of the needs and perceptions of rapidly developing institutions.  相似文献   

Training in journal publishing     

Gillian Page 《Learned Publishing》1991,4(2):90-91

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Coming to some arrangement     

Gillian Page 《Learned Publishing》1988,1(2):57-60

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The knowledge gap: examining the rhetoric and implementation of peer education for HIV prevention in Myanmar     

Gillian Fletcher 《Sex education》2013,13(4):378-391

In this paper, I report on an examination of the rhetoric and implementation of peer education in Myanmar. I demonstrate that while there was widespread consistency on interviewees' views of what peer education should involve, there was a significant gap between this rhetoric and the ways in which peer education was implemented, particularly in relation to the training of peer educators. It is my argument that this gap occurred because of failure to utilise, or even recognise, a particular form of knowledge: knowledge as phronesis, which is most commonly translated as ‘practical wisdom’ and incorporates factual, emotional and experiential knowledge. Instead, as I show, the pedagogic processes in use in peer education practice in Myanmar drew on an (unexpressed) understanding of knowledge as episteme: a form of knowledge that is facts-based, technical and presumed objective.  相似文献   

PERCEPTIONS AND PRACTICES OF CULTURALLY RELEVANT SCIENCE TEACHING IN AMERICAN INDIAN CLASSROOMS     

Younkyeong Nam  Gillian Roehrig  Anne Kern  Bree Reynolds 《International Journal of Science and Mathematics Education》2013,11(1):143-167

This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers’ existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers’ perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students.  相似文献   

Intervention for children with language impairments: a model of evidence-based outcome research     

Gillian Parkinson  Neil Humphrey 《Journal of Research in Special Educational Needs》2008,8(1):2-12

Over the past 30 years successive governments in the UK have endeavoured to make the statutory framework suitable for children with special educational needs (SEN). More recently, efforts have been made to personalise children's learning, making educational experience more innovative and responsive to the diversity of needs in schools. A drive is emerging in health and education to develop and evaluate intervention strategies for children with language impairments (LIs), which is both methodologically challenging and rewarding. The current review demonstrates difficulties encountered with using evidence-based (evidence-related) outcome research involving children with LIs. Many studies have inherent methodological problems such as small sample sizes, ill-matched groups and designs that are difficult to replicate or compare. Such approaches are unlikely to yield significant results, or if they do, it is difficult to devise clear guidance regarding choice of intervention strategies. In the light of these difficulties, theoretical, methodological and practical issues are discussed herein and a model is proposed to assist in enabling interventions to be identified, evaluated in a robust manner, and the results shared with educators. We suggest that the use of a process-driven model ensures a more rigorous approach when undertaking large-scale systematic, evidence-based research into the effective approaches to teaching children not only with LIs but across the field of special needs education.  相似文献   

Sometimes an Orgasm is Just an Orgasm     

Erika Lorraine Milam  Gillian R. Brown  Stefan Linquist  Steve Fuller  Elisabeth A Lloyd 《Metascience》2006,15(3):399-435

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Developing Children's Writing Through a Thematic Approach     

Gillian Hancock 《Literacy》1987,21(3):185-204

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Exploring Science Teachers’ Argumentation and Personal Epistemology About Global Climate Change     

Liu  Shiyu  Roehrig  Gillian 《Research in Science Education》2019,49(1):173-189

Research in Science Education - This case study investigated the nature of in-service science teachers’ argumentation and personal epistemology about global climate change during a 3-year...  相似文献   

How university teaching changes teachers: Affective as well as cognitive challenges     

Elaine?MartinEmail author  Gillian?Lueckenhausen 《Higher Education》2005,49(3):389-412

This paper argues that the teaching of a subject can change our understanding of what it means to know, to teach and learn that subject. It also argues that when our understanding is questioned and changes then academic work can become an emotionally charged endeavour. This paper reports on a study where, over a semesters teaching, around two thirds of teachers changed some aspect of their scholarly thinking or practice. These teachers were teaching a range of first and second year classes, they were not new to teaching, nor were they unfamiliar with the teaching of the subject. For approximately one third, the change in understanding was not major. It involved a change in teaching practice but it did not involve the questioning of their existing understanding of subject matter. For another third, however, the change was substantial. These teachers, in some way, questioned previously taken for granted assumptions, they re-thought aspects of the structure of the discipline or the relationship of the subject to the discipline. They also revised their ideas about how to best teach that subject and what learning the subject involved. This change invariably involved anxiety and uncertainty and in some cases this was extreme. Little attention has been paid to change in teachers understanding of subject matter and little, or no, research has focused on the emotional impact of this change. This initial exploration of these neglected aspects of university teaching suggests a rich vein for further exploration. This paper builds on previous work that has used phenomenography to examine changes in university teachers understanding of subject matter taught. An analysis of metaphor is used to explore change and to tap into the rich and complex emotional experiences that accompany this change.  相似文献