An Autoethnographical Study of Culture,Power, Identity and Art Education in Post‐Colonial South Korea          下载免费PDF全文

Ok‐Hee Jeong 《The International Journal of Art & Design Education》2017,36(1):9-20

This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty‐first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post‐colonial context of Western influences on Korean society since World War II. There has been greater tension and a greater struggle for different values, practices and identities when new values and practices have been introduced into the particular socio‐cultural context of South Korea. My struggles with particular kinds of pedagogic identity valued within the rapidly changing political, economic and cultural context of Western influences on Korean art education demonstrate the hidden structural mechanism of the relationship between culture, power and identity in the post‐colonial world of globalisation. This study as an autoethnographical research provides critical insights into how identities are produced by pedagogic discourses and practices of art education that are constructed through the specific systems of practice and language which transmit and regulate such identities and values.  相似文献   

Development of a didactical training concept for peer tutors in gross anatomy          下载免费PDF全文

Simone Alvarez  Christoph Nikendei  Jobst‐Hendrik Schultz 《Anatomical sciences education》2017,10(5):495-502

Even though peer tutors are often used in gross anatomy courses, research in the field is rather a subject of the last two decades. This is especially true about the didactical challenges these types of peer tutors experience during their tutorials and about how they are prepared for the task. The aim of the presented study was to learn about the training needs of the tutors, and to subsequently design, implement, and evaluate a didactical training concept. A qualitative design was chosen to examine how tutors can best be prepared for tutorials of gross anatomy. To do so, focus group interviews were conducted. The data were analyzed and grouped into various concepts, using semi‐structured interview questions as guidance. It was found that peer tutors are in need of training in the following aspects: Dealing with students who are experiencing difficulties during or as a result of dissection, dealing with group dynamics, that is, at the dissection table, keeping students motivated, time management, and staying confident as a tutor. In order to be regarded as useful and relevant in the eyes of tutors, a preparatory training course should include all these aspects in addition to general didactical training elements. Training needs of peer tutors of gross anatomy go beyond the content of standardized didactical curricula; therefore, tutors should be prepared with a curriculum that is specifically geared toward the many challenges associated with teaching gross anatomy to first year medical students which are already so well documented in the research literature. Anat Sci Educ 10: 495–502. © 2017 American Association of Anatomists.  相似文献   

Gender attitudes in school have changed mainly in peer relational factors over a period of 35 years     

Mary‐Anne Holfve‐Sabel 《Gender and education》2011,23(1):73-86

The aim of the study is to compare gender patterns of student attitudes toward school, teachers and peers in grade 6 over time. In 1967–68 and in 2003, 1500 pupils responded to the same 40‐item questionnaire. A confirmatory factor analysis was applied. In the gender comparison the within‐class level was used. The more traditional school factors, Interest in School, View of Teacher, and Work Atmosphere, showed no differences between the two time periods. The factor Interest in School showed that girls were more positive than boys. In contrast to this, changes with more positive attitudes had occurred especially in boys’ peer relational factors. In Relations with Classmates and in View of Fuss, the scores were now equal between the two genders, but in View of Peers, and Lack of Anxiety the boys’ attitudinal scores were significantly higher than those of the girls.  相似文献   

Negotiating for change: women’s movements and education reform in Taiwan     

Shu‐Ching Lee 《Gender and education》2011,23(1):47-58

The dramatic changes during the past 20 years in Taiwan offer a good example of how gender policy in education is facilitated by a combination of interrelated economic, political and social forces. Taiwan’s policy on gender education emerged from the interaction of state, education, academic and non‐academic feminist positions in reforms. This paper demonstrates – first, the importance of the socio‐political contexts in which reform was proposed, and second, the actions of feminists in making best use of the opportunities thrown up by a confluence of social factors. The social, economic and political transformations of the 1980s saw the rise of a ‘new’ state both supposedly and in reality more responsive to the needs of non‐profit organisations. In testing out relationships of partnership with the state, feminist activists saw the deregulation of education as an opportunity to get women’s issues on the agenda. These reforms were catalysed by a series of social events bringing together supporters in a mood of celebration, protest or mourning specifically in response to particular events. The struggles, contentions, and negotiations that underlay the eventual approval of gender reform in education are illustrated.  相似文献   

Immigrant girls as caregivers to younger siblings: a transnational feminist analysis     

Jo‐Anne Lee 《Gender and education》2011,23(2):105-119

This article employs a transnational feminist lens to examine the experiences of racialised immigrant girls who provide care for their younger siblings. The article draws on findings from a participatory action research study in Victoria, British Columbia, Canada to examine the role that immigrant girls’ caregiving practices play in transnational families’ social, economic, and cultural survival. It argues that greater attention should be given to the diverse and complex contexts, consequences, costs, and contributions of immigrant girls’ caregiving labour.  相似文献   

Video recording lectures: Student and professor perspectives     

Hamad Odhabi  Lynn Nicks‐McCaleb 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):327-336

This paper investigated the use of special eyeglasses designed with a built‐in video camera and microphone for the purpose of recording classroom activities from the point of view of both the professor and the student. The aim is to eliminate the need for dedicated video recording in the classroom. This paper reviewed the various techniques used to record a lecture and highlighted the advantages and disadvantages of each. It also presented 10 activities from the point of view of the student and the professor, which may play a role in improving students' understanding of the lecture. The videos produced by the professor and student cameras were reviewed in terms of their effectiveness and usefulness with regard to the 10 activities. The results were analysed and conclusions were drawn based upon the findings of this study.  相似文献   

A concept map approach to developing collaborative Mindtools for context‐aware ubiquitous learning     

Gwo‐Jen Hwang  Yen‐Ru Shi  Hui‐Chun Chu 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):778-789

Recent advances in mobile and wireless communication technologies have enabled various new learning approaches which situate students in environments that combine real‐world and digital‐world learning resources; moreover, students are allowed to share knowledge or experiences with others during the learning process. Although such an approach seems to be promising and innovative, researchers have indicated several problems when applying it to practical applications, in particular, the lack of proper strategies or tools to assist the students to learn collaboratively in such a learning scenario with abundant content. Students might feel interested when using the mobile devices to learn; however, without proper assistance or guidance, their learning achievements are usually disappointing. To cope with this problem, this study proposes a concept map‐oriented Mindtool for collaborative ubiquitous learning. Experimental results from a natural science course in an elementary school show that this approach not only enhances learning motivation but also improves the learning achievements of the students.  相似文献   

Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers     

Elizabeth Murphy  María A. Rodríguez‐Manzanares  Michael Barbour 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):583-591

This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher‐ rather than student‐centred approaches. Asynchronous online teaching provided support for self‐paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting.  相似文献   

SimPharm: How pharmacy students made meaning of a clinical case differently in paper‐ and simulation‐based workshops     

Swee‐Kin Loke  June Tordoff  Michael Winikoff  Jenny McDonald  Peter Vlugter  Stephen Duffull 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):865-874

Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in‐house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study involving 20 undergraduate students to tease out how they made meaning of a clinical case differently in two different contexts: a typical paper‐based workshop and one enabled by SimPharm. The data collected included audio recordings of classroom discourse, focus group interviews and class observations. The findings identified differences in four areas: framing of the problem; problem‐solving steps and tools used; sources and meaning of feedback; and conceptualisation of the patient. These four areas can serve as axes along which future evaluations of educational simulations can be carried out based on their affordances.  相似文献   

Effects of reviewing annotations and homework solutions on math learning achievement     

Wu‐Yuin Hwang  Nian‐Shing Chen  Rustam Shadiev  Jin‐Sing Li 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):1016-1028

Previous studies have demonstrated that making annotations can be a meaningful and useful learning method that promote metacognition and enhance learning achievement. A web‐based annotation system, Virtual Pen (VPEN), which provides for the creation and review of annotations and homework solutions, has been developed to foster learning process among students. In order to explore the effects of reviewing annotations and homework solutions on learning achievement, a quasi‐experiment was conducted with VPEN in a math class over a period of 4 months. It was found that reviewing own text annotations has a significant influence on learning achievement; while on the contrary, reviewing peers' text annotations has no significant influence on learning achievement. Our results show that students gain more from reviewing their own annotations than from reviewing the annotations made by peers, a contrast which reveals that annotations hold additional meaning for their creators. Further investigation revealed that only the quantity of text annotations among all other variables can significantly predict students' learning achievement. This finding may suggest that text annotations play more important roles to learning achievement than other variables, like homework. The reason is because text annotations are created by learners actively on voluntary base whereas homework is usually assigned by the teachers. Based on our findings, we suggest that teachers may consider incorporating learning activities that can foster metacognitive development into the learning process, like making annotations, solving homework and reviewing them, whereas peer learning should be encouraged only for reviewing the homework solutions of their peers with good learning achievement.  相似文献