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Robert V. Bullough Jr Roni Jo Draper Lynnette Erickson Leigh Smith Janet Young 《Educational Action Research》2013,21(3):433-454
Seeking to soften the gap between clinical and tenure-track teacher education faculty, a year-long action research seminar was conducted. Using data from observation notes, interviews and a taped seminar session, the authors explore the seminar from its very rocky beginning to its conclusion. Drawing on the concept of ‘communities of practice’, the authors explore reasons for the hesitancy of the clinical faculty to share the results of their studies and their struggle to find legitimacy within the university. 相似文献
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Kendra M. Hall Roni Jo Draper Leigh K. Smith Robert V. Bullough Jr 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):328-345
The purpose of this study was to shed light on mentor teachers’ perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). We hypothesized that the mentor teachers’ perceptions would likely differ from established conceptions of this construct, a difference that has significant implications for mentor preparation and university collaboration. Participants, 264 teachers who were serving as mentors to pre‐service teachers, were asked open‐ended questions designed to allow the mentors to describe the ways in which they envisioned their role. Follow‐up telephone interviews were conducted with 34 randomly selected mentor teachers to further determine the relative value they placed on different aspects of mentoring. The results of this research confirm that mentoring is a complex construct and that the perceptions held by mentors may be influenced by the kinds and quality of mentoring experiences they have had. Implications for the appropriate selection, preparation, and support of mentor teachers are discussed. 相似文献
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This case study examines the dynamics and challenges associated with counseling a client experiencing borderline personality disorder in the small college institutional context. The work of counseling centers at small private institutions has been relatively unexplored in the extant college counseling literature. To help fill this gap, the current case study explores a counselor's work with a student at a private, Catholic women's college. 相似文献
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Stephen W. Draper 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):306-315
e‐Assessment cannot benefit learners, and so education, unless it supports them in doing something differently in future. What, however, are learners trying to do better? This paper adopts a perspective in which learners simultaneously self‐regulate multiple variables that are relevant to learning, and develops a theoretical argument that a key issue is the ambiguity of feedback events (such as a failed task or a poor mark) as to which variable should be adjusted. A common tacit assumption is that the relevant loop is about technical expertise, but in reality, students must and do also adjust effort, learning methods and course choices. Two methods for helping learners by resolving this ambiguity are discussed: telling learners directly which interpretation is relevant, and structuring learning activities to focus on one variable. Which loops are most important to learners generally shifts in the transition from school to university, implying that the role of feedback also changes. e‐Assessment needs a major rethink to address these needs, and to understand why feedback is so often apparently ignored by students. Conversely, attending to all these loops would be to open new dialogues with learners. 相似文献
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Rugby union is a sport governed by the impacts of high force and high frequency. Analysis of physiological markers following a game can provide an understanding of the physiological response of an individual and the time course changes in response to recovery.
Urine and saliva were collected from 11 elite amateur rugby players 24 h before, immediately after, and at 17, 25, 38, 62 and 86 h post-game. Myoglobin, salivary immunoglobulin A and cortisol were analysed by ELISA, whereas neopterin and total neopterin were analysed by high-performance liquid chromatography.
There was a significant post-game increase of all four markers. The increases were cortisol 4-fold, myoglobin 2.85-fold, neopterin 1.75-fold and total neopterin 2.3-fold when corrected with specific gravity. All significant changes occurred post-game only, with markers returning to and remaining at baseline within 17 h.
The intensity of the game caused significant changes in key physiological markers of stress. They provide an understanding of the stress experienced during a single game of rugby and the time course changes associated with player recovery. Neopterin provides a new marker of detecting an acute inflammatory response in physical exercise, while specific gravity should be considered for urine volume correction post-exercise. 相似文献
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Stephen W. Draper 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):285-293
One technology for education whose adoption is currently expanding rapidly in UK higher education is that of electronic voting systems (EVS). As with all educational technology, whether learning benefits are achieved depends not on the technology but on whether an improved teaching method is introduced with it. EVS inherently relies on the multiple-choice question (MCQ) format, which many feel is associated with the lowest kind of learning of disconnected facts. This paper, however, discusses several ways in which teaching with MCQs, and so with EVS, has transcended this apparent disadvantage, has based itself on deep learning in the sense of focusing on learning relationships between items rather than on recalling disconnected true–false items, and so has achieved substantial learning advantages. Six possible learning designs based on MCQs are discussed, and a new function for (e-)assessment is identified, namely catalytic assessment, where the purpose of test questions is to trigger subsequent deep learning without direct teaching input. 相似文献
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Susan M. Land Darryl C. Draper Ziyan Ma Hsiu‐Wei Hsieh Brian K. Smith Robert Jordan 《Performance Improvement Quarterly》2009,22(3):23-36
Current approaches to workplace learning emphasize designing communities of practice that are intended to support both formal and informal knowledge acquisition. This article presents the design and research of a knowledge‐based community of practice for Subaru, based on principles outlined by Scardamalia (2002) and Zhang, Scardamalia, Lamon, Messina, and Reeve (2007). The purpose of this study was to investigate the extent to which participants' interactions in the online community showed evidence of individual and collective knowledge building. We found evidence of knowledge building within online discussions in these areas: interactions around improvement of ideas, connection to workplace knowledge and practices, and building on or adopting the ideas of others. We also found significant gains in scores on an assessment of workplace customer service after participation in the online community of practice. 相似文献
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