Distance Education at the Crossroads     

Jocelyn Calvert 《Distance Education》2005,26(2):227-238

A number of issues in contemporary distance education are reviewed from the perspectives of distance education as practice and as a field of study. In the practice of distance education, government agendas are supplanted by institutional agendas, the clientele shifts from undergraduate second‐chance learners to fee‐paying postgraduates, and the models and methods are under challenge by the online revolution. As a soft–applied field of study, distance education research is susceptible to externally set agendas and prone to external criticism. Distance educators need to address these externally defined issues in terms that speak to its critics.  相似文献   

Changes in coordination and its variability with an increase in running cadence     

Jocelyn F Hafer  Julia Freedman Silvernail  Howard J Hillstrom  Katherine A Boyer 《Journal of sports sciences》2016,34(15):1388-1395

Alterations in joint mechanics have been associated with common overuse injuries. An increase in running cadence in healthy runners has been shown to improve several parameters that have been tied to injury, but the reorganisation of motion that produces these changes has not been examined. The purpose of this study was to determine if runners change their segment coordination and coordination variability with an acute increase in cadence. Data were collected as ten uninjured runners ran overground at their preferred cadence as well as a cadence 10% higher than preferred. Segment coordination and coordination variability were calculated for select thigh–shank and shank–foot couples and selected knee mechanics were also calculated. Paired t-tests were used to examine differences between the preferred and increased cadence conditions. With increased cadence, there was a decrease in peak knee flexion and a later occurrence of peak knee flexion and internal rotation and shank internal rotation. Segment coordination was altered with most changes occurring in mid-late stance. Coordination variability decreased with an increase in cadence across all couples and phases of gait. These results suggest examination of coordination and its variability could give insight into the risk of intervention-induced injury.  相似文献   

Current trends in vocational guidance in New Zealand   总被引：1，自引：0，他引：1  

Beryl Hesketh  Jocelyn Grainger 《Prospects》1989,19(1):75-81

with research interests in applied psychology generally including career decision-making. Formerly lecturer in psychology at Massey University, New Zealand (1976–85), where she was responsible for university courses in vocational psychology.  相似文献   

Why social capital is important for mentoring capacity building of mentors: a case study in Hong Kong     

Jocelyn L. N. Wong 《Teachers and Teaching》2018,24(6):706-718

Most studies of school-based mentoring practice have put their key focus on discussions of the professional growth of novice teachers rather than of their mentors. Mentoring practice, however, is also a platform from which mentors can build or enhance their professional competency and capitalize their leadership role as they interact with novice teachers and their colleagues. This is an area which deserves further research attention. Drawing on the concept of social capital, this small-scale qualitative study investigates how mentors can develop or revise their mentoring skills and knowledge while they engage in school-based mentoring practice. Semi-structured interviews and documents were collected from 31 mentors from primary and secondary schools in Hong Kong from 2014 to 2015. Findings of this study firstly show that both bonding social capital and bridging social capital can help mentors develop their mentoring knowledge in different ways. Secondly, bridging social capital can help mentors act as boundary brokers who develop transformative learning by interacting with outside experts. Providing more off-site or cluster-based mentor training programs and mentoring partnership schemes with outside experts could be the way forward to maximize the professional competency of mentors aiming at improving school capacity.  相似文献   

(Re)framing vulnerability as social justice work: Lessons from hacking our teacher education practices     

Carey E. Andrzejewski  Kira J. Baker-Doyle  Jocelyn A. Glazier  Kristin E. Reimer 《Review of Education, Pedagogy & Cultural Studies》2019,41(4-5):317-351

  相似文献   

The promise of experiential education in teacher education: transforming teacher beliefs and practices     

Jocelyn Glazier  Amanda Bean 《Teaching Education》2019,30(3):261-277

Building from the theories of Dewey and Kolb and Fry, we sought to examine the impact of experiential education in teacher education on teacher beliefs and practices. The teacher education model described in this article sets out to challenge the seduction of the apprenticeship of observation and create an opportunity for in-service teachers to re-imagine their teaching in concrete and transformative ways. Immersed in a weeklong experiential residency in either the mountains or at a local environmental education farm, the teachers in the study were challenged physically, intellectually, socially, and emotionally in and through the experience. The experiential work ultimately led to changes in teacher participants’ beliefs and practices related to teacher and student roles and potentialities. Although challenges exist for this type of practice in K-12 classrooms and in teacher education, experiential education has a significant potential to change the way teachers think about and act in their practice.  相似文献   

How do primary school teachers develop knowledge by crossing boundaries in the school–university partnership? A case study in China     

Xiaofang Wang  Jocelyn L. N. Wong 《Asia-Pacific Journal of Teacher Education》2017,45(5):487-504

University experts typically serve as knowledge sources for teacher learning. Experts in China are no exception. Nevertheless, minimal attention has been focused on knowledge flow between experts and teachers, and its contribution to teacher knowledge development. Drawing on the perspective of knowledge process across boundaries, this qualitative study investigates knowledge growth of primary school teachers involved in a small-scale school–university partnership in Northern China. In-depth interview was adapted as the main approach to collecting data. Nine participating teachers, two school administrators, and one university expert were interviewed. Findings show that expert-led knowledge transfer (knowledge-for-practice is directly delivered) and teacher-involved knowledge translation (knowledge-in-practice is reframed and situated) are the main focus of the partnership studied. However, collaboration-oriented knowledge transformation (altering existing knowledge and creating knowledge-of-practice) is insufficiently emphasised. Furthermore, this study discusses significant implications for advancing the transformation of knowledge and expert–teacher collaborative knowledge creation as well as for further study.  相似文献   

Attracting and Training Tomorrow's Gerontologists: What Drives Student Interest in Aging?     

Elizabeth J. Bergman  Mary Ann Erickson  Jocelyn N. Simons 《Educational gerontology》2013,39(3):172-185

  相似文献   

Facilitating transfer of distance courses     

Jocelyn Calvert 《Open Learning》2013,28(1):34-37

‘Barriers to course sharing are rooted in traditions of institutional insularity and individual academic autonomy’, says Jocelyn Calvert of the Open Learning Institute in British Columbia, Canada. However, an analysis of the experience of course sharing between institutions in the US, UK, Canada and Australia, shows that ‐ despite the problems ‐success has been achieved, ‘setting models for exchange that others may follow’.  相似文献   

The construction and production of youth ‘at risk’     

Diane Wishart  Alison Taylor  Lynette Shultz 《教育政策杂志》2013,28(3):291-304

Following the Commonwealth Government funding cuts in 1986, a hiatus has developed in in‐service teacher education in Australia. Recent curriculum innovations and expanding stresses in the educational environment have generated in‐service education needs which are possibly greater than at any other time in the recent past. The trend in other industrialized countries has been to encourage or even require teachers in primary and secondary education to achieve postgraduate qualifications. Similar pressures are currently mounting in Australia. The combination of the stresses and new emphasis, calls for a rethinking of existing approaches and policies. The restructuring of the education system in a number of States, the difficulties which have become apparent in solution‐centred in‐service programmes and the continuing unsatisfactory ad hoc arrangements for the design and delivery of such programmes across Australia indicate that the need for different policies and provisions in teacher professional development is acute. After analysing the state of the art of in‐service training in Australia, this paper provides possible rationales for such policies and programmes and suggests the development of a multiprogramme policy package which could assist the teachers to ensure a better quality and cost‐effective educational service.  相似文献