Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education     

Colette Murphy  Kathryn Scantlebury  Catherine Milne 《Asia-Pacific Journal of Teacher Education》2015,43(4):281-295

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students’ attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching, and we suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning. In providing structure and tools for effective implementation of coteaching, our model addresses three core elements of coteaching: coplanning, copractice, and coevaluation. The model was piloted in relation to pre-service teachers’ development in reflective practice and reducing the gap between theory and classroom practice.  相似文献   

‘I just want to watch the match’: a practitioner’s reflective account of men’s health themed match day events at an English Premier League football club     

Kathryn Curran  Barry Drust  Dave Richardson 《Soccer & Society》2014,15(6):919-933

This study reflects on the effectiveness and delivery of a series of health themed match day events at an English Premier League Football Club which aimed to create awareness and motivate men to adopt recommended health behaviours. A range of marketing techniques and activities were adopted within a targeted space and time to increase men’s exposure to health information. The first author adopted a practitioner-cum-researcher role and was immersed in the planning and delivery of the events utilising the principles of ethnography. Data were predominately collated through observations and personal reflections logged via autobiographical field notes. Data were analysed through abductive reasoning. In general, men were reluctant to engage in health-related behaviours on match days. However, subtle, non-invasive approaches were deemed successful. Positive outcomes and case studies from the latter techniques are presented and suggestions for effective strategies that will better engage men in health information and behaviours are made.  相似文献   

Religious education in the secondary school     

Kathryn Wright 《British Journal of Religious Education》2015,37(3):331-333

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Student & tutor consensus: a partnership in assessment for learning     

James Thompson  Don Houston  Kathryn Dansie  Timothy Rayner  Timothy Pointon  Simon Pope 《Assessment & Evaluation in Higher Education》2017,42(6):942-952

The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment. The student–tutor consensus approach to assessment was introduced to capture student learning achieved ‘from’ assessment to complement the measurement of performance outcomes. This approach parallels student and tutor judgement in a grade negotiation, affording the student an opportunity to share with their assessor what they have learned from the assessment activity. This student self-awareness was then considered alongside the conventional outcome-based score awarded by the tutor to generate a final grade for the assessed activity. Our study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in this novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles.  相似文献   

How pre-service teachers navigate trade-offs of food systems across time scales: a lens for exploring understandings of sustainability     

Lina Yamashita  Kathryn Hayes  Cary J. Trexler 《Environmental Education Research》2017,23(3):365-397

In response to the increasing recognition of the need for sustainable food systems, research on students’ and educators’ knowledge of food systems and sustainability more broadly has grown but has generally focused on what people ‘fail’ to understand. Moving away from this deficit approach, the present study used semi-structured interviews to explore how 12 pre-service teachers (PSTs) in the US consider sustainability in terms of the trade-offs – or concurrent costs and benefits – associated with using different agricultural resources over short, medium, and long terms. Drawing upon the constructs of framing, metacognition, and complex causality, the study found that the majority of PSTs referred to indirect experiences of seeing or hearing about agricultural resources to demonstrate stable knowledge of short-term trade-offs and construct tentative knowledge about medium-term trade-offs. Few described long-term trade-offs. Most participants also acknowledged some gaps in their knowledge in discussing trade-offs across the different time scales. Findings suggest the importance of leveraging and building upon educators’ (and ultimately students’) prior experiences to build their understanding of complex trade-offs that underlie food systems. The study also illustrates the value of using the concept of trade-offs across time scales to explore people’s conceptions and understandings of sustainability.  相似文献   

Global competition in a ‘flat’ world: a Foucauldian analysis of the neoliberal mentalities of 2 Million Minutes     

Kathryn Elizabeth Linder 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):443-456

Through an application of Foucauldian theories of power and neoliberalism, this article employs an ascending analysis to identify an embedded neoliberal agenda within the documentary 2 Million Minutes. The author argues that this neoliberal agenda serves to support and maintain notions of international white supremacy as it assumes relationships between whiteness and success, American identity and privilege, and through its definition of the global economy as one in which all students can equally take part. By articulating how the film engages in techniques of biopower through a comparative portrayal of high school students from India, China, and the United States, the author argues that representations of education ‘realities’ should be examined and questioned in order to locate powerful and hidden hegemonies.  相似文献   

Beyond Boomer Meets NextGen: Examining Mentoring Practices among Pennsylvania Academic Librarians     

Linda Neyer  Kathryn Yelinek   《The Journal of Academic Librarianship》2011,37(3):215-221

A survey to assess mentoring experiences and attitudes towards work of Pennsylvania academic librarians was conducted in September 2006 with questions concerning mentoring experiences, work experiences, and attitudes towards work. Results of the survey are analyzed for differences among those librarians responding, especially generational differences, and implications for professional associations when developing mentoring programs are discussed.  相似文献   

Effect of exercise training on hippocampal volume in humans: a pilot study     

Parker BA  Thompson PD  Jordan KC  Grimaldi AS  Assaf M  Jagannathan K  Pearlson GD 《Research quarterly for exercise and sport》2011,82(3):585-591

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The Importance of Implementation Fidelity Data for Evaluating Program Effectiveness          下载免费PDF全文

Rochelle Fisher  Kristen Smith  Sara Finney  Kathryn Pinder 《About Campus》2014,19(5):28-32

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Selection methods for undergraduate admissions in Australia. Does the Australian predominate entry scheme the Australian Tertiary Admissions Rank (ATAR) have a future?     

Kathryn Blyth 《Journal of Higher Education Policy & Management》2014,36(3):268-278

This article considers the Australian entry score system, the Australian Tertiary Admissions Rank (ATAR), and its usage as a selection mechanism for undergraduate places in Australian higher education institutions and asks whether its role as the main selection criterion will continue with the introduction of demand driven funding in 2012. Admission strategies for undergraduate places in Australian universities have remained unchanged for many years. The author concludes that the current entry scheme, the ATAR, will continue as a dominant selection criterion particularly for courses where demand exceeds supply, but ATAR-based selection will be insufficient to meet the participation targets set by the federal government. There is now an opportunity for universities to differentiate themselves by their admission strategies and to improve participation of equity groups through the normalisation of alternative entry mechanisms.  相似文献