Reflections on the First International iPED Conference,Coventry TechnoCentre,UK, 10–11 September 2006     

Virginia King  Lynn Clouder  Mary Deane  Frances Deepwell  Lisa Ganobcsik-Williams 《Teaching in Higher Education》2013,18(3):425-433

Through reflection on the First International iPED Conference 2006, and its overarching theme of ‘Pedagogical Research and Academic Identities’, this paper considers the achievement of the wider aims of the conference, which were to facilitate dialogue between researchers in order to explore the conference themes collaboratively, and to provide networking opportunities which would enable participants to build alliances. The abstracts for all papers mentioned are available via the conference website www.coventry.ac.uk/iped2006.  相似文献   

Visualizing strategic change in an educational development centre with product-based analysis     

Virginia King 《International Journal for Academic Development》2013,18(3):222-236

Product-based analysis (PBA) is a new way of modelling the strategic direction of an educational development centre (EDC). It was developed within an English EDC to complement other strategic techniques, providing a means of visualizing the overall strategy. This critique of PBA is set in the context of global university reforms, restructurings and economic constraints that EDCs mirror in miniature. The case for PBA is demonstrated through two exemplars, one retrospective, the other applied to the same group, now dispersed several years on, as it sets out a collaborative strategy to address the future uncertainties shared by many EDCs.  相似文献   

NURTURING EARLY CHILDHOOD PROFESSIONALISM: THE RHODE ISLAND EARLY CHILDHOOD SUMMER INSTITUTE     

Charlotte Diffendale  Diane M. Horm‐Wingerd  David A. Caruso  Virginia Nardone 《Journal of Early Childhood Teacher Education》2013,34(1):77-87

This article describes the independent study project of a student who was a graduate assistant in a child development laboratory preschool when Hurricanes Katrina and Rita struck the Gulf Coast area. Through her experiences with “Project Katrina” she deepens her understanding of developmentally appropriate practices as she learns firsthand about the project approach and writing an article for publication in a professional journal.  相似文献   

Reading and Writing the Passions in Duchenne de Boulogne's Mécanisme de la physionomie humaine     

Virginia Liberatore 《Culture, Theory & Critique》2013,54(1):37-55

This paper examines Duchenne de Boulogne's Mécanisme de la physionomie humaine (1862) as a limit case between Foucauldian epistemes of signification. Electrically inducing ‘expression’ in his subject's face, Duchenne, a neuro-physiologist, claimed to have discovered the true ‘orthography’ of the passions. He photographed and published his experiments to offer the art world a positivist corrective to the historically ‘arbitrary’ representation of emotion. The narrative accompanying the photographs provides the basis for this analysis which focuses on how Duchenne used the image/text idea of an ’orthography‘ to shape his technologically mediated expressions with a Renaissance and Classical poetics of resemblance and representation. Making an analogy with linguistic ‘units’, Duchenne located a scene of writing under the facial flesh where action was ‘transfigured’ into passion. The Classical debate on the origin of language and the Renaissance physiognomic tradition inspired his discourse, which failed to grasp the modernity of his technologically mediated passions.  相似文献   

Learning on the go: voices of highly mobile urban students     

Virginia L. Rhodes 《Learning Inquiry》2008,2(2):113-125

Highly mobile students experience schools and learning in different ways than their more stable peers. Repeated transfers result in discontinuity of instruction and relationships with teachers and peers. Interviews with transient urban students in grades 9–12 reveal the issues they face upon their arrival and afterward. Mobile students give insight into perceptions of teacher practice, peer-group induction, receptivity to classroom instruction, and classroom and administrative practices. Findings include fear, loneliness, embarrassment, and anxiety in new settings or when faced with another school change. While students expressed achievement concerns, peer social and emotional concerns were primary immediately following enrollment in a new school. Students found themselves unable to focus on academic studies until they could secure a peer group with which to interact. Implications for high-mobility schools include the need for structures providing transitional services and community-building environments to counteract the negative academic and developmental effects of frequent mobility.  相似文献   

Revolution is in the Everyday: Métissage as place of education     

Virginia Worley 《Discourse: Studies in the Cultural Politics of Education》2006,27(4):515-531

Positing that place has a pedagogy that can be harnessed for educative means and ends or left to chance and that partnering place and its pedagogy with teaching magnifies the influence of place and teaching, I conceptualize métissage as place of education. Because few scholars in education have written about métissage and even fewer have conceptualized it as place of education, I begin by defining métissage illustrating the multi-layered definition with literary, historical, and autobiographical examples. I then examine métissage as place of education with its own pedagogy whose influence increases when partnered with teaching, portray this phenomenon at play in one urban school, demonstrate ways for teachers to subvert negative school places by rejecting, challenging, and countering them and by using the everyday as a revolutionary tool, and pose questions about such a pedagogy's potential dangers.  相似文献   

A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children     

Christine McWayne  Virginia Hampton  John Fantuzzo  Heather L. Cohen  Yumiko Sekino 《Psychology in the schools》2004,41(3):363-377

The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low‐income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with those established with preschool (Head Start) parents. Multivariate relationships were found between kindergarten parent involvement dimensions and children's social and academic competencies. Parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 363–377, 2004.  相似文献   

Developmental skills related to writing and reading acquisition in the intermediate grades     

Virginia W. Berninger  Ana C. Cartwright  Cheryl M. Yates  H. Lee Swanson  Robert D. Abbott 《Reading and writing》1994,6(2):161-196

Multiple measures of the fine motor system, the orthographic system, the phonological system, the working memory system, the verbal intelligence system, the writing system, and the reading system were administered to 300 students in grades 4, 5, and 6. Results showed that the writing system and the reading system share many of the same orthographic, phonological, and working memory sub-processes but thepatterns of concurrent relation between these sub-processes and writing and between these subprocesses and reading differ. These results are consistent with the view that writing and reading draw upon the same as well as unique cognitive systems.  相似文献   

A focus on “hands- on,” learner- centered technology at The Citadel     

Virginia DeRoma  Steve Nida 《TechTrends》2004,48(5):37-41

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The Role of Aggression in Peer Relations: An Analysis of Aggression Episodes in Boys'' Play Groups   总被引：6，自引：0，他引：6  

John D. Coie  Kenneth A. Dodge  Robert Terry  Virginia Wright 《Child development》1991,62(4):812-826

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