CREATIVITY IN ADULTHOOD AND OLD AGE: AN EXPLORATORY STUDY     

Patricia Kay Alpaugh  Iris A. Parham  Kenneth D. Cole  J. E. Birren 《Educational gerontology》2013,39(2):101-116

The purpose of this study was to explore the creative process and creative products across the adult life span. The subjects were 61 women, ages 20 to 83 years, who were comparable in intelligence, education, and interest in writing. They completed a creative writing project and took three standardized creativity tests and two intelligence subtests. Both quantitative and qualitative differences were found favoring young adults. Predictive but not construct validity was demonstrated for the creativity tests with this population of young and old adults. Both methodological constraints and the ecological validity of these measures of creativity are discussed.  相似文献   

Pastime and Classtime: Dialogue or Dialectic?     

Josh Radinsky  Iris Tabak 《学习科学杂志》2016,25(1):1-3

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Constructions of the Self as Learner: Perspective-Taking and Positioning in Mathematics,History, and Science Learning     

Josh Radinsky  Iris Tabak 《学习科学杂志》2016,25(3):331-334

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Identity and Positioning in Learning     

Iris Tabak  Josh Radinsky 《学习科学杂志》2015,24(1):1-4

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Education in the Context of Structural Injustice: A symposium response     

Iris Marion  Young 《Educational Philosophy and Theory》2006,38(1):93-103

What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice?  相似文献   

Curriculum Alignment with a Mission of Social Change in Higher Education     

Iris M. Yob  Steven L. Danver  Sheryl Kristensen  William Schulz  Kathy Simmons  Henry M. Brashen  Rebecca Sidler Krysiak  Linda Kiltz  Linda Gatlin  Suzanne Wesson  Diane R. Penland 《Innovative Higher Education》2016,41(3):203-219

Institutions of higher education frequently acknowledge their role in contributing to the common good through their mission statements. The current literature suggests that in order to be effective mission statements must be clearly articulated and reflected in all the activities of the institution including its curriculum. Faculty members at Walden University developed a Curriculum Guide for Social Change that could serve as a tool for reviewing current course offerings and developing new courses to reflect its mission of “creating positive social change.” Those involved in piloting the Guide report on the process in this article. The general consensus is that it was time-consuming and frequently subjective; but the Guide gave substance to the institution’s mission, opening the way for its fuller implementation.  相似文献   

Facilitating Learnscape Development,Maintenance and Use: Teachers' perceptions and self-reported practices     

Keith Skamp  Iris Bergmann 《Environmental Education Research》2001,7(4):333-358

Learnscapes are a recent initiative of the New South Wales Department of Education and Training (NSW DET). They are generally school ground features, e.g., an edible garden, a poetry corner or a wildlife corridor, where a learning program has been designed to permit users to interact with the environment. The learning programs are to meet syllabi learning outcomes including environmental education. Learnscape design, development, and use are to involve students, teachers and the community. Teachers' perceptions of the value and impact of learnscapes in two NSW DET pilot schools are reported, as well as their self-reported involvement and use. These varied considerably, despite the majority of teachers extolling the value of learnscapes. Several 'barriers' to the effective use of learnscapes surfaced. The relationship of learnscapes to environmental education was not uppermost in most teachers' minds. Explanations are suggested and pedagogical implications discussed.  相似文献   

The paper beam: hands-on design for team work experience of freshman in engineering     

Efrossini C. Kalkani  Iris K. Boussiakou  Leda G. Boussiakou 《European Journal of Engineering Education》2005,30(3):393-402

The present research refers to the assigning of a hands-on group project to freshman engineering students, evaluating their performance, and deriving conclusions on student benefits and educational advances. The research procedure included action plans for the instructor and the students, instructions to the students on performing the work, organizational instructions to the teams and reporting guidelines, and evaluation of the success of the project. The main outcomes refer to the team co-operation, the performance of tasks, the quality of results and the reporting effectiveness. The ‘paper beam’ project benefited the student’s learning and proved the need of complementary learning styles in teams, of the appreciation of quality performance and results, as well as of the accuracy in project details.  相似文献   

The Visitatio Sepulchri in the Latin Church of the Holy Sepulchre in Jerusalem     

Iris Shagrir 《Al-Masaq: Islam & the Medieval Mediterranean》2010,22(1):57-77

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Language,Experience and Professional Learning (What Walter Benjamin Can Teach Us)     

Brenton Doecke  Iris Susana Pires Pereira 《Changing English: An International Journal of English Teaching》2012,19(3):269-281

This essay raises questions about how language educators might construct and further develop their epistemology of practice in and through the situations in which they work from day to day. The occasion for this paper is our work as guest editors of a special issue of L-1: Educational Studies in Language and Literature, when we invited L1 teachers to reflect on the role that language plays in their professional learning, whether it be in the form of conversations with peers, reflective writing, or by other means. We begin this essay by locating our reflections within our current policy context, namely the standards-based reforms that have come to dominate educational thinking around the world, offering a brief critique of the values and attitudes embedded within them. We then outline a philosophical framework as an alternative to the world-view reflected by such reforms, focusing specifically on the work of Walter Benjamin. In the final sections, we review our work as guest editors of the special issue of L-1, reflecting on what we have learned from the papers we have assembled for this issue, and locating our learning within the philosophical framework that we have drawn from Benjamin. We argue that it is timely for language educators to articulate the assumptions that inhere within their work, in contradistinction to the common sense embedded in standards. Thus we might begin to reconceptualise the relation between language, experience and professional learning in opposition to the hegemony of standards.  相似文献