Four Perspectives on Flipping the Statistics Classroom: Changing Pedagogy to Enhance Student-Centered Learning     

Shonda R. Kuiper  Robert H. Carver  Michael A. Posner  Michelle G. Everson 《PRIMUS》2015,25(8):655-682

Abstract

The term “flipped” or “inverted” classroom includes a broad range of pedagogical innovations, and has recently received a significant amount of press. Although flipping an entire course might be a more extreme step than most are able to take, we discuss modular ideas for change that can be more easily implemented. This paper offers the perspective of four faculty members at different institutions who have all flipped material in statistics courses that were already highly interactive and activity-based. We share common pitfalls and core ideas that were found among diverse environments.  相似文献   

Erratum to: Applying cognitive science principles to improve retention of science vocabulary     

Rebecca Shore  Jenna Ray  Paula Goolkasian 《Learning Environments Research》2015,18(2):313-313

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“I’m not the only victim…” student perceptions of exploitative supervision relation in doctoral degree     

Cheng  Michelle W. T.  Leung  Man-Lai 《Higher Education》2022,84(3):523-540

Higher Education - Drawing on a five-ethical principles framework, this study examines how the thirteen recruited doctoral students across disciplines in Hong Kong interpret the idea of and...  相似文献   

An investigation of citizenship construction among students in higher education: a Foucauldian perspective     

Gu  Mingyue Michelle  Yu  Lu 《Higher Education》2022,84(1):51-65

Higher Education - This study, adopting the Foucauldian lenses of citizenship, investigates how a group of students understand the prevailing social discourses and how such understanding and...  相似文献   

Narrative research in climate change adaptation—Exploring a complementary paradigm for research and governance     

Jana-Axinja Paschen  Ray Ison 《Research Policy》2014

Climate adaptation research increasingly focuses on the socio-cultural dimensions of change. In this context, narrative research is often seen as a qualitative social science method used to frame adaptation communication. However, this perspective neglects an important insight provided by narrative theory as applied in the cognitive sciences and other practical fields: human cognition is organized around specific narrative structures. In adaptation, this means that how we ‘story’ the environment determines how we understand and practice adaptation, how risks are defined, who is authorized as actors in the change debate, and the range of policy options considered. Furthermore, relating an experience through story-telling is already doing ‘knowledge work’, or learning. In taking narrative beyond its use as an extractive social research methodology, we argue that narrative research offers an innovative, holistic approach to a better understanding of socio-ecological systems and the improved, participatory design of local adaptation policies. Beyond producing data on local knowledge(s) and socio-cultural and affective-emotive factors influencing adaptive capacity, it can significantly inform public engagement, deliberation and learning strategies–features of systemic adaptive governance. We critically discuss narrative as both a self-reflective methodology and as a paradigmatic shift in future adaptation research and practice. We explore the narrative approach as a basis for participatory learning in the governance of socio-ecological systems. Finally, we assemble arguments for investing in alternative governance approaches consistent with a shift to a ‘narrative paradigm’.  相似文献   

In search of systemic innovation for sustainable development: A design praxis emerging from a decade of social learning inquiry     

John Colvin  Chris Blackmore  Sam Chimbuya  Kevin Collins  Mark Dent  John Goss  Ray Ison  Pier Paolo Roggero  Giovanna Seddaiu 《Research Policy》2014

Processes of designing for systemic innovation for sustainable development (SD) through the lens of three long-term case studies are reported. All case studies, which originated from the SLIM (Social Learning for the Integrated Management and Sustainable Use of Water at Catchment Scale) Project, funded within the EU Fifth Framework Program (2001–2004), constitute inquiry pathways that are explored using a critical incident approach. The initial starting conditions for each inquiry pathway are compared; significant pathway dependencies are identified which foster the development of social learning processes locally, but constrain their uptake and embedding across the wider system of interest. In the first case study, in England & Wales, promising developments in the application of social learning approaches to river basin planning over an initial 3-year period were subsequently marginalised, only to resurface towards the end of the 10-year period of study. In the second, South African case study, significant spaces for social learning and innovation in integrated water resources management were opened up over a five year period but closed down again, primarily as the result of lack of policy support by national government. The third, Italian, case study was designed to assess options for adapting to climate change by opening up new learning spaces between researchers, stakeholders and policy makers. A case for investing in local level systemic innovation through social-learning praxis design approaches and in learning processes around well contextualised case-studies is supported. However, concomitant investment by policy makers in social learning as an alternative, but complementary, governance mechanism for systemic innovation for SD is needed.  相似文献   

Problem‐solving method in teaching the social sciences     

R. Ray Scott 《Peabody Journal of Education》2013,88(3):153-160

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‘The Edge of the Cloud’-a reply to Dominic Hibberd     

Colin Ray 《Children‘s Literature in Education》1972,3(3):5-6

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Book Review     

Michelle Dakho 《Educational studies》2000,26(2):263-264

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Entanglements of Disability,Ethnicity, and Relations: Orienting toward Belonging in George Estreich's The Shape of the Eye     

Michelle Jarman 《Journal of American culture (Malden, Mass. : 2003)》2013,36(3):194-205

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