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Alisa Kessel 《Educational Philosophy and Theory》2013,45(13-14):1419-1434
Most liberal political theorists of education argue that it is better to teach students to tolerate diversity, than to protect the potentially illiberal commitments of some members of the political communities. In fact, neither approach is wholly satisfying, yet they remain the focus of much political theorizing about education. This article suggests that this misguided focus is, in part, a consequence of a focus, by liberal political theorists of education, upon the 1987 Mozert v. Hawkins court case. Mozert raised serious questions about the nature of toleration in liberal society, but from an educational standpoint, the Mozert case led political theorists to consider what curricular content is appropriate for liberal political education, rather than on the practices that democratic citizens must cultivate. I turn to Hannah Arendt to offer a critical account of the liberal responses to Mozert and then call for a theory of democratic education that fosters practices of democratic decision-making and has, as its aim, not merely to foster respect for diversity, but to allow future citizens to practice critical engagement with diversity. 相似文献
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Fred Willie Zametkin LaPolla Nicole Contaxis Alisa Surkis 《Journal of the Medical Library Association》2021,109(3):490
Background:Over four years of hosting library data workshops, we conducted post-workshop evaluation of attendees'' satisfaction with the workshops but not longer-term follow-up. To best allocate library resources and most effectively serve the needs of our users, we sought to determine whether our data workshops were impactful and useful to our community. This paper describes a pilot project to evaluate the impact of data workshops at our academic health sciences library.Case Presentation:We surveyed individuals who signed up for data workshops between 2016 and 2019. Surveys included open-ended and multiple-choice questions, with the goal of having participants describe their motivations for taking the workshop(s) and how they ultimately used what they learned. An analysis of responses using the Applied Thematic Analysis model indicated that the workshops had an impact on the respondents, although the strength of our conclusions is limited by a relatively low response rate.Conclusions:Survey results indicated that our workshops impacted how researchers at our medical center collect and analyze data, supporting the conclusion that we should concentrate our educational efforts on providing skills-based workshops. The low response rate and time-consuming nature of the analysis point toward several improvements for future evaluation efforts, including better tracking of workshop attendees, a shorter survey with fewer open-ended questions, and survey implementation within one year of the workshop date. 相似文献
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Brandon M. Butler Elizabeth Burns Christina Frierman Katrice Hawthorne Alisa Innes James A. Parrott 《Studying Teacher Education》2014,10(3):255-274
Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important themes emerged as we negotiated and adopted new identities as educators, and future teacher educators and researchers. These themes include our development of a collaborative mindset, a teacher educator-researcher perspective, and a critical self-awareness. The findings draw on our professional and personal histories to explore the prominent features that influenced and shaped our identities as educators and future teacher educator-researchers. In sharing our development as educators and future teacher educators, this article provides insights into the ways in which doctoral students in education begin to develop their identities and pedagogies through guided support from more experienced teacher educators. 相似文献
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This study examines suburban and urban teachers’ family involvement practices, challenges they face in involving families, and their educational needs. A questionnaire was administered to 89 teachers. Data were coded using a constant comparative analysis. Codes were analyzed to determine the number of teachers whose responses fell into each category and by comparing suburban and urban teachers’ responses. Results of this study suggest that although urban and suburban teachers share some similarities in terms of their practices, challenges, and needs, a number of differences were evident. Overall, suburban teachers’ responses were more detailed and included specific strategies. We also found that urban teachers’ interests in further education did not necessarily align with the areas in which they reported challenges. 相似文献
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The authors used the Delphi method to identify counselor education teaching competencies. There were 3 phases of data collection, resulting in 152 teaching competencies within 4 domains: knowledge, skills, professional behaviors, and dispositions. Counselor educators and counselor education doctoral students might use these competencies to promote counselor educator training and teaching effectiveness. 相似文献
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I The Conservative congregational school represents an attempt to fashion an educational program based on a particular understanding of the nature of Judaism and the meaning of Jewish experience and existence. The conceptual framework for the programs and purposes of these schools draws from three complementary matrices— the People of Israel, Torah and God—and their delicate interplay. The cognitive and behavioral concomitants of these central ideas form the foundations of curricular development for the schools of Conservative congregations. 相似文献
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Julia M. Pryce Alisa Ainbinder Allison V. Werner-Lin Teri A. Browne Cheryl Smithgall 《Journal of Teaching in Social Work》2013,33(4):457-469
Doctoral student training has become focused in recent years on acquiring subject-area knowledge and research skills, rather than on teaching. This shift often leaves aspiring junior faculty feeling unprepared to address the demanding pedagogical requirements of the professoriate. In the area of social work, few programs contain a structured, required program of study that addresses issues unique to teaching in a school of social work. This article outlines a doctoral teaching workshop as a model framework for social work doctoral programs. Suggestions are provided for ways to incorporate such an effort into current social work doctoral education. 相似文献
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Tracey Monica W. Hutchinson Alisa 《Educational technology research and development : ETR & D》2019,67(5):1259-1272
Educational technology research and development - In an effort to create meaningful user experiences, instructional designers participate in continuous projection and reflection during design.... 相似文献