The teacher as pygmalion: Comments on the psychology of expectation     

Peter  Carol Gumpert 《The Urban Review》1968,3(1):21-25

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Team Hyena Puppet: An Interdisciplinary Approach to Making and Teaching Science Through Art     

Heather Trommer-Beardslee  Ann Dasen  Wiline Pangle  Jay Batzner 《Teaching Artist Journal》2019,17(1-2):45-50

In 2016, professors representing Biology, Dance, Music, and Theatre and dance program students created Dunes, a performance piece that depicts the ecological succession of Michigan's sand dunes. The process used to make this work is a direct representation of the steps that Team Hyena Puppet, a collective of teaching artists and scientists, takes in their science-based art collaborations, which are used to reflect on and depict scientific research and simultaneously teach student participants and audience members science through the performing arts.  相似文献   

Contesting forces: The political and economic context of curriculum development in New Zealand     

Carol Mutch 《Asia Pacific Education Review》2001,2(1):74-84

In the 1980s and 1990s many countries felt the impact of new right economic ideology on their social policies: New Zealand was no exception. Education was seen as the key to improving economic competitiveness and to this end it was deemed necessary to upgrade the system. The reforms arising from the adoption of this position were to take two paths: administrative and curricular. This paper focuses on the curricular reforms and the development of two key national curriculum statements within their political and economic context. The curriculum for compulsory schooling became centrally controlled, subject-based, and achievement oriented. In contrast the early childhood document outlined a child-centred, thematic and experiential curriculum. This paper explores how such divergence arose out of the same socio-political context. The content of the documents is analysed using a theoretical model after Bernstein (1971).  相似文献   

Transmitting Faith in the Republic:Muslim Schooling in Modern Plural France     

Carol A. Ferrara 《Religious education (Chicago, Ill.)》2018,113(1):14-25

This article explores and analyzes private Muslim schooling in France using ethnographic research performed in 2013–2014 in Lille-, Lyon-, and Paris-based Muslim schools. The article discusses the course content and the interpretations of Islam that are taught, demonstrating how French republican values are fused together with Islam to promote a specific brand of French Muslim citizenship and identity. I argue that Muslim schools should be seen as part of the process of the normalization of Muslim-based civic engagement and that they represent a particular response to France's new plurality that reinterprets the boundaries of “French” and “Muslim.”  相似文献   

From the Didactic to the Dialectic—Intercultural Exchanges in Contemporary Counsellor Education     

Ann Moir-Bussy  Catherine Sun 《International journal for the advancement of counseling》2008,30(3):202-212

Within the context of the growing development of intercultural counsellor education, the question of how different cultures reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education process. This paper briefly explores these terms and movements and then highlights findings from a research project that took place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process of knowledge development within the counselling education field. Implications for counsellor education are highlighted.

Ann Moir-BussyEmail:

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Professional Cultures and Collaborative Efforts: A Case Study of Technologists and Educators Working for Change     

Ann Locke Davidson  Janet Schofield  Janet Stocks 《The Information Society》2001,17(1):21-32

The need for those working in a variety of settings to interact effectively with technical experts has grown dramatically in recent years as computers have become essential to the performance of an increasing broad range of professional work. This article presents a case of this sort of interprofessional interaction, exploring the process and outcomes of collaboration between technical professionals and educators working to bring Internet access to an urban public school district. Drawing on field note and interview data, the case reported here illustrates how differences in institutional routines and professional values can generate differing agendas, contrasting assumptions, and contrasting expectations concerning project products and outcomes among collaborators from different professional worlds. In the case we describe, these differences affected such central matters as the types and usefulness of technical resources to which users had access as well as users' confidence in the technology. The case also illustrates how aspects of this interprofessional conflict were addressed through an organizational change. The kinds of issues that arose in this project are likely to occur in a variety of professional settings; therefore, examination of this case provides insight into a variety of issues and dynamics that should be considered when embarking upon or analyzing any interprofessional collaborative effort, and particularly one that involves technical professionals.  相似文献   

Making a difference? Measuring the impact of an information literacy programme for pre-registration nursing students in the UK     

Craig A  Corrall S 《Health information and libraries journal》2007,24(2):118-127

OBJECTIVES: To investigate whether an information literacy programme for pre-registration nursing students at a UK higher education institution is effective in developing their skills and confidence: examines students' skill levels, factors affecting their confidence, and relationships between skills, confidence and demographic characteristics. METHODS: Quantitative and qualitative techniques were used: pre- and post-tests to measure changes in students' skills and self-assessed confidence levels after two key sessions in their first semester (n = 29); semi-structured interviews to explore factors affecting confidence (n = 5). RESULTS: Findings demonstrated positive impacts on skills and confidence. Key areas of skill development included: identifying journal articles, selecting search terms and evaluating website quality. Factors affecting confidence included: successful 'mastery' experiences in searching for information and the programme itself, especially small-group sessions, handouts and staff support. Evidence on links between skills, confidence and demographic factors was inconclusive. CONCLUSIONS: The study demonstrated the programme's effectiveness and identified areas for development, including the need to help students understand the relative merits of search engines and other sources. Evidence has contributed to a change in departmental policy, making attendance at sessions mandatory. Further studies have been recommended.  相似文献   

Using Research Based Assessment Tools in Professional Development in Current Electricity     

Ji Shen  Patrick C. Gibbons  John F. Wiegers  Ann P. McMahon 《Journal of Science Teacher Education》2007,18(3):431-459

We present a practical way of adapting and using four research-based assessments for different purposes in an electricity and magnetism course for K-8 science teachers. The course is designed to accomplish conceptual change toward accepted scientific conceptions as well as introducing teachers to materials and activities appropriate for their classrooms. Our data support that using the research-based tests to identify alternative conceptions and discuss test results with teachers is a promising way to use the knowledge of alternative conceptions in professional development. We also identify some mismatches between the research of conceptual change and its use in programs of professional development.

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Ji ShenEmail:

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How I teach evidence-based epidural information in a hospital and keep my job     

Tumblin A 《The Journal of perinatal education》2007,16(4):68-69

A childbirth educator reveals her dilemma in teaching evidence-based practice in today's high-tech birth climate. She focuses on strategies to use when sharing epidural information with expectant parents.  相似文献   

Changing roles in sustaining successful charter school leadership in high poverty schools: Voices from the field     

Maria Marsella Leahy  Rebecca Ann Shore 《Journal of School Choice》2019,13(2):255-277

Effective educational leadership is essential for the success of schools and ultimately student achievement. The impact of school leadership may be even more pronounced in charter schools. Due to current and unprecedented growth, unique design, and complexities of political, financial, and governance issues they face, there is a need for more highly qualified charter school leaders and perhaps even “differently” prepared leaders. In this qualitative study, the authors documented the characteristics and skills of two successful, sustained charter school leaders who retrospectively described their evolved and evolving roles over twenty five years. Each transformed high-poverty, low-performing schools with at-risk populations and led with vision, passion, and a relentless desire to positively influence their organizations and ultimately improve student success in their communities. Although many of their skills and characteristics fall within existing theories, such as situational leadership, transformational leadership, and distributive leadership, they embodied a level of dedication and commitment to the original communities in which they founded charters lasting over a quarter of a century. The findings suggest that founding a charter school and seeing it through to success over time may more closely resemble missionary work than traditional school leadership.  相似文献