Towards a research training curriculum: What, Why, How, Who?   总被引：3，自引：0，他引：3  

Erica McWilliam  Parlo Singh 《The Australian Educational Researcher》2002,29(3):3-18

Our purpose in this paper is to investigate the ways in which the work of research higher degree supervision is being reshaped from within and outside universities. Our interest is in the means by which new ‘content’ and ‘process’ knowledge — and thus a new set of pedagogical tasks and relationships — are being configured in the field of higher degree research. The outcomes of research training have traditionally been products of a one-on-one supervisory relationship, that is, academic apprentice-to-disciplinary mentor. This is especially the case in the fields of arts/humanities. Any ‘curriculum’ necessary to such a model has been both implicit and at the discretion of the disciplinary ‘master’.  相似文献   

Teachers’ journeys towards critical use of ICT     

Renato Schibeci  Judith MacCallum  Wendy Cumming‐Potvin  Cal Durrant  Barry Kissane  Erica‐Jane Miller 《Learning, Media and Technology》2008,33(4):313-327

Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures.  相似文献   

Integrating Genomics Research throughout the Undergraduate Curriculum: A Collection of Inquiry-Based Genomics Lab Modules     

LM Banta  EJ Crespi  RH Nehm  JA Schwarz  S Singer  CA Manduca  EC Bush  E Collins  CM Constance  D Dean  D Esteban  S Fox  J McDaris  CA Paul  G Quinan  KM Raley-Susman  ML Smith  CS Wallace  GS Withers  L Caporale 《CBE life sciences education》2012,11(3):203-208

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Buying-out teaching for research: the views of academics and their managers     

Erica?SmithEmail author  Andrew?Smith 《Higher Education》2012,63(4):455-472

This paper reports on the practice of buying-out teaching to create time for research. A study was carried out, at a regional university in Australia, with academics in receipt of research grant funds (and therefore with the means to buy out teaching), Heads of School, and the Deputy Vice Chancellors responsible respectively for research and for academic matters. We found that while eligible academics did buy out teaching by employing casual staff, most of them worried about the potential effects on teaching quality and students’ learning. Heads of School were more sanguine about possible effects on teaching. Decision making by academics about whether to buy out teaching, and by Heads of School about whether to allow it in particular cases, took account of a number of factors. Some teaching activities were seen as higher-risk than others for buying-out. It was uniformly recognised by all parties that buying-out did not result in complete relief from the teaching activity that was bought out; a great deal of time and energy needed to be invested by the academic in making appropriate arrangements and monitoring the quality of work undertaken by the casual staff. The paper suggests that clearer policies need to be instituted in this area; academics were unsure what buying-out was allowed or acceptable, and would benefit from more discussion of the practice.  相似文献   

Redefining Information Literacy to Prepare Students for the 21st Century Workforce     

Robert Monge  Erica Frisicaro-Pawlowski 《Innovative Higher Education》2014,39(1):59-73

Information literacy instruction–a set of skills taught in order to identify and find the information needed to solve a problem—traditionally follows a formalized academic model. It assumes information skills can be applied universally and learned individually. However, this approach does not correspond to the social and specialized learning practices in the workforce. This article presents an argument for faculty and librarians to collaborate and redefine information literacy guidelines using specific disciplinary requirements while incorporating non-formal and informal workplace learning practices. This approach would better prepare students for the social and collaborative learning required in a 21st century workforce environment.  相似文献   

Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach   总被引：1，自引：0，他引：1  

David K. Dickinson  Kerry G. Hofer  Erica M. Barnes  Jill F. Grifenhagen 《Early childhood research quarterly》2014

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The Relation Between Media Content Evaluations and Political Disaffection     

Erica Weintraub Austin  Bruce E. Pinkleton 《Mass Communication and Society》2013,16(3-4):105-122

A probability sample of 592 Washington state voters during the month prior to the 1996presidential election was used to assess registered voters 'levels of involvement, confidence in the media's representations of reality, and political disaffection. Perceptions of incompleteness were associated with amplified feelings of cynicism. Perceptions of oversimplification were associated with increased negativism but were also associated with increased involvement. The results suggest that perceptions of oversimplification in the news contribute less to public disaffection than perceptions of unrepresentativeness. We argue that some skepticism of the news should be considered healthy rather than worrisome.  相似文献   

Images of Injury: Graphic News Visuals’ Effects on Attitudes toward the Use of Unmanned Drones     

Erica Scharrer  Greg Blackburn 《Mass Communication and Society》2013,16(6):799-820

In this study, sanitized coverage of the United States’ use of military drone strikes in foreign countries is pitted against more graphic news images in an experimental setting to determine effects on attitudes toward the use of U.S. military drones. In addition, multiple news exposures are tested to determine whether individuals can become emotionally inured to such coverage, even when images are more graphic. Key results find those who viewed graphic news visuals did not show evidence of desensitization after repeated viewing and expressed higher levels of concern regarding drone use but not reduced support for U.S. drone policy.  相似文献   

Who talks how to their kids about TV: A clarification of demographic correlates of parental mediation patterns     

Erica Weintraub Austin  Christopher Knaus  Ana Meneguelli 《Communication Research Reports》2013,30(4):418-430

A random telephone survey (N = 255) of Washington state parents of children between the ages of 2 and 17 assesses parents’ reported patterns of interaction with their children regarding television, along with parental viewing habits and perceptions of television content. Demographic differences in mediation and coviewing patterns, as well as parental attitudes toward television, are explored, and explanations for these differences are considered. It is concluded that education is a weak predictor of mediation levels, single parents do not differ from dual parents in attitudes about television, and that the negative relationship of income to positive mediation and use of television as a babysitter is related more to overall viewing patterns and environmental constraints, rather than to attitudinal differences. It is suggested that demographics hold little value jar explaining why and how parents hold particular attitudes or engage in particular behaviors relevant to television and parenting.  相似文献   

Emotions and reflexivity in feminised education action research   总被引：1，自引：1，他引：0  

Erica Burman 《Educational Action Research》2013,21(3):315-332

The paper addresses contemporary relations between emotions, gender and feminist action research. Starting from analysis of the increasing emotionalisation of everyday life, it explores the quasi‐feminist—or what the author calls ‘feminised’—forms of incitement to reflexive confession that are increasingly gaining favour within professional and higher educational contexts and draws on literatures and sets of debates that inform education action research, including: childhood and governmentality; feminist research; and international development critiques. The author proposes that reflexivity as an educational and research practice has come to stand in for, and thereby limits, the contemporary focus on ‘participation’ to reduce its radical collaborative and action agenda and instead incite researchers to work on ourselves, and only on ourselves. The paper warns against underestimating the speed and flexibility by which neo‐liberalism absorbs and co‐opts creative strategies—such as reflexivity—for its subversion, and returns them to old‐style individualism.  相似文献