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This article examines the relationship between action research and policy and the kind of confidence teachers, policy makers and other potential users may have in such research. Many published teacher action research accounts are criticised on the grounds that they do not fully meet the conventional standards for reporting social scientific research, and by implication are held to be less trustworthy. Action research is nevertheless often seen by some academics and policy makers as a potential method for developing theory, disseminating good practice, or raising standards. Through a discussion of three major approaches to action research—seen variously as professional learning, practical philosophy and critical social science—it is argued that judgements about confidence depend upon understanding the various kinds of knowledge claim that can be made by action researchers, and appropriate judgements concerning the strength of evidence or reasons. 相似文献
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JANET L. OSTRAND 《Counselor Education & Supervision》1976,16(2):117-124
To ascertain the effects of supervised counselor experience on measures of dominance, graduate students were drawn from three departments at the University of Illinois, Urbana, and given the dominance and self-acceptance scales of the California Psychological Inventory and the California Fascism Scale. In the analysis of variance, the experimental group scored significantly higher (p <.05) on dominance than did the control group from pretest to posttest, and the correlation between dominance and self-acceptance was. 66 (p<. 01). The correlation between dominance and fascism was not significantly different from zero. When the effects of participants' additional counselor (or teacher) experience were partialed out of posttest dominance scores, the results were not significantly changed. The results implied that a supervised counseling practicum effected more of an increase in participants' feelings of well-being than did other counselor (or teacher) experience. 相似文献
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This paper argues for interaction in lectures, interaction which allows learners time to reflect and discuss. This proposition has a staff development dimension both for lecturers in engineering who do not have (or do not value) the skill of interactive lecturing and for those who do, and who wish to find out more. Examples of these techniques are provided in this paper, in the context of construction management. Our intention is to provide practical help for those seeking innovative methods of teaching. We also hope to advance current debates on whether or not interactive lectures are appropriate for engineering subjects in general and for management subjects in particular. The staff developer in this case has observed an apprehension among staff that interactive teaching is more time consuming: does it take longer to plan (than lectures)? Initially, it may do, as the lecturer develops a repertoire of techniques. In this paper, we try to reduce that time by giving an exemplar, saving others from ‘reinventing the wheel’. However, since adapting teaching is a complex process, we show the process of developing a teaching method to suit educational objectives. Finally, we conclude with ‘hints and tips’, based on the literature, for interactive teaching. 相似文献
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Product innovation in an era of dynamic technology emphasises the need to recognise that success in the marketplace can only be achieved when the interdependence of engineering and industrial design together with other relevant disciplines is recognised. The highly interdisciplinary and integrated approach at Napier College, now providing honours graduates in Industrial Design (Technology), develops the required form of graduate expertise for 'innovative teams' in manufacturing-based industry. Graduates are able to work with both engineers and commercial experts on equal terms and in that relationship to contribute their essential impact to successful product development. 相似文献
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JENNIFER SPRATT JANET SHUCKSMITH KATE PHILIP CATE WATSON 《Pastoral Care in Education》2006,24(3):14-21
Drawing from a Scottish study, this article examines ways in which the school environment can impact upon the well-being of pupils and their associated behaviour. It identifies tensions between existing school structures and cultures and the promotion of positive mental health, particularly in relation to the curriculum, pastoral care, discipline and teacher/pupil relationships. In many cases, schools attempt to address mental well-being by bolting fragmented initiatives onto existing systems, and we argue that a more fundamental review of values, policies and practices throughout the school is needed. This paper also looks at the roles of interagency workers in schools, and reports that, in most cases, these workers are seen as offering a parallel service to the mainstream school, targeted at the most troubled or troublesome pupils. We suggest that schools should draw on the skills and understandings of these workers to help build new cultures throughout the school for the benefit of all children and young people. 相似文献
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