Organizational learning and program renewal in teacher education: A socio-cultural theory of learning, innovation and change   总被引：1，自引：0，他引：1  

Charles A. Peck  Chrysan Gallucci  Ann Lippincott 《Educational Research Review》2009,4(1):16-25

Pressures for change in the field of teacher education are escalating significantly as part of systemic education reform initiatives in a broad spectrum of economically developed and developing nations. Considering these pressures, it is surprising that relatively little theoretical or empirical analysis of learning and change processes within teacher education programs has been undertaken. In this paper, we illustrate some ways in which contemporary socio-cultural learning theory may be used as a lens for addressing these issues. Using a theoretical framework developed by Harré [Harré, R. (1984). Personal being: A theory for individual psychology. Cambridge, MA: Harvard University Press], we show how processes of individual and collective learning led to changes in a teacher education program observed over an eighteen month period of time. Important innovations in program practice were generally found to have their sources in the creative work of individual faculty. However program level changes required negotiation of new ideas and practices within small groups of faculty, and with the larger collective of the program. We conclude that the Harré model, and the socio-cultural learning theories from which it is derived, may offer a useful theoretical framework for interpreting complex social processes underlying organizational renewal, innovation, and change.  相似文献   

Using a Replica of Leeuwenhoek's Microscope to Teach the History of Science and to Motivate Students to Discover the Vision and the Contributions of the First Microscopists     

Lenira M.N. Sepel  Elgion L.S. Loreto  Jo?o B.T. Rocha 《CBE life sciences education》2009,8(4):338-343

The history of science should be incorporated into science teaching as a means of improving learning and also to increase the students'' understanding about the nature of science. In biology education, the history of microscopy deserves a special place. The discovery of this instrument not only opened a new and fantastic microworld but also led to the development of one unifying principle of biological sciences (i.e., cell theory). The microscopes of Leeuwenhoek and Hooke opened windows into the microworld of living organisms. In the present work, the knowledge of these themes was analyzed in a group of students beginning an undergraduate biology course. Our data suggest that the history of microscopy is poorly treated at the secondary school level. We propose a didactic activity using a replica of Leeuwenhoek''s microscope made with Plexiglas and a lens obtained from a key chain laser pointer or from a broken CD drive. The proposed activity motivated students to learn about microscopy and helped them to appreciate scientific knowledge from a historical perspective.  相似文献   

Drawing a line in the sand: Identifying the borderzone between self and other in EL1 and EL2 citation practices     

Theresa Ann Hyland 《Assessing Writing》2009,14(1):62-74

Current concerns about academic plagiarism in student writing assume qualitative and quantitative differences in the writing of students for whom English is a first language (EL1) and English is a second language (EL2), but lack precision in measuring those differences. I examined the citation practices of EL1 and EL2 students in a timed writing proficiency assessment essay by applying Web-Based Interactive ESL Text Evaluation System (WIETES) software to identify borrowed texts by classifying these references in 16 bounding and documenting categories on a Reading Reference Grid. Results showed few differences overall between EL1 and EL2 referencing practices, as all students shared three common weaknesses in citation practice: vague references, patchwriting and confusion of quotes and paraphrases. Moreover, all students seemed to go through four stages in their development of coherent citation practices, although no EL2 students functioned at the highest level of citation practice. Interviews with the students about their referencing practices indicated that both groups claimed ownership of ideas from the source materials which they expressed in their own words, and they cited correctly more often when they had prior knowledge of the topic of the reading. I conclude with a call to administrators of writing assessments to include judgements of bounding and documenting practices in analytic rating scales.  相似文献   

Teachers' beliefs about inappropriate behaviour: challenging attitudes?     

Ann M. Grieve 《Journal of Research in Special Educational Needs》2009,9(3):173-179

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Assessment in Postsecondary Chemistry Education: A Comparison of Course Types          下载免费PDF全文

Rebecca E. Gibbons  Jessica J. Reed  Shalini Srinivasan  Sachel M. Villafañe  Emily Laga  Joshua Vega  Kristen L. Murphy  Jeffrey R. Raker 《Assessment Update》2018,30(3):1-16

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Gender differences in an introductory programming course: New teaching approach,students’ learning outcomes,and perceptions     

Sohail Iqbal Malik  Jo Coldwell-Neilson 《Education and Information Technologies》2018,23(6):2453-2475

This study reports on gender differences in an introductory programming (IP) course that uses a new teaching and learning approach based on the ADRI (Approach, Deployment, Result, Improvement) model. The teaching materials of the IP course were redesigned based on the new approach. The grades of the final exam were compared to determine the impact of the new teaching and learning approach on genders. A survey was conducted to collect students’ feedback. The responses of the survey were compared for each question among genders and T-test and Mann-Whitney U test were used to analyse the data. The results show that female students performed better in the high achiever category and male students performed better in the medium and low achiever categories in the final exam. The survey responses indicated that male students were more satisfied than female students with the new teaching and learning approach. The four stages of the ADRI approach support students’ cognitive gains and engagement. The students’ retention was higher which supports students’ affective engagement in the IP course. Overall, both the female and male students appreciate the ADRI approach in the IP course.  相似文献   

Intensifying the burden: the implications of individual responsibility messages in HIV public service announcements aimed at Black women     

Angelica Morris  Lee Ann Kahlor 《Sex education》2018,18(5):571-586

In the USA, HIV transmission rates among Black women are four times higher than white women, even in the face of low-risk behaviours, a discrepancy often overlooked because of historical stereotypes. In this study, we deconstruct a specific government-sponsored HIV prevention campaign targeted at Black women. Critical discourse analysis reveals a heavy focus on individual responsibility, self-sacrifice, family and deference to men. The presence of historically relevant racial and gender-related constructs suggests intersectional implications for the campaign. We provide suggestions for avoiding linkage to destructive racial constructs in HIV prevention messages and allied forms of sexual health communication aimed at Black women.  相似文献   

Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development          下载免费PDF全文

Kaja K. Jasińska  Laura‐Ann Petitto 《Child development》2018,89(1):310-331

Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6–10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied to determine how bilingual AoE predicts reading outcomes. Early exposed bilinguals outperformed monolinguals on phonological awareness and word reading. Phonology and semantic (vocabulary) knowledge differentially predicted reading depending on the bilingual experience and AoE. Understanding how bilingual experiences impact phonological awareness and semantic knowledge, and in turn, impact reading outcomes is relevant for our understanding of what language and reading skills are best to focus on, and when, to promote optimal reading success.  相似文献   

From one girl to ‘three girls’: the importance of separating agency from blame (and harm from wrongfulness) in narratives of childhood sexual abuse and exploitation     

Jo Woodiwiss 《Pastoral Care in Education》2018,36(2):154-166

In May 2012, nine men from Rochdale were convicted and jailed for grooming girls with alcohol, drugs and gifts before forcing them to have sex with multiple men. Following the case in Rochdale similar cases of grooming and sexual abuse/exploitation of young girls came to light in various towns and cities across the UK. In 2017, the BBC aired the drama Three Girls which featured the story of three of the victims whose abusers were ultimately jailed in May 2012, including one whose story of abuse was not listened to and whose abusers were ultimately not charged with abusing her (although they were charged with abusing other young girls). In this paper, I draw parallels between the experiences of these three girls and another victim of childhood sexual abuse (interviewed as part of an ESRC funded research project) to show how the central features of this story (childhood sexual innocence and victims’ lack of agency) are deeply problematic not only for victims and child protection services, but also for how teachers and other education professionals understand children and young people’s sexuality and CSA (a term I use to include child sexual exploitation or CSE) and ultimately how they respond to victims.  相似文献   

The responsibilisation of teachers: a neoliberal solution to the problem of inclusion     

Elizabeth J. Done  Mike Murphy 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):142-155

This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on Michael Foucault’s analysis of power, neoliberalism(s) and biopolitics to explore the ways in which teachers are ‘responsibilised’ into negotiating and fulfilling demands related to both state-imposed accountability practices and social justice agendas. The economic context and associated ‘politics of austerity’ are taken into account in a critical exploration of how the (biopolitical) management of inclusion in the neoliberal present coincides with diminishing funding for social and educational expertise, with ever-increasing responsibilities being placed on teachers to fill this void. The responsibilisation of teachers in recent legislation and statutory guidance discursively constructs the teacher as a professional who takes responsibility for student and school performance, pastoral care, inclusion and social change. Responsibilisation relies on ‘dividing practices’, obliging some teachers to assess the conformity of colleagues to inclusion policy.  相似文献