Change in beliefs after first-year of teaching: The case of Turkish national curriculum context     

Çiğdem Haser  Jon R. Star 《International Journal of Educational Development》2009

The impact of national curriculum context on mathematics related beliefs of 12 beginning middle grades mathematics teachers was investigated after the teacher education program and first-year teaching through interviews and a combination of three belief frameworks. National curriculum requirements, lack of effective mentoring programs, and preservice tutoring experiences were detected as the major factors impacting beliefs. Participants simultaneously had teacher-centered and student-centered beliefs, causing inconsistency in beliefs and practices. While participants’ preservice and first-year experiences contrasted, they developed contextual beliefs to deal with the difficulties. Reflections on teacher education and beginning teacher support policies in national curriculum contexts were discussed.  相似文献   

Distance education: yes,we can!   总被引：1，自引：1，他引：0  

Jon Baggaley 《Distance Education》2009,30(1):163-165

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A tale of two women leaders: Diversity policies and practices in enterprise universities     

Jane Wilkinson 《The Australian Educational Researcher》2009,36(2):39-54

This paper explores the ways in which senior female academics’ leadership practices are informed and negotiated in relation to a multiplicity of fields. As part of the shift in the logics of practice underpinning the Australian academic terrain, there has been a movement from the implementation of equity policies to that of diversity in relation to the employment of academic staff, characterised by neoliberal discourses of new public management which favour the production of the individualistic, entrepreneurial academic identity as opposed to notions of collectivity and the public good. However, diversity policies are not the sole texts that inform the ways in which many women leaders operate, nor the most important in guiding the practices they produce. Drawing on a larger study of representations of women’s leadership in the media and academia, this paper examines how two leading female academics drew upon a range of logics of practices within the different fields of academia, feminism and Indigenous rights to inform their leadership practices. In so doing, the women contested the emergent logic of practice underpinning the contemporary Australian academic field. Such contestation can be considered one of the “subaltern” consequences of policy regimes and forms an integral part of policy fields.  相似文献   

Integrating Free Computer Software in Chemistry and Biochemistry Instruction: An International Collaboration     

David L. Cede?o  Marjorie A. Jones  Jon A. Friesen  Mark W. Wirtz  Luz Amalia Ríos  Gonzalo Taborda Ocampo 《Journal of Science Education and Technology》2010,19(5):434-437

At the Universidad de Caldas, Manizales, Colombia, we used their new computer facilities to introduce chemistry graduate students to biochemical database mining and quantum chemistry calculations using freeware. These hands-on workshops allowed the students a strong introduction to easily accessible software and how to use this software to begin to explore computer modeling. Each workshop was scheduled for 2 h and each included a tutorial exercise to familiarize the students with the main menus and features of the software. In addition, accompanying lectures and practical laboratory sections were provided. Both courses were taught in Spanish although the written instructions were in English. This was not a problem since these students have a comfort level with reading English. Student feedback following these workshops was highly enthusiastic and positive. This international collaborative will impact both the teaching and research goals for this cohort of graduate students.  相似文献   

论亚洲远程教育方法与技术的融合     

乔恩·巴格利  李亚婉 《现代远距离教育》2010,(6):13-17

由于传统媒体的单向传输方式,远程教育在很长时间都没有很好地发挥其教学功能。现代教育技术的发展克服了原有的技术问题,在很大程度体现了双向交互功能,从文本会议形式到目前使用的博客,以及实时性视频会议系统,这些技术条件都为远程教育发展开辟了美好的前景。传统的观念只是将远程教育形式作为一种无奈的选择。这种认识并不是没有依据的。其主要观点是以往的学习者无法获得更多的技术,同时教学方法的采用也没有真正与技术自身的特质相匹配。即便是在今天,我们依然可以观察到在许多情况下,远程教育的教学方法与技术之间并没有达到真正意义上的和谐与统一。  相似文献   

Injury prevention in male youth soccer: Current practices and perceptions of practitioners working at elite English academies     

Paul J. Read  Pablo Jimenez  Jon L. Oliver  Rhodri S. Lloyd 《Journal of sports sciences》2018,36(12):1423-1431

Forty-one practitioners inclusive of physiotherapists, sports scientists and strength and conditioning coaches from the academies of elite soccer clubs in the United Kingdom completed an on-line questionnaire which examined their: (1) background information; (2) perceptions of injury occurrence and risk factors; (3) screening and return to play; and (4) approach to designing and delivering injury prevention programmes with a response rate of 55% (41/75). Contact injuries were the most common mechanism reported and players between 13–16 years of age were perceived to be at the greatest risk. Pertinent risk factors included: reduced lower limb and eccentric hamstring strength, proprioception, muscle imbalances, and under developed foundational movement skills. Joint range of motion, jump tests, the functional movement screen, overhead and single leg squats were the most utilised screening methods. Training modalities rated in order of importance included: resistance training, flexibility development, agility, plyometrics and balance training. Training frequency was most commonly once or twice per week, during warm-ups, independent sessions or a combination of both. Injury prevention strategies in this cohort appear to be logical; however, the classification of injury occurrence and application of screening tools to identify “at risk” players do not align with existing research. The frequency and type of training used may also be insufficient to elicit an appropriate stimulus to address pertinent risk factors based on current recommendations.  相似文献   

Teaching univariate measures of location‐using loss functions          下载免费PDF全文

Jon‐Paul Paolino 《Teaching Statistics》2018,40(1):16-23

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Editorial     

Jane Wilkinson 《Journal of educational administration and history》2018,50(3):131-132

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The uses of (digital) literacy     

Julian McDougall  Mark Readman  Philip Wilkinson 《Learning, Media and Technology》2018,43(3):263-279

This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third space’ providing workshops for students aged 6–9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of the ‘uses of literacy’ [from Hoggart, R. 1957. The Uses of Literacy. London: Pelican] in digital contexts and in a deeply situated, specific local setting. Working with our findings, we later put Amartya Sen’s concept of capability [Sen, A. K. 2005. “Human Rights and Capabilities.” Journal of Human Development 6 (2): 151–166; Sen, A. K. 2008. “Capability and Well-Being.” In The Philosophy of Economics, edited by D. M. Hausman, 3rd ed., 270–293. Cambridge: Cambridge University Press] to work on our data in order to provide a discussion on how the digital literacy community might distinguish digital competences as functionings from the ‘uses’ of such competences for a broader range of capabilities.  相似文献   

Old Wine in old Bottles: the Neglected Role of Vocational Training Centres in Innovation     

Igone Porto Gómez  Jon Mikel Zabala-Iturriagagoitia  Urko Aguirre Larrakoetxea 《Vocations and Learning》2018,11(2):205-221

Vocational training centres are conceptually regarded as key players in the knowledge generation and dissemination processes that take place within innovation systems. However, the literature does not provide conclusive evidence of their influence on the generation, development and dissemination of innovations. The goal of this paper is to analyse whether vocational training centres are indeed relevant agents in the articulation, knowledge exchange and dissemination of a local innovation system. The paper explores the most influential agents driving cooperation and articulating the local innovation system in Durango, one of the twenty counties of the Basque Country, Spain. Social network analysis is applied to regional collaboration networks in order to address this purpose. Our results show evidence of the pivotal role played by vocational training centres within local innovation processes implemented by firms. For many local firms vocational training centres represent the main sources of knowledge in their innovation processes. In the Basque context, vocational training centres have a longer history than other knowledge infrastructures, such as universities and research centres. These long-standing centres thus constitute ‘old bottles’ that despite their history are still able to produce a ‘good old wine’ in terms of innovation, which is translated into competitive advantage for the territory. Science, technology and innovation policies should therefore not only aim to create more knowledge infrastructures, but also to reinforce the role that traditional and territorially established organizations like vocational training centres can play as intermediary agents.  相似文献