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81.
Karl D. Hostetler 《Educational Philosophy and Theory》2016,48(2):179-190
In this article, I aim to vindicate the belief that many teachers have that their intuitions, insights, or perceptions are legitimate—and indispensible—guides for their teaching. Perceptions can constitute knowledge. This runs counter to some number of views that emphasize ‘reflective practice’ and teachers as ‘reflective practitioners.’ I do not deny that reflection can be important, but it is a derivative task, dependent on teachers being the ‘right sort of subject,’ having the ‘right orientation’ to their work, at the service of achieving that orientation. That orientation is a matter of virtue, where virtue is manifested in the capacity to read situations correctly for what is required to serve persons’ welfare, for them to do well. This entails that good teaching is more experienced-based than research-based. Ultimately, it is life experience that provides for teachers’ ability to see well. 相似文献
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To extend the feedback analysis of legibility in handwriting, a coordinate force transducer has been devised that makes possible the separate sensing of the right-left and near-far directions of writing motions and the converting of these movements to their electrical analogs. This method of transducing handwriting motions made possible systematic measurement of the effects of feedback displacement and delay of the visual feedback of writing movements and of analyzing the types of variation in legibility related to variable feedback factors. Results showed that differential directional defects and general disturbances in legibility and timing of writing movements occurred in relation to both visual feedback displacement and delay of writing motions. The findings give added support to the view that writing is not a form of discrete stimulus-response behavior or stimulus tracking, but consists of self-generated forms of response comparable to steering, in which accuracy, legibility, and learning are directly determined by feedback time factors and directional specificity of particular right-left and near-far coordinates of movement that dynamically control and project visual input in the writing act. 相似文献
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Karl Wallick Michael Zaretsky 《The International Journal of Art & Design Education》2010,29(3):303-312
This article tracks the generative role of research and fragmentation as a means for integrating technology and form within an architecture technology lecture class and a co‐requisite design studio. The complexity of teaching building systems integration within a design studio context is achieved by removing any expectation of building design completion on a comprehensive scale. Typically, in a comprehensive studio, students will design an entire building at a general scale, but at the expense of detailed technical design. However, with use of building fragments, students will design a building corner or a structural bay in great detail while leaving the rest of the building less developed. With our approach, integration occurs through interrogation of case‐study buildings and student projects in the technical course which is complemented by a series of fragmental design studies in the studio. We propose that designing fragments encourages constructive thinking at multiple scales rather than design as a singular problem solving process. As a result, design is not seen as the creation of objects, but as the guidance of multiple, simultaneously acting forces into an integrated assembly. The co‐requisite technical course also embraces fragmentation for research purposes: three professors provide three different technical (structures, environment and construction) and conceptual viewpoints for three distinct building pairs. Various forces within those building pairs are compared to illuminate strategic thinking for comprehensive building design. The intense focus on selective technical systems within these building pairs is intended to support the same development of integrative strategic thinking in the studio. 相似文献
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Pat Marsteller Lisette de Pillis Ann Findley Karl Joplin John Pelesko Karen Nelson Katerina Thompson David Usher Joseph Watkins 《CBE life sciences education》2010,9(3):165-171
In response to the call of BIO2010 for integrating quantitative skills into undergraduate biology education, 30 Howard Hughes Medical Institute (HHMI) Program Directors at the 2006 HHMI Program Directors Meeting established a consortium to investigate, implement, develop, and disseminate best practices resulting from the integration of math and biology. With the assistance of an HHMI-funded mini-grant, led by Karl Joplin of East Tennessee State University, and support in institutional HHMI grants at Emory and University of Delaware, these institutions held a series of summer institutes and workshops to document progress toward and address the challenges of implementing a more quantitative approach to undergraduate biology education. This report summarizes the results of the four summer institutes (2007–2010). The group developed four draft white papers, a wiki site, and a listserv. One major outcome of these meetings is this issue of CBE—Life Sciences Education, which resulted from proposals at our 2008 meeting and a January 2009 planning session. Many of the papers in this issue emerged from or were influenced by these meetings. 相似文献