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41.
This paper deals with the on-going practice of a critical action learning set who come together to meet their needs for coaching supervision as a group of executive coaches working from, and within, the University sector in South Wales. The reasons for the successes of, and the challenges around, this practice of four years standing have been articulated using an academic backdrop. The use of multi-factorial supervision has been heralded as being able to give a more rounded form of supervision which, despite its challenges, has, in this example, stood the test of time. Further data are required to try to understand if this form of supervision provides better coaching to the executive field in South Wales and beyond, and what can be learnt from the practice of supervision in general. 相似文献
42.
Kohlstedt SG 《Isis; an international review devoted to the history of science and its cultural influences》2005,96(3):324-352
Scientists played a key role in the first systematic introduction of nature study into North American public schools in the late nineteenth century. The initiatives of Wilbur Jackman and John Merle Coulter, affiliated with the young University of Chicago, and Liberty Hyde Bailey and Anna Botsford Comstock, at Cornell University, coincided with the "new education" reform movement that found object lessons and experience-based education superior to textbook teaching. Educational psychologists and philosophers of the 1890s, including G. Stanley Hall, related curriculum methods to perceived developmental stages in children, with a focus on immediate experience. Putting these pedagogical ideas--gained in summer institutes, normal schools, and programs at Chicago and Cornell--into practice were administrators and classroom teachers in both urban and rural classrooms. By 1900, a consensus about the value of nature study among scientists, community leaders, and teachers established it as the recognized general method of studying the natural world in public schools across much of the United States. 相似文献
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The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students' critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of "who does science, and why." We report here the results of an assessment that addressed C.R.E.A.T.E. students' attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students' confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students' analytical abilities and understanding of scientists as people, but can also positively affect students' confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning. 相似文献
45.
The purpose of this qualitative study was to examine how district leaders of two school systems in the USA describe an effective principal. Membership categorisation analysis revealed that district leaders believed an effective principal had four major categories of characteristics: (1) documented characteristics (having a track record and being a good manager), (2) instructional skills (instructional leadership and data leadership), (3) interpersonal skills (team player and community leader) and (4) perceptual characteristics (being a perfect fit for school and passionate leader). Based on the findings, a graphical model of portraying an ‘effective principal’ from the point of view of district leaders is constructed. Implications for policy, research, practice and leader preparation are offered. 相似文献
46.
Robert Craig's constitutive meta-model of communication reminds us that while communication scholarship may feel like discovery of communication's natural properties, it is also often (if not always) on a path to invention of new possibilities and reconstitution. The constitutive meta-model suggests that every theory of communication is also a design language for communication, and that design itself may be a path to theory development. Design inquiry can be conducted in all subdisciplines of communication, incorporating and contributing to widely disparate communication theories. Design work itself takes many forms, producing artifacts as diverse as individual messages, persuasive campaigns, interaction protocols, large-scale participation frameworks for public decision-making, and more. This special issue explores design scholarship in the field of communication, with five original essays representing different subfields and different theoretical approaches. In this introduction, we argue that design work is more than application of theory; design itself is a theory-building enterprise. It is a distinct form of inquiry that builds new knowledge, complementary to, but different in kind from, empirical and critical scholarship. 相似文献
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Julie M. Meeks Gardner Sally M. Grantham-McGregor Susan M. Chang John H. Himes Christine A. Powell 《Child development》1995,66(6):1785-1797
It is frequently assumed that undernutrition in young children leads to poor development through reduced activity. 3 groups of 26 1-year-old stunted children were studied: nutritional supplementation, supplementation with psychosocial stimulation, and controls. 26 nonstunted comparison children were also studied. Activity levels were measured by extensive observations in the homes, and development using 4 subscales of the Griffith's Mental Development Scales. Initially, stunted children were less active than nonstunted ones ( p < .01), but after 6 months they caught up regardless of treatment. The mental ages of the stunted children were lower than those of the nonstunted children initially, and improved with either treatment. Initially, activity levels made a significant contribution to the variance in the locomotor subscale only, but not 6 months later. Activity did not predict change in development over 6 or 12 months, nor did change in activity over 6 months predict change in development over 12 months. 相似文献
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