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Sarah Prestridge 《Technology, Pedagogy and Education》2017,26(1):85-104
In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers’ pedagogy. The aim of the project was to examine an online mode of professional development where a network of teachers was built without any face-to-face contact and where the approach for professional development was personalised and self-directed. Six geographically dispersed schools in Queensland were involved, with 12 teachers participating over the school year supported by a mentor. Findings reveal that teachers operated in an independent manner, acknowledging community but taking from rather than contributing to the generation of co-created knowledge. Implications drawn from the case studies suggest that greater milestone-setting, multiple levels of leadership and special interest groups are required to support interaction between users and content while still maintaining an agile approach. 相似文献
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Sarah Cousins 《International journal of qualitative studies in education》2017,30(4):323-339
Research about love in early childhood education and care is rare. Love is difficult topic to research and write about in scholarly contexts. In order to properly explore love in professional contexts, practitioner narratives on the topic were sought through individual, unstructured interviews. A spiral-patterned methodological approach was conceived of to convey the slow, recursive research process, with poetry-writing as a principle method of analysis. Other research activities took place as part of the process of making meaning, including mapping, reflective blogging, autobiographical compositions and thematic analysis. The topic of love was constructed as important in early childhood education and care. The spiral-patterned approach, with multiple methods and time to dwell on the data, was found to be helpful concept in research about affective matters. 相似文献
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Sarah A. Lappin Gül Kaçmaz Erk Agustina Martire 《The International Journal of Art & Design Education》2015,34(2):224-236
Though much recent scholarship has investigated the potential of writing in creative practice (including visual arts, drama, even choreography), there are few models in the literature which discuss writing in the context of architectural education. This article aims to address this dearth of pedagogical research, analysing the cross‐disciplinary Writing Architecture Project based in the undergraduate course of Queens University Belfast's School of Architecture. Over the course of four years, teaching staff, in partnership with the university's Learning Development Service, technicians and specialist librarians, have addressed an unfortunately persistent struggle for both architecture students and professionals alike to research and construct argument in written form. The article examines the current problem as identified in the literature before analysing the efficacy of the variety of teaching methods used in the Writing Architecture Project, with conclusions about the project's success and continuing challenges. 相似文献
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Sarah M. Rosen‐Webb 《British Journal of Special Education》2011,38(4):159-168
The ways in which SENCos identify themselves and how they enact the SENCo role is the focus of this research by Sarah Rosen‐Webb, an associate tutor and course coordinator at Middlesex University. Who becomes a SENCo and how different individuals develop their SENCo role is explored through the study of the career pathways of nine SENCos in nine secondary schools in England. Data from semi‐structured interviews and completion of Diamond Nine activities were coded and analysed using grounded theory procedures. Recommendations arising from this research indicate that recruitment initiatives and development programmes need to be alert to the dynamics between management and teaching roles of SENCos, and to be careful in maintaining a balance between management training and specialist teacher training. 相似文献
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