Understanding innovative teaching practice in higher education: a framework for reflection     

Sharon Fraser 《高等教育研究与发展》2019,38(7):1371-1385

ABSTRACT

In recent years there has been a resurgence of interest in innovation in teaching and learning in higher education. Now more than ever, academics are advised that engaging in educational innovation for the purposes of improved student learning is supported, valued, and rewarded. However, embracing innovative teaching practice requires academics to develop new skills and understandings, take on extra work, risk failure and invite disapproval from staff and students. Ultimately, focusing upon educational innovation rather than discipline research can be a risky career move if it is not undertaken strategically. This paper provides insight into the characteristics of two innovative academics from the discipline of science and explores the dimensions of innovation as it pertains to teaching and learning. A framework emerged from an analysis of their experience which identifies different types of educational innovators in higher education, discriminating between three individuals with regards to the level at which they seek to influence practice.  相似文献   

Spanglish,Bilingualism, Culture and Identity in Latino Children’s Literature   总被引：1，自引：0，他引：1  

Sharon Chappell  Christian Faltis 《Children‘s Literature in Education》2007,38(4):253-262

This paper examines the ways in which Latino children’s literature portrays cultural models of bilingualism and identity affiliations based on language and cultural practices. We focus attention the messages in seven children’s books about practices of and attitudes toward Spanglish, standard Spanish, and individual and societal bilingualism. In addition, we analyze how characters construct their cross-cultural identit(ies), based their language use and engagement in local and transnational cultural themes. Using assertions based on cultural model analyses, we show how portrayals evident in these books inform and are informed by larger cultural models of being bilingual and belonging to Latino bilingual communities in the U.S.  相似文献   

Call for papers     

Corinne M. Kindzierski  Robin O'Dell  Michele A. Marable  Sharon L. Raimondi 《Emotional and Behavioural Difficulties》2013,18(2):179-180

This study was designed to reveal the knowledge and skill sets that practicing day treatment and residential treatment EBD teachers view as important, and/or lacking, in novice EBD teachers, and to situate those findings within the larger contexts of teacher attrition and teacher preparation in special education. Primary results suggest that EBD teachers in day treatment and residential treatment centres believe knowledge of and implementation of best practices to be one of the most important prerequisites for effective practice in the EBD classroom, and one of the prerequisites most lacking by novice teachers. EBD teachers also indicated that knowledge of and appropriate use of behaviour management techniques was essential for effective practice, and also was reported to be lacking in novice teachers. In addition, EBD teachers reported a number of areas in which their teacher preparation programmes were perceived as lacking depth. Finally, certain personality attributes were identified as essential prerequisites for effective practice in the EBD classroom. Results are useful for teacher educators, teacher coaches, and school administrators.  相似文献   

Children's Nonfiction Multicultural Literature     

Jesus Garcia  Sharon L. Pugh 《Equity & Excellence in Education》2013,46(2-4):151-155

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Introduction: Cultural Studies and the Question of Urgency     

Sharon Rosenberg  Anne Whitelaw  Julie Rak 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):98-106

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Another type of diversity: A student teacher with a learning disability     

Sharon L. Gilbert 《International journal of qualitative studies in education》2013,26(2):323-340

Carrie wanted to be a teacher more than anything else. But Carrie had a learning disability which interfered with the basic literacy skills of reading, writing, and language processing. Although she had entered the university through a special private program designed to identify and support studentswith learning disabilities,Carrie kept her disability a secret when she was admitted to the teacher education program. She did not tell her cooperating teachers or university supervisors about her difficulties until the incident in the high school resource room. Her experiences and the immediate and future dilemmas created for all teacher educators by Carrie's experiences raise larger issues about the balance between individual rights and public interest.  相似文献   

Why are teachers absent? Utilising the Capability Approach and Critical Realism to explain teacher performance in Tanzania     

Sharon Tao 《International Journal of Educational Development》2013

Tanzanian teachers have been criticised for a variety of behaviours such as absenteeism, lack of preparation and rote-teaching. This paper introduces an analytical framework that attempts to provide explanations for these behaviours by locating Capability Approach concepts within a Critical Realist theory of causation. Qualitative data from three primary schools will contextualise this framework and demonstrate how criticised practices are often a product of teachers contending with capability constraint. By reframing teacher actions this way it is hoped that a more nuanced understanding of teacher performance might be had, which may enhance measures aiming to improve it.  相似文献   

Improving Working Memory: supporting students' learning – By Tracey Packiam Alloway     

Sharon McMurray 《British Journal of Special Education》2011,38(3):155-155

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Religious Education into the Second Century   总被引：1，自引：0，他引：1  

Sharon Warner 《Religious education (Chicago, Ill.)》2013,108(4):370-372

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A Review of: “Brave New Classrooms: Democratic Education and the Internet”     

Sharon Stoerger 《The Information Society》2013,29(5):360-361

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