Supporting students' preparation for the viva: their pre-conceptions and implications for practice     

Martyn Clark 《Teaching in Higher Education》2013,18(1):71-87

In universities theories and concepts are created and used within a disciplinary context, and some understanding of this context is necessary if students fully are to make sense of their studies. Thus, we investigate computer scientists' perspectives on their discipline. Biglan characterises Computer Science as being hard, rather than soft and as being applied, rather than pure. Therefore, Computer Science is associated with the engineering disciplines. Although many computer scientists support this view, others see the discipline as being identified more properly with Mathematics and/or the sciences. We suggest some reasons for the difference of opinion and highlight the implications for what students might learn about the disciplinary context.  相似文献   

Complexity theory,the capability approach,and the sustainability of development initiatives in education     

Emilia Szekely 《教育政策杂志》2013,28(5):669-685

Abstract

We defend in this paper the importance of redistributing power in the field of education development by enhancing the self-sustainability of education initiatives and minimizing their roots in dependency – these as pre-requisites for improving their sustainable development outcomes. We do this by considering an education development initiative run by the Barefoot College in India, and then developing an explanatory model based in complexity theory (as expounded by Edgar Morin) and in the capability approach (as developed principally by Amartya Sen and Martha Nussbaum). We conclude that such a redistribution of power would help to ensure that education is better connected to its development context, more relevant to the interests and needs of the community it serves, and its quality enhanced. More generally, we reinforce existing arguments – but from the perspective and imperative of sustainability – why it is in the interests of policy-makers to devolve power and to provide resources to such initiatives. Doing so would enhance governments’ prospects of realizing their education and social development goals. The arrogation of power and resources towards the centre, an almost natural impulse in policy-making, is, in the end, counter-productive, and threatens sustainable education and social development.  相似文献   

Misconceptions about traumatic brain injury among students preparing to be special education professionals     

Karen Hux  Erin Bush  Kelli Evans  Gina Simanek 《Support for Learning》2013,28(3):109-114

The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors.  相似文献   

A Minority within a Minority? Social Justice for Traveller and Roma Children in ECEC     

Colette Murray 《European Journal of Education》2012,47(4):569-583

This article discusses recent policy developments in Europe regarding Roma and Traveller integration and Early Childhood Provision. After a long history of oppression, Roma issues have recently become prominent on the EU policy agenda. The article discusses how these relate to developments in other areas of policy: the European children's rights agenda and the recognition that early childhood education and care is a key policy tool to combat social exclusion. It gives background information on Roma and Travellers in Europe and discusses the consequences of subsuming the various communities under one umbrella term: Roma. The EU Commission is concerned with responses from Member States to the European Framework for National Roma Integration Strategies. The article argues that in order to address Roma children's experience from a holistic perspective, social justice and equality need to be key elements of early childhood education and care provision and training. The European policy developments that frame the article are examined from a local vantage point: the experiences of Traveller and Roma children in Ireland and the Irish Preschool Education Initiative for Children from Minority Communities.  相似文献   

试论大学教师权威面临的困境与出路     

邹小婷 《韩山师范学院学报》2010,31(5):99-103

大学教师权威是大学教育得以实现的基础和保障。受大众传媒、文化变迁以及市场经济的影响,大学教师权威面临着困境。我们认为,在理论上认清大学教师权威的困境之所在,在现实中把握它的实际状况,对于我们建构新时期合理的教师权威有积极意义。  相似文献   

English Vocabulary Teaching Based on learners’Acquisition     

朱文会 《海外英语》2013,(7)

Vocabulary is very important in language study, but it is not easy for students to learn efficiently. This essay first has a deep insight into the acquisition by learners, and then gives some ideas a...  相似文献   

从编辑的角色定位谈青年编辑的素质培养   总被引：4，自引：2，他引：4  

刘明寿  田振东  赵智岗 《编辑学报》2005,17(4):302-304

以社会学的角色定位理论为基础,从道德修养、公共关系、市场经营和综合决策等4个方面论述编辑的角色定位,分析青年编辑应具备的素质.  相似文献   

论发展性教师评价的特点与策略   总被引：1，自引：0，他引：1  

马利涛 《渭南师范学院学报》2006,21(3):87-88

发展性教师评价旨在促进教师的专业成长。其特点是:发展性、主体性、全面性、多样性以及内部导向性;在实施中应建立具体的、可操作的评价策略。  相似文献   

没落与重构——略论80年代后期中国小说     

龙潜 《贵州教育学院学报》2001,17(3)

80年代后期中国小说没落的原因有二 :其一是时代的发展使大众认识逐步普及深化 ,其二是什么是小说的认识还需要一个过程。但是这种没落是一个转折和一个文学艺术自觉期的苏醒与启蒙。其重构形态表现在 :不再把文学当作提出问题解决问题的工具 ,题材不再具有明显的周期性和蜂拥性 ,重视艺术直觉 ,艺术对象选择的宽泛 ,重视艺术感受和艺术发现  相似文献   

“尝试教学法”在《人体解剖学》中的运用     

白杰 《山西师大体育学院学报》1996,(1)

作者通过多年的教学实践,针对《人体解剖学》课程的特点和体育运动学校学生的这一特殊教学对象,所创造的“尝试教学法”在教学中取得了良好效果。它是以“先练后讲、讲练结合”为原则的教学方法,为教学改革和教学方法提出了新的观点。  相似文献