Kindness in pedagogical practice and academic life     

Sue Clegg  Stephen Rowland 《British Journal of Sociology of Education》2010,31(6):719-735

The paper presents the argument that kindness in teaching is both commonplace yet unremarked and that, moreover, it is subversive of neo‐liberal values. In arguing for the value of attending to kindness, we reject the dichotomy between emotion and reason and the associated gendered binaries. We distinguish kindness from ‘due care’ and acts that are required of professionals, and instead locate it philosophically in personal values and with a concern for lay normativity. We illustrate our claims for the pervasiveness of kindness through a re‐reading of student data from an earlier study. These data are used to elaborate the concept. We conclude by suggesting that what is subversive in thinking about higher education practice through the lens of kindness is that it cannot be regulated or prescribed.  相似文献   

The international council for educational films     

T. V. Adams  Rowland Hill 《Educational technology research and development : ETR & D》1954,2(2):143-147

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Consider content: An analysis of two “Canadian” primary language arts reading series     

Rowland Lorimer  Margaret Hill  Margaret Long  Barbara MacLellan 《Interchange》1977,8(4):64-77

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Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse,non-science fields     

Susan Rowland  Deanne Gannaway  Rhianna Pedwell  Peter Adams  Robyn Evans  Hailey Bonner 《高等教育研究与发展》2020,39(2):318-331

ABSTRACT

Recent focus on graduate employability has exposed the inadequacies of work preparation for science students, who need an employability toolkit to navigate the modern work landscape. An established mechanism to develop students’ employment awareness is Work Integrated Learning (WIL), but Australian mathematics and science students participate in fewer WIL activities than students in other disciplines. In this article, we present a conceptual discussion around the design of a non-traditional Bachelor of Science WIL program that transcends commonly held perceptions of WIL as primarily discipline-orientated and placement-based. This design dramatically expands the possibilities for WIL in science programs, enabling WIL participation for students unable to engage in a traditional science work placement. The program draws on and legitimises students’ experiences in diverse non-science, part-time workplaces and extra-curricular activities; we term this ‘transgressional learning’. Students engage in reflective and active learning opportunities designed to help them explore and articulate their skill sets in a manner that speaks to multiple future work settings. By drawing on students’ extant work experiences, the program explicitly supports students to foreground and expand on broad skill sets acquired in extra-curricular settings. This article suggests a new conceptual approach and a path forward for large-scale WIL delivery in generalist science degrees. It draws on the reflections of the project team and student participants to outline the goals and design ethos of the program and reflect on the legitimacy of this transgressional program as a science WIL offering.  相似文献   

Sex-role stereotyping in elementary readers     

Rowland Lorimer  Margaret Long 《Interchange》1979,10(2):25-45

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University Autonomy: The '80s and After   总被引：1，自引：0，他引：1  

Rowland Eustace 《Higher Education Quarterly》1994,48(2):86-117

British institutions and individual academics have in recent years suffered large losses, perceived and real, in their autonomy; either to a hostile State or to managers within the institutions. This paper looks at recent research evidence, to see which autonomies may have survived and how important they are. Signs are found that the culture of autonomy in Britain is still strong, that managers are under pressures to enlist scholarly support and that political ideologies do not always retain some significant control of their own values.
Some basic British assumptions, mainly historical, about administration and about the state here and in Europe are then looked at, where it seems that misunderstandings may contribute to the current crisis, perhaps collapse, of confidence within the universities. If these understandings could be seen in a wider context, the crisis itself might become more manageable.  相似文献   

Trust and Mistrust in Sources of Scientific Information on Climate Change and Vaccines     

Rowland  Jussara  Estevens  João  Krzewińska  Aneta  Warwas  Izabela  Delicado  Ana 《Science & Education》2022,31(5):1399-1424

Science & Education - Public trust in science and expertise remains a contentious issue. When public trust is analysed, it often simplifies a complex process of information retrieval and...  相似文献   

School-age child care: A review of five common arguments     

Mick Coleman  Bryan E. Robinson  Bobbie H. Rowland 《Early Childhood Education Journal》1991,18(4):13-17

During the past decade, parents and educators have increasingly expressed concern over the potential safety and developmental risks associated with children in self-care, or the care of another child (Garbarino, 1984; Harris, Kagay, & Ross, 1987; Robinson, Rowland, & Coleman, 1986; 1989; Zigler & Ennis, 1988). One result has been a growing interest in school-age child care (SACC) programs.Mick Coleman is Assistant Professor, Child and Family Development, and Extension Human Development Specialist, University of Georgia, Hoke Smith Annex, Athens, Ga. Bryan E. Robinson and Bobbie H. Rowland are both Professor of Human Services, University of North Carolina, Charlotte, NC  相似文献   

Overcoming Fragmentation in Professional Life: The Challenge for Academic Development   总被引：1，自引：0，他引：1  

Stephen Rowland 《Higher Education Quarterly》2002,56(1):52-64

This paper portrays the fragmented nature of higher education, experienced in terms of a number of fractures. I have chosen to concentrate here on five of these fractures or fault lines: the diverse assumptions about the nature of higher education; the separation between teachers and learners; the separation between academic staff and those who manage them; the split between teaching and research; and the fragmented nature of knowledge itself. Policy initiatives have tended to aggravate these fractures. I suggest that the task for academic development is to work within these fractures, to attempt to create coherence in academic practice. To do this, we need to develop a series of critical conversations between teachers and learners, between academics and managers and between the disciplines. Such conversations might be seen as contributing to the development of a new academic professionalism. The first and foremost subject of this thinking together must concern the purposes of higher education itself.  相似文献   

An Open Letter to the Research Assessment Exercise Panels     

Len Barton  Stephen Rowland  Jon Nixon  Richard Winter  Rob Withers 《Teaching in Higher Education》2013,18(2)

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