Opportunity Knocks? Professionalism and excellence in university teaching     

Monica McLean  Richard Blackwell 《Teachers and Teaching》2013,19(1):85-99

Abstract

This paper proposes that excellence in teaching resides in a reflective, self‐critical, theoretically informed approach. A training programme for new teachers is used as an example of how the approach advocated can be put into practice. Evidence is presented which indicates that academic teachers pursuing such an approach develop conceptions of teaching which can contribute to improved practice; and which may also contribute to changing thinking about teaching and learning in departments. It is argued that encouraging reflective pedagogy has the potential of engaging academics in making the cultural changes necessary to professionalise and enhance the status of teaching. Finally, it is suggested that, although the methodology used by the inspection teams of the Teaching Quality Assessment (TQA) is problematic, the impetus provided can be used as an opportunity to explore and establish creative and worthwhile ways of improving the quality of teaching.  相似文献   

The “Wicked Problem” of Neutral Description: Toward a Documentation Approach to Metadata Standards     

Kara Long  Santi Thompson  Sarah Potvin  Monica Rivero 《Cataloging & classification quarterly》2017,55(3):107-128

Increasingly, metadata standards have been recognized as constructed rather than neutral. In this article, we argue for the importance of a documentation approach to metadata standards creation as a codification of this growing recognition. By making design decisions explicit, the documentation approach dispels presumptions of neutrality and, drawing on the “wicked problems” theoretical framework, acknowledges the constructed nature of standards as “clumsy solutions.”  相似文献   

From research to reality: Australian evidence-based practice in autism education     

Traci-Ann Garrad  Christopher Rayner  Scott Pedersen  Monica Cuskelly 《Journal of Research in Special Educational Needs》2021,21(4):381-391

Many teachers are sporadic in using evidence-based practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision-making processes of teachers. Through the development of a new survey tool, the Evidence-Based Practice Innovation Survey (EBPIAS), an exploration of the decision-making process of Australian teachers in their adoption and cessation of EBP was undertaken. Teachers rated the perception that an EBP would meet the needs of their students as the most important criteria in determining their use of EBP. Conversely, the judgement that an EBP did not meet the needs of their student was the most important criteria in their decision to cease use. In comparing the relevant importance of identified criteria, teachers rated the perception of training as the second-lowest consideration in their decision to adopt and cease using EBP. Consequently, there may need to be greater promotion of, or information concerning, the training required by teachers for effective implementation supporting a more balanced and holistic approach in assessing criteria impacting the adoption of EBP by teachers in the first instance, potentially lowering cessation rates.  相似文献   

A woman down to her bones     

Cadden J  Flemming R  Green MH  King H 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(1):97-8; author reply 98

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Does physics instruction foster university students' cognitive processes?: A descriptive study of teacher activities     

Monica G. M. Ferguson-Hessler  Ton De Jong 《科学教学研究杂志》1993,30(7):681-696

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Women's Role in Creating the Field of Health and Safety Communication     

Monica Madaus 《Technical Communication Quarterly》1997,6(3):261-280

Crystal Eastman, Alice Hamilton, and the women who organized the Workers' Health Bureau helped shape the field of health and safety communication early in this century. In texts targeted to varied professional and popular audiences, they sought to prevent occupational accidents and disease by promoting voluntary efforts by employers, government regulation and compensation programs, and unions to incorporate health and safety standards in contracts. While both their approach to research and their argumentative strategies can be considered “feminine”, this designation reflects a tendency to associate women with activities and behaviors that have been devalued.  相似文献   

Editorial Statement     

Monica Taylor  Emily Klein 《The Educational forum》2020,84(3):197-199

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熟能生巧     

Monica  Bhide  贾庆文 《中学生英语》2006,(7):62-64

如今计算机时代已经真正到来，对传统带来了诸多冲击，电子邮件代替了传统信函，打字代替了书写，书法还有存在的必要吗？本在这方面给我们一些启迪和思考。[编按]  相似文献   

Observed peer victimization during early elementary school: continuity, growth, and relation to risk for child antisocial and depressive behavior     

Snyder J  Brooker M  Patrick MR  Snyder A  Schrepferman L  Stoolmiller M 《Child development》2003,74(6):1881-1898

The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls.  相似文献   

Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers     

Monica Mulholland 《International Journal of Inclusive Education》2016,20(10):1070-1083

Collaborative practice is integral to effective inclusion. Within schools, teacher collaboration can foster communities of practice through a series of professional relationships that enhance the educational experience and learning outcomes of pupils with special educational needs (SEN). In Ireland, Learning Support Teachers (LSTs) and Resource Teachers (RTs) provide additional support to the increasing numbers of children with SEN in mainstream classrooms. Working alongside Classroom Teachers (CTs), this tripartite of teaching expertise represents an opportunity for whole-school and classroom-based approaches to successful collaborative, inclusive practice.

This article describes the perceptions and experiences of collaborative practice between primary CTs, RTs and LSTs in a cohort of primary schools in the West of Ireland. Using a mixed methods approach, the study sought to establish the nature and extent of collaboration amongst these teachers and to identify the benefits and barriers to implementation.

The findings suggest that whilst teachers are increasingly aware of the value of collaboration, its implementation is largely aspirational, with a series of challenges relating to time constraints, ad hoc planning and limited professional development opportunities most commonly identified as constraints to a consistent approach. The article considers the consequences of this shortfall and options for improved engagement between teachers are identified.  相似文献