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ABSTRACTWhile higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content. 相似文献
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Deborah Lupton 《Sport, Education and Society》2015,20(1):122-132
Michael Gard raises some important issues in his opinion piece on digitised health and physical education (HPE) in the school setting. His piece represents the beginning of a more critical approach to the instrumental and solutionist perspectives that are currently offered on digitised HPE. Few commentators in education, health promotion or sports studies have begun to realise the extent to which digital data surveillance and analytics are now encroaching into many social institutions and settings and the ways in which actors and agencies in the digital knowledge economy are appropriating these data. Identifying what is happening and the implications for the concepts of selfhood, body and social relations, not to mention the more specific issues of privacy and the commercialisation and exploitation of personal data, requires much greater attention than these issues have previously received in the critical social research literature. While Gard has begun to do this in his article, there is much more to discuss. In this response, I present some discussion that seeks to provide a complementary commentary on the broader context in which digitised HPE is developing and manifesting. Whether or not one takes a position that is techno-utopian, dystopian or somewhere in between, I would argue that to fully understand the social, cultural and political resonances of digitised HPE, such contextualising is vital. 相似文献
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Dr. D. Keith Lupton 《Innovative Higher Education》1979,4(2):165-176
The Off-Campus Term (OCT) Program of the University of South Florida is a model in experiential education of centralized administration and in granting academic credit. In contrast to many programs where the experiential office serves in a coordinating role, but the academic work is under the supervision of classroom faculty, the OCT Program encompasses all of this under one program umbrella. Further, the program is comprehensive in nature providing for any kind of off-campus experience desired by the student. The methods and systems used, both functional and academic, are described along with the strengths and weaknesses of the OCT centralized model. 相似文献
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ABSTRACT: Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing concern to recognise and understand context in school effectiveness and school improvement research but such research needs to consider school context much more, in order to provide a stronger underpinning for contextualised policy and practice. School composition research is potentially most insightful because it addresses the issue most directly. Nevertheless future large-scale studies in this area need to overcome a number of limitations within the existing literature. 相似文献
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Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献
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Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantaged English primary schools to explore how they understand and articulate the contexts in which their schools operate and how this knowledge is translated into strategies for organising curriculum, pedagogy and other school processes. These headteachers observed context through the lens of the behaviour of parents and children in relation to school, contrasting it with an assumed middle‐class normality. More critical perspectives on families' social and economic position or on the contribution of school practice to educational exclusion were largely absent. School responses were many and varied but, given the constraints of budgets, market and performative pressures, were unlikely to substantially transform the educational experiences and outcomes of disadvantaged students. We point to the continuing need for more contextualised funding mechanisms and policies to improve schools in disadvantaged areas and also, in the light of devolution to schools, to the need to develop mechanisms of support to headteachers to help them to develop critical understandings of context and to reflect on school process and practices in the light of these understandings. 相似文献
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The Vietnamese higher education context is characterised by state control, including the state's development of curriculum frameworks and materials. Institutional autonomy has been ratified by the government; however in practice, universities seem to have little control over curriculum. In order for universities to develop more ownership of curriculum, it is necessary to explore the foundational understandings of curriculum held by stakeholders. Thus, this paper explores the understandings of curriculum expressed by a group of senior staff, academics and students at a Vietnamese university. We found a diversity of understandings that tended to be product focused, teacher focused and textbook driven. We propose that our findings can be used as a starting point for developing more innovative and student-focused understandings of curriculum. 相似文献