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Angela Clarke Terry Johal Kristen Sharp Shayna Quinn 《International Journal for Academic Development》2016,21(4):364-376
Transnational education is now essential to university international development strategies. As a result, tertiary educators are expected to engage with the complexities of diverse cultural contexts, different delivery modes, and mixed student cohorts to design quality learning experiences for all. To support this transition we developed a transnational curriculum design framework that synthesises knowledge about what impacts on curriculum design. This framework aims to help academic developers communicate complex educational concepts and foster international communities of practice. It guides cyclical implementation that is focused on achieving equivalent and quality educational outcomes for students regardless of their location across the globe. 相似文献
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Shayna Rusticus Anne Worthington Derek Wilson Karen Joughin 《Learning Environments Research》2014,17(3):423-435
The Medical School Learning Environment Survey (MSLES) was used with a sample of 311 undergraduate medical students in British Columbia, Canada, to assess the seven scales of Medical Breadth of Interest, Personal Breadth of Interest, Emotional Climate, Flexibility, Meaningful Learning Experience, Organization, Nurturance and Student–Student Interaction. Confirmatory factor analysis was used to support the validity of the MSLES when used with this sample. 相似文献
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Rusticus Shayna A. Wilson Derek Jarus Tal O’Flynn-Magee Kathy Albon Simon 《Learning Environments Research》2022,25(1):59-73
Learning Environments Research - The desire to support student learning and professional development, in combination with accreditation requirements, necessitates the need to evaluate the learning... 相似文献
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Shayna Plaut 《Journalism Practice》2017,11(1):1-32
The Saami and the Roma are both transnational peoples with robust journalistic practices. Although vastly different in socio-economic standing and relationship to the state, both groups choose to develop journalism and journalists to share their perspective of the world; and do so while remaining true to the distinction between journalism and propaganda. This requires access and ability to frame issues and actors, problems and solutions while maintaining professional journalistic standards. Media—both having one's “own” media and creating stories that appear in the “mainstream” media—is key to this practice. Saami and Romani journalists very clearly show there is a way to be objective without being neutral. By interviewing 45 journalists, journalism educators, funders, and evaluators across six countries, as well as examining primary source documents, I show that although emerging from radically different contexts, the Saami and Roma are both distinct nations stretching over two or more states—transnational—which allows, and indeed requires, a unique approach to journalism. I identify two distinct strategies in approaching the goals and practice of, “transnational peoples’ journalism”: nation building/speaking within and intervening/speaking outside. 相似文献
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