Can interaction content analysis research contribute to distance learning?     

Baruch Offir  Ingrid Barth  Joseph Lev  Arkady Shteinbok 《Educational Media International》2013,50(2):161-171

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Innovative moments and narrative change in career counselling: a case study     

da Silva  Cláudia Sampaio Corrêa  Teixeira  Marco Antônio Pereira  Cardoso  Paulo  Fernández-Navarro  Pablo  Gonçalves  Miguel M.  Duarte  Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652

International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on...  相似文献   

The Czech Republic Between Studentocracy,Academic Oligarchy and Managerialism: Are students powerful or powerless?     

Pabian  Petr  Hündlová  Lucie  Provázková  Karla 《Tertiary Education and Management》2011,17(3):191-203

Tertiary Education and Management - In this article, we will argue that students played an important role at several crucial junctures of modern Czech history, which secured them a central position...  相似文献   

Exploration De La Résilience éducationnelle Chez Des Enseignants     

Manon Théorêt  Roseline Garon  Mohamed Hrimech  Anylène Carpentier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,68(1):575-598

AN EXPLORATION OF THE EDUCATIONAL RESILIENCE OF TEACHING STAFF – This study focuses on the degree of resilience displayed by teaching staff with the aim of promoting their professional development and preventing job-related exhaustion. Seven underprivileged schools in Montreal were selected, and 24 teaching staff with contrasting personal profiles were interviewed on the subject of their work. The Alceste software was used to analyse the conversations, which revolved around techniques applied when dealing with critical incidents. The main analysis identified five different discourses among the respondents. Three of these were associated with the more resilient of the teachers and two were associated with the more vulnerable ones. Resilient teaching staff characteristically discussed dealing with aggressive behaviour, the teaching-learning relationship and the subject of social relationships, whereas vulnerable teaching staff focused on work beyond the classroom, people in positions of higher authority and the community. The authors note that teachers who are just embarking on their careers appear more vulnerable than more experienced teaching staff, which suggests that more resources should be provided to support teachers in their profession.  相似文献   

Mentoring interdisciplinary undergraduate students via a team effort     

Karsai I  Knisley J  Knisley D  Yampolsky L  Godbole A 《CBE life sciences education》2011,10(3):250-258

We describe how a team approach that we developed as a mentoring strategy can be used to recruit, advance, and guide students to be more interested in the interdisciplinary field of mathematical biology, and lead to success in undergraduate research in this field. Students are introduced to research in their first semester via lab rotations. Their participation in the research of four faculty members-two from biology and two from mathematics-gives them a first-hand overview of research in quantitative biology and also some initial experience in research itself. However, one of the primary goals of the lab rotation experience is that of developing teams of students and faculty that combine mathematics and statistics with biology and the life sciences, teams that subsequently mentor undergraduate research in genuine interdisciplinary environments. Thus, the team concept serves not only as a means of establishing interdisciplinary research, but also as a means of incorporating new students into existing research efforts that will then track those students into meaningful research of their own. We report how the team concept is used to support undergraduate research in mathematical biology and what types of team-building strategies have worked for us.  相似文献   

Expanding young children’s lifeworld     

Goulart  Maria Inês Mafra  Germanos  Erika  Roth  Wolff-Michael 《Cultural Studies of Science Education》2022,17(2):251-276

Cultural Studies of Science Education - The link between science education and early childhood education is still blurred. This is so because many science education researchers apparently, but...  相似文献   

Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students     

Lucie S. Dvorakova 《Assessment & Evaluation in Higher Education》2017,42(6):900-913

The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the planned–enacted–experienced curricula framework, offers insight into potential avenues towards coherence of the experienced curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research.  相似文献   

Professional controversies between teachers about their summative assessment practices: a tool for building assessment capacity     

Lucie Mottier Lopez  Raphaël Pasquini 《Assessment in Education: Principles, Policy & Practice》2017,24(2):228-249

Abstract

This article describes two collaborative research projects whose common goal was to explore the potential role of professional controversies in building teachers’ summative assessment capacity. In the first project, upper primary teachers were encouraged to compare their practices through a form of social moderation, without prior instructor input or theoretical preparation. In the second project, lower secondary school teachers were encouraged to compare their summative assessment practices with reference to a theoretical model of curriculum alignment, under the guidance of an instructor. The findings support the potentially constructive role of professional controversies in supporting teachers’ professional development for summative assessment. They highlight the status of references called upon in discussion of controversies, and their contribution to the construction of the subjects under discussion.  相似文献   

Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study     

Brian E. Vaughn  Nana Shin  Mina Kim  Gabrielle Coppola  Lisa Krzysik  António J. Santos  Inês Peceguina  João R. Daniel  Manuela Veríssimo  Anthon DeVries  Eric Elphick  Xiomara Ballentina  Kelly K. Bost  Wanda Y. Newell  Ellaine B. Miller  J. Blake Snider  Byran Korth 《Child development》2009,80(6):1775-1796

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.  相似文献   

Engaging young children in collective curriculum design     

Maria Inês Mafra Goulart  Wolff-Michael Roth 《Cultural Studies of Science Education》2010,5(3):533-562

In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum. More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science curriculum may emerge as the result of children–teacher transactions rather than as a result of being predetermined and controlled by the latter. We draw on a cultural-historical approach and on the theory of structure and agency to analyze the events showing the complexity of the activity inside a classroom of very young children by science education standards. Data were collected in the context of a science unit in an early-childhood education program in Belo Horizonte. Our study suggests that (a) throughout the movement of agency|passivity || schema|resources one can observe participative thinking, a form of collective consciousness that arises in and from lived experience; (b) learning is a process in which a group is invested in searching for solutions while they create schemas and rearrange resources to evolve a new structure; and (c) the emergent curriculum is a powerful form of praxis that develops children’s participation from early childhood on.  相似文献