On the elephant in the room: toward a generative politics of place on race in academic discourse     

Baudelaire Ulysse  Theodorea Regina Berry 《International journal of qualitative studies in education》2016,29(8):989-1001

Abstract

In our conceptual essay, we draw on an exchange between a White scholar and a group of panelists on Critical Race Theory at an international conference. Taking up this exchange as our point of departure, we work in dialectical and multidimensional ways between the essentialized politics of place on race and critical anti-essentializing foundations in recent Critical Race Feminism and Critical White Studies’ literatures. Working the dialectics and multidimensionality of the place that race makes in academic discourse, we recognize and ethically work through the essentialized politics of place in advancing anti-essentializing understandings of race. In articulating these anti-essentializing understandings, our conceptual essay drives at the notion of a generative politics of place on race in academic discourse. A generative politics of place holds essentialized realities and anti-essentializing foundations of race in dialectical and multidimensional tension for teaching, learning, and discussing race in local, national, and international contexts.  相似文献   

Computer-based learning: deciphering the alphabet soup.     

A Reynolds 《Training (New York, N.Y.)》1983,20(1):65-66

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Computerized prompting partners and keystroke recording devices: Two macro driven writing tools     

Thomas H. Reynolds  Curtis Jay Bonk 《Educational technology research and development : ETR & D》1996,44(3):83-97

Recent research into composing processes has focused on instructional intervention strategies that promote effective composition practices within computerized writing environments. The field of computers and composition has benefitted both from advances in computing tools and developments in learning theory. The innovative computer tool discussed in this paper uses the macro-command language of a full-featured word processor to enact strategic support designed to help writers with their written work. From a theoretical standpoint, this tool created a writing environment based on Vygotskian theory of mediated learning and was grounded in an instructional strategy known as “procedural facilitation.” To evaluate the effectiveness of this computerprompting tool, a second macro application was used to log student keystrokes, thereby tracking student writing development, revisionary practices, and keystroke reactions to the prompting partner. Students using the prompting tool enacted divergent and convergent thinking assistance that appeared at the bottom of their computer screens while the system saved a process record of their keystrokes. Procedures for creating macro-driven prompting programs and keystroke-logging devices are discussed. Additionally, a catalog of prompts and summary of keystroke-mapping benefits are provided. Finally, our research using the macro-driven prompting partner and keystroke-register tool is detailed.  相似文献   

Professionalisation as development and as regulation: Adult education in Germany,the United Kingdom and India     

Lesley Doyle  Regina Egetenmeyer  Chetan Singai  Uma Devi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2016,62(3):317-341

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Performance Indicators and Quality Review in Australian Universities     

Gordon Stanley  Pat Reynolds 《高等教育研究与发展》1995,14(2):245-253

This paper examines the relationship between sets of quantitative performance and diversity indicators and the qualitative banding of Australian universities made by the Committee for Quality Assurance in Higher Education. Using factor analysis, three performance factors (Traditional Research University Performance, Teaching Performance and Competitive Research Performance) and four diversity factors (Size, Equity, Student Staff Ratios and Access) were obtained. Strong association was found between quality ranking and composite measures of performance. When factor‐based composite measures were used, quality rankings were significantly correlated with Traditional Research University Performance, Teaching Performance and Size, and negatively with Equity.  相似文献   

Commentary: the coalition for improving maternity services:     

Hodges S  Stewart SB  Hotelling B  Romano A 《The Journal of perinatal education》2007,16(Z1):93S-96S

A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care.  相似文献   

Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten     

Reynolds  Arthur J.  Candee  Allyson J. 《Educational Assessment, Evaluation and Accountability》2019,31(4):381-407

Educational Assessment, Evaluation and Accountability - The Classroom Learning Activities Checklist (CLAC) is a brief classroom observation measure that assesses task-oriented and self-regulated...  相似文献   

Understanding aims and values of science: developments in the junior cycle specifications on nature of science and pre-service science teachers’ views in Ireland     

Regina Kelly  Sibel Erduran 《Irish Educational Studies》2019,38(1):43-70

Irish science education is aiming to develop post-primary students’ knowledge of and about science through the introduction of ‘nature of science’ (NOS) in the new junior cycle science specification. This study aimed to investigate pre-service science teachers’ views about a particular aspect of NOS, namely the aims and values of science. Aims and values in relation to science can be considered from epistemic, cognitive, cultural, social, political, moral and ethical perspectives. In this paper, we focus on the epistemic, cognitive and social aims and values of science to provide a broad overview and investigate pre-service science teachers’ understanding of them. Qualitative methods are used to highlight two case studies that provide an in-depth record of how pre-service science teachers interpret aims and values of science. Although the sample is limited in terms of its generalisability to pre-service teacher education at large, the study provides a framework for (a) what to target and investigate about NOS in science education, particularly about aims and values of science, and (b) how pre-service science teachers are likely to make sense of such relatively new curricular goals. Implications for pre-service science teacher education are discussed.  相似文献   

Students’ Reflections on Their Field Practicum: An Analysis of BSW Student Narratives     

Qiang Chen  Regina M. Russell 《Journal of Teaching in Social Work》2019,39(1):60-74

This qualitative study was undertaken to explore what undergraduate students reflect on during their learning to practice social work in the field. Reflection is essential in the social work field practicum where students learn the practice of social work by doing. Seventeen BSW students’ final field practicum learning papers are analyzed. Four themes emerge that highlight the content of their reflections: situations of uncertainty, opportunities for application, tensions in action, and confrontations with others. This article presents in detail these 4 themes. Discussion includes suggestions for helping students better engage in reflective learning.  相似文献   

Narrating Social Work Through Autoethnography,by Stanley L. Witkin (Ed.)     

Regina T. Praetorius 《Journal of Teaching in Social Work》2013,33(3):339-341

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