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Laura Fogg-Rogers Fay Lewis Juliet Edmonds 《European Journal of Engineering Education》2017,42(1):75-90
ABSTRACTUndergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model. 相似文献
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This paper reports an experimental study into the effects of cooperative and individualistic approaches in teaching Mathematics and English. The study was conducted at a Vacation Learning Camp (VLC) which was held for two weeks in one of the secondary schools in Singapore. This VLC was targeted at Secondary One pupils who were classified as below average based on general ability streaming.
The individualistic teaching approach was assumed to contribute to individual efforts while the cooperative teaching approach was expected to produce cooperativeness among the subjects. The results indicated that there were no significant differences in performances in the main effects classified as the treatment groups and the sex groups in both Mathematics and English; in Mathematics, the individualistic teaching approach was more effective for the male pupils whereas the cooperative teaching approach was more effective with females. However, in English, the results were reversed.
The female pupils in the cooperative group seemed to have improved in their attitude towards learning Mathematics whereas the male pupils in the individualistic group seemed to have a more positive attitude towards learning English. 相似文献
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PROSPECTS - The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other... 相似文献
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Victor W. A. Mbarika Fay Cobb Payton Lynette Kvasny Atieno Amadi 《The Information Society》2007,23(1):1-18
While Sub-Saharan African women have historically assumed the roles of both housewives and subsistence farmers, they have had few opportunities to participate in the modern economies of the region. However, this trend is changing with the exponential growth of information and communications technologies (ICT), giving many Sub-Sahara African women access to computers, the Internet, and other related technologies. Based on the work of a four-member research team from Kenya and the United States, this article examines the integration of female college students into the formal ICT work sector in Kenya. We do so by examining major bottlenecks and enablers to such integration from historical and contemporary perspectives. Using an interpretive approach, we conducted 32 interviews with women in an ICT program offered by a university in Kenya. Our findings indicate that women were highly optimistic, embracing ICT as a practical mechanism for achieving entry into the labor market. However, they perceived significant structural barriers, such as public policies that failed to facilitate the development of the ICT sector, gender discrimination by employers, and training that provided them with insufficient technical skills to enable them to effectively perform in the workplace. These findings largely confirm the gendered perspectives found in similar studies conducted in other countries. However, what appear as global perspectives are informed by the local causes. 相似文献
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A cascade model of professional development presents a particular risk that ‘knowledge’ promoted in a programme will be diluted or distorted as it passes from originators of the programme to local trainers and then to the target teachers. Careful monitoring of trainers’ and teachers’ knowledge as it is transferred through the system is therefore imperative. This paper focuses on the transfer of content knowledge through an in-service teacher professional development programme and offers an innovative methodology for investigating knowledge transfer, i.e. through insights gained during a mentoring process. The findings suggest that this methodology facilitated assessment of knowledge transfer because it involved the identification of knowledge in practice. The focus on knowledge in practice appeared to avoid a deficit model of trainers’/teachers’ knowledge and revealed that content knowledge was generally being successfully transferred throughout the system. A detailed analysis of different aspects of content knowledge transfer suggested various foci for additional training. 相似文献
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Diana Glenn Fay Patel Salah Kutieleh Jane Robbins Heather Smigiel Alan Wilson 《高等教育研究与发展》2012,31(2):201-215
Effective teaching and learning in higher education is an important focal point of literature around the globe. Various models are presented as desirable and fostering optimal conditions for teaching and learning. However, each model must be examined within the context of its institutional culture, mission and strategic plan to ascertain if it meets the envisaged goals. The Reinventing Teaching Project survey conducted at Flinders University in 2009 provided a unique opportunity for academic staff and students across all faculties to respond to a survey that explored their perceptions of optimal learning conditions and assessed if the campus environment was conducive to effective teaching and learning practices. The exploratory study was designed to gather qualitative and quantitative data on the motivation of teachers and learners to engage with learning and learners (or not). The results of the survey present valuable insights into what teachers and learners consider to be important attributes of optimal teaching and learning and indicate a number of similarities and differences among teacher-student perceptions. This paper identifies and discusses some of the pertinent outcomes of the study to provide a framework for other similar studies. 相似文献
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The spatial locative words used in multiword locative action expressions were tracked longitudinally for 4 children. Children ranged in age from 1–5 to 3–0. Although certain words emerged before others, as previous research has shown, the children were selective about which lexical categories were used to talk about movement events, and their selections changed systematically with age. Source and path words were used most frequently at the earliest ages, and goal words predominated at the oldest ages. The children also increased the specificity with which they talked about locative movement events by combining goal words with source and path words as they got older. The observed developmental shifts in lexical use suggest that lexical acquisition is influenced not only by the meaning of the individual locative words but also by the verb relational roles that such words play when embedded in semantic/syntactic contexts. 相似文献
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Fay A. Clardy Jr. 《The Teacher Educator》2013,48(1):19-23
The author makes some very specific and rather bold suggestions to supervisors of instruction. His suggestions should also be helpful to other people with supervisory responsibilities, such as administrators, department heads, and supervising teachers. 相似文献
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Johan Hultman Hervé Corvellec Anne Jerneck Susanne Arvidsson Johan Ekroos Clara Gustafsson Fay Lundh Nilsson Niklas Wahlberg 《Research Policy》2021,50(9):104297
In times of major global interconnectedness and environmental change, the pressure to identify, create, and exploit new resources is certain to intensify. Given that there are unavoidable trade-offs, conflicts, and arenas for violence involved when increasingly more material and immaterial things are turned into resources, we call for explicit research on the very process – a process that we label resourcification. The concept of resourcification shifts attention from essentialist queries about the nature of resources to a focus on the social processes through which things are turned into resources. In search of a better understanding of resources in the Anthropocene and, in particular, an understanding about the way resources emerge and are used, resourcification offers a new conceptual framework that allows for a systematic search for knowledge about the diversity of contexts, conditions, modes, and temporalities of resourcification. This Resourcification Manifesto offers a theoretical and empirical framework for a radical and disruptive approach to innovation, sustainability, and management studies and policies. 相似文献