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Neriko Musha Doerr 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):369-382
This article investigates different kinds of learner subjects that study-abroad programs produce. It is based on discourse analysis and ethnographic fieldwork in May–September 2011, involving three students from a US college studying abroad short term in Europe. The discourse of immersion in study abroad valorizes a learning-by-doing, individual, reflective learner subject who learns alone by gaining everyday experience outside the classroom and by reflecting on it. Some students subverted this discourse and became group and classroom-based learner subjects; nonetheless, they all became reflective learner subjects. This article proposes critical analysis of the discourse and links that reflectivity to critical pedagogy. 相似文献
2.
A Classroom Exercise to Examine the Trade‐off between Mission Capacity and Life Cycle Cost 
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下载免费PDF全文 This article presents a classroom exercise, centered on a simulation that has been used for 4 years in an MBA program to help students develop an understanding of the trade‐offs involved in managing capital assets in the public sector. Though often ignored in business schools, mission is a key criterion that must be considered when managing such assets, and acts as a surrogate for profit. The case presents a rich environment in which the impact of cost reductions (or additional investments) on mission can be quantified, and trade‐offs can be assessed and discussed. It gives students a chance to develop creative ideas for process improvement, and provides sufficient data for them to analyze the impact of their suggestions in a rigorous way. 相似文献
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Neriko Musha Doerr 《Compare》2013,43(2):224-243
The discourse of immersion is prevalent but little analysed in the field of study abroad. Linked generally to learning-by-doing, this discourse has significance for ‘intercultural education’. Based on text analyses of three guidebooks on study abroad, this article suggests four effects of the discourse of immersion: It justifies study abroad as different from, if not better than, classroom learning and tourism. It emphasises the difference between students’ home and host cultures and constructs each society as internally homogeneous. It constructs study-abroad students’ home societies as globalised and their host societies as immobile and parochial, creating a hierarchy when globalisation is valorized. Finally, it exoticises the learning-by-doing ‘teachers’ – the host people – by portraying them as parochial ‘cultural others’. This article suggests an uneven process where the call for production of ‘global citizens’ through study abroad constructs host societies as parochial and risks reproducing a colonialist hierarchy of exoticism through intercultural learning-by-doing. 相似文献
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We report on how two middle-grade teachers supported their students’ mathematical reasoning within the context of a novel
modeling task in data analysis. We examine how the task features supported the development of teachers’ knowledge as their
students engaged with the task. Analyses of the teachers’ practices suggest that the task features enabled teachers: (a) to
develop new understandings of the mathematical content and the ways in which student ideas develop and are represented; (b)
to adopt new roles in their interactions with the students, including a focus on listening and observing, and on asking questions
for understanding and clarification; and (c) to engage in forms of interpretative listening that shifted the role of evaluation
from the teacher to the student.
This material is based upon work supported by the National Science Foundation (NSF) under Grant No. 9722235 and by the Australian
Research Council (ARC). 相似文献
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工程力学是高等院校工科类学生的专业基础课程,旨在培养学生的力学素质,加强学生对工程概念的理解,为以后的专业课学习打好理论基础,在工科学生整个本科阶段的教学过程中起到承上启下的作用。针对目前工程力学"金课"建设中需要注意的问题,结合多年的教学经验进行了探讨,提出工程力学"金课"建设教学设计和具体措施。 相似文献
7.
Neriko Musha Doerr 《Pedagogies: An International Journal》2019,14(2):109-125
Community service trips are often viewed as educational because students supposedly cross socio-economic, racial, and other borders to engage with people of various backgrounds. However, diversity among students, their differing experiences of the service trip, and the ways they learn from each other’s experiences are rarely discussed. Based on ethnographic research conducted during an alternative spring break trip from the north-eastern United States to New Mexico in 2014, this article examines student narratives about their diverse experiences – particularly regarding staying at a hostel and going on hikes – and shows how they learned about the construction of differences from sharing their experiences. This article’s findings challenge the preconceived border between volunteers and the community members they work for as the only difference and show that service trips are often culturally biased in favour of white middle-class experiences. The article suggests “pedagogy of exploration” that encourages students to examine their own diverse experiences and what caused that diversity. 相似文献
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The challenges facing those who seek to prepare mathematics teachers are well established in the literature. Most of the research to date has focused on the perceptions and understandings of pre-service teachers, but not on the perceptions and understandings of teacher educators. In this study, we explore how four teacher educators understand their pre-service secondary teachers as the pre-service teachers attempt to make sense of teaching through the investigation of a multimedia case study of practice. We found that the teacher educators adopted two different implementation strategies: one strategy tended to be open-ended and exploratory; the other was more focused on the teacher educators' goals of anticipating student understanding and developing mathematical content knowledge for teaching. We also found that, in using the case study, teacher educators elicited pre-service teachers' thinking about the complexities of the teacher's role in small group work, about the value of explicitly revealing the teacher's reflections on the lessons, about the role of planning and preparation, and about the limits of pre-service teachers' abilities to understand and appreciate students' thinking and to extend lesson ideas. Both teacher educators and their pre-service teachers gained perspectives on the role of a teacher's mathematical content knowledge. These results imply that multimedia case studies of practice can serve as vehicles for revealing the knowledge and practice of teacher educators, as they engage in supporting the professional development of pre-service teachers. 相似文献
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We analyze the interrelations between prospective and practicing teachers' learning of the mathematics of change and the development
of their emerging understanding of effective mathematics teaching. The participants in our study, who were all interested
in teaching secondary mathematics, were mathematics majors who had significant formal knowledge of the fundamental concepts
of calculus prior to taking our courses, but who often experienced and expressed procedural orientations toward the teaching
of mathematics. To address this difficulty, we developed novel computer-based activities to challenge the participants' mathematical
understandings and required them to use technology during short teaching episodes they conducted with younger students. To
analyze our participants' understandings, we developed a framework that juxtaposes the roles of the participants as students
and teachers, and their understanding of mathematics and of pedagogical strategies. Our analysis of the participants' views
from these different perspectives enabled us to see simultaneously the intertwined development of subject matter insights
and specific views of teaching.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
10.
Lynn T. Goldsmith Helen M. Doerr Catherine C. Lewis 《Journal of Mathematics Teacher Education》2014,17(1):5-36
How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what) teachers learn lies at the crux of any effort to provide high-quality mathematics teaching for all students. This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. We offer a synthesis of this research, guided by Clarke and Hollingsworth’s (Teach Teach Educ 18(8):947–967, 2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers’ learning and suggests that growth in one aspect of teachers’ knowledge and practice may promote subsequent growth in other areas. We report the results in six major areas of teacher learning, identify several crosscutting themes in the literature, and make recommendations for future research aimed at understanding teachers’ professional learning. 相似文献