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目前职业教育研究尚未形成共有"范式",研究者在不同的理论框架下讨论相同的问题时产生了很多分歧。范式对学科发展起到很大的推动作用,职业教育学研究也需要一个共同的研究模式,职业教育学学科建设关注职业教育实践问题的同时也要构建理论体系。无论从实践层面还是理论层面上看,以问题为中心的跨学科研究将成为职业教育学研究的未来范式。 相似文献
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余婉娜 《宁波职业技术学院学报》2016,(4):6-9
内涵式发展是有层次性的,在高等职业教育发展的不同时期,高职院校内涵式发展的内涵和意义不尽相同。进入应用本科时代,高职院校的内涵式发展要明确自身定位,从发展理念、人才培养、师资建设以及管理机制等方面入手,着力提高自身的核心竞争力。 相似文献
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Jennie Winter Rebecca Turner Lucy Spowart Reema Muneer Pauline Kneale 《高等教育研究与发展》2017,36(7):1503-1514
The professionalisation of teaching is of increasing importance in UK higher education due to converging processes including the proliferation of managerialism, increasing quality agendas and changes to student fee structures. These have brought into sharp relief the need for greater understanding of how quality teaching evolves in university settings. One key element of this involves academic development and its impacts on teaching and learning. Current literature suggests that a plethora of ideas, frameworks and instruments claiming best practice exist but that take-up of these is inconsistent. This prompted a UK national research project which produced an evidence-based toolkit for evaluating academic development. As part of the toolkit augmentation, academic development representatives from across the sector were asked to create, review and test uniquely tailored evaluation instruments. These instruments were then piloted on university teachers who had participated in teaching-related continuing professional development activities. This paper reports on these individuals’ reflections of using the toolkit. It suggests that academic developers are interested in evaluating the impact of their work on teachers, students and on the wider institutional culture but that confidence and expertise varies. Using the toolkit generated ‘traditional’ evaluation data including satisfaction with the development activity and changes to lecturers’ conceptions and behaviours. However, it also prompted critical discussions around current evaluation practice. This included the need for transformational reform of institutional culture to support links between evaluation and good standing; and making explicit the thorny issue of evidencing student learning. This paper will be of interest to those with an interest or responsibility for evaluating teaching in higher education. The paper offers an important contribution to the international literature at a time when global higher education is faced with questions about teaching, learning and quality. Evaluation, and how to do it well, is timely and important business. 相似文献
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Reema George Harikrishnan Sivadasanpillai Narayani Jayakumari Anugya Bhatt Jissa V. Thulaseedharan Jaganmohan A. Tharakan 《Indian journal of clinical biochemistry : IJCB》2016,31(3):302-309
Thrombotic risk factors may contribute to premature coronary artery disease (CAD), in addition to the conventional risk factors. There is paucity of data on studies evaluating the role of thrombotic factors in premature CAD in Indian patients. Thus a case–control study was performed to evaluate the role of thrombotic and atherogenic factors in young patients with angiographically proven CAD who are on treatment with statins and anti-platelet drugs. 152 patients (≤55 years) with angiographically proven CAD and 102 asymptomatic controls were recruited. Clinical and biochemical data were obtained in both groups. Blood levels of thrombotic factors-fibrinogen, antithrombin-III, tissue-plasminogen activator (t-PA), plasminogen activator inhibitor-1 (PAI-1), von-Willebrand factor (v-WF), lipoprotein(a) [Lp(a)] and homocysteine were analyzed. Patients had high levels of conventional CAD risk factors (diabetes mellitus, smoking, hypertension, dyslipidemia and positive family history) compared to controls. Logistic regression analysis revealed that low antithrombin-III (odds ratio/OR 11.2; 95 % confidence interval/CI 2.29–54.01), high fibrinogen (OR 6.04; 95 % CI 1.09–33.21) and high Lp(a) (OR 4.54; 95 % CI 0.92–22.56), as important, independent risk factors in patients. PAI-1(OR 0.15; 95 % CI 0.03–0.69) levels were significantly lower in patients. But other thrombotic risk factors studied (t-PA, v-WF and homocysteine) were comparable among patients and controls. The treatment using statins and anti-platelet drugs might be contributing to the control of some of the thrombotic risk factors. The strategies aiming at lowering the levels of thrombotic risk factors along with conventional risk factors may be useful in primary and secondary prevention of CAD. 相似文献
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为了评价体操游戏健身方案对幼儿投掷能力的影响,运用影像分析方法对不同年龄阶段幼儿干预前后实验组和对照组投掷过程的运动学指标进行分析,探讨体操游戏健身方案的干预效果。研究发现:干预对投掷远度的影响具有统计学差异;对幼儿的肩、肘、腕三个关节的活动范围均有影响,实验组关节活动范围较对照组增加明显,且干预对年龄越大幼儿关节活动范围影响也越大;体操游戏健身方案干预对幼儿肘关节活动范围的影响大于上肢其他两个环节,对腕关节运动幅度的影响最小,除大班孩子外其它年龄组差异均不具有统计学意义。 相似文献
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为了进一步了解和掌握我国幼儿人群游戏和体操健身活动的现状,以便为我国幼儿人群运动健身科学指导方案的制定和健身效果的评价等关键技术研究提供理论依据,采用走访调研及专家访谈等方法,对我国11省13市的31所幼儿园进行了有关我国幼儿人群游戏与健身活动开展现状的调查研究。结果表明:游戏是幼儿园幼儿的最基本活动方式,健身活动包括幼儿体操、体育课、户外活动等,幼儿的走、跑、跳、投掷、钻爬、平衡等基本动作能力训练是活动的主要内容;但也存在一些问题,如游戏的形式化、教学化,体操及体育动作还缺乏较为科学的活动理念,幼儿体质监测的缺位等,也影响了幼儿人群健身活动的科学性和有效性。 相似文献
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Lucy Spowart Jennie Winter Rebecca Turner Penny Burden Kathryn Ann Botham Reema Muneer 《高等教育研究与发展》2019,38(6):1299-1312
ABSTRACTWith increasing moves globally towards the professionalisation of teaching in Higher Education, there is growing interest in the role of accredited professional recognition schemes that provide professional development for established university teaching staff. In the UK, There are now over 120 professional recognition schemes, resulting in institutionally focused evaluation studies examining their impact. This article contributes to this emerging body of work; it draws on cross-institutional data and Foucauldian theorising to address two important questions. In what ways does engagement with an institutional professional recognition scheme impact on participants’ teaching development, and how does institutional culture influence that engagement? The data illustrate that whilst institutional culture drives engagement, it did little to promote teaching development. Across the case-study institutions, neo-liberalism agendas were apparent. Some staff felt pushed to achieve professional recognition in response to the increasing use of metrics to measure the student experience and to inform institutional standing in league tables. Whilst evidence shows the process of seeking accreditation can lead to an enhancement in teaching practices, caution must be taken to ensure that the professional development opportunities offered by accreditation schemes are fully realised. 相似文献
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Lucy Spowart Jennie Winter Rebecca Turner Reema Muneer Colleen McKenna Pauline Kneale 《International Journal for Academic Development》2017,22(4):360-372
AbstractIn this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored. 相似文献
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论述研究生培养质量的内涵,定义研究生培养质量的标准,对研究生培养质量的现状进行分析,提出提高研究生培养质量的思路。 相似文献
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Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention 
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下载免费PDF全文 Laura R. Shannonhouse Nikki Elston Yung‐Wei Dennis Lin Mary Chase Mize Amanda Rumsey Robert Rice Reema Wanna Michael J. Porter 《Counselor Education & Supervision》2018,57(3):194-210
The authors used a quasi‐experimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and self‐reported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered. 相似文献
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