1,818 research outputs found
Farley-Ripple, Elizabeth N., A New Day for Education Research and Practice, Phi Delta Kappan, 102(April, 2021), 8-13.
No full textDescribes the way educational research gets used and how researchers and practitioners are working more closely together
Getting Started as a Medical Teacher in Times of Change
No full textMedical school teaching is a skill that is very often learned on the job. The faculty comprised of researchers and clinicians are expert in many biomedical disciplines, but familiarity with learning theories and pedagogy are usually not included in their knowledge and skill sets. The pressure to see patients and acquire extramural funding leaves little time for faculty to learn how to teach. When coupled with the natural attrition of senior faculty it is necessary to start junior faculty on the correct path to being effective medical educators who are capable of lecturing and facilitating. Institutions cannot afford to have medical educators learn through trial and error. The standards set by the Liaison Committee on Medical Education (LCME) are also creating an urgency to produce competent teachers as quickly as possible. Novice teachers need to be able to use these standards to align their teaching with goals, objectives and the appropriate pedagogy. This article is designed to be a self-directed guide describing some essentials that a newly hired faculty member can quickly use to get started. An institutional faculty development program can then serve to build upon and enrich the experience for the new faculty member.This is the authors' accepted manuscript of the article. The final publication is available at Springer via http://dx.doi.org/doi:10.1007/s40670-014-0098-y.Peer reviewe
The Use of Research in Schools: Principals’ Capacity and Contributions
No full textPolicy expectations for the role of research evidence in educational decision-making have grown exponentially in the U.S. and globally, yet there has been limited attention to school capacity to engage in evidence-informed improvement. In this paper, I address this gap by first conceptualizing principal leadership for evidence use and, second, use this conceptual lens to examine large-scale survey data about school evidence use practices and capacity. Drawing on data from a national survey of more than 4000 educators in 134 schools in the US, I explore school practices and capacity to use research and surface opportunities and needs for principal leadership in evidence-informed improvement. Findings suggest that there is an opportunity to improve the role of research in school improvement decision-making, and that principals may contribute to school capacity in specific ways that relate to developing human capital, influencing culture, leveraging resources, and shaping decision-making. Data reveal moderate evidence of research use in agenda setting and of organizational routines that support research use, but lack of uptake of those routines for research use as well as limited investment in resources (e.g., time). Further, decision-making was distributed across a wide range of improvement initiatives, with evidence of a lack of clarity about goals. Although principals report confidence and experience with using research, overall school staff also reported limited experience with prior research, including coursework or participation in research, and low confidence in critically consuming research. Implications point to the need to strengthen principals’ own evidence use capacity as well as focus on dimensions school capacity as part of evidence use initiatives. Recommendations suggest strategies for developing principals’ knowledge and skills around leadership for evidence-informed improvement
An Interview with Elizabeth Grosz: Geopower, Inhumanism and the Biopolitical
No full text© 2017, © The Author(s) 2017. This article is an interview with Elizabeth Grosz by Kathryn Yusoff and Nigel Clark. It primarily addresses Grosz’s approaches to ‘geopower’, and the discussion encompasses an exploration of her ideas on biopolitics, inhuman forces and material experimentation. Grosz describes geopower as a force that subtends the possibility of politics. The interview is accompanied by a brief contextualizing introduction examining the themes of geophilosophy and the inhumanities in Grosz’s work
Mapping the community : use of research evidence in policy and practice
No full textAbstract: The use of research evidence (URE) in policy and practice is relevant to many academic disciplines, as well as policy and practice domains. Although there has been increased attention to how such evidence is used, those engaged in scholarship and practice in this area face challenges in advancing the field. This paper attempts to “map the field” with the objective of provoking conversation about where we are and what we need to move forward. Utilizing survey data from scholars, practitioners, and funders connected to the study of the use of research evidence, we explore the extent to which URE work span traditional boundaries of research, practice, and policy, of different practice/policy fields, and of different disciplines. Descriptive and network analyses point to the boundary spanning and multidisciplinarity of this community, but also suggest exclusivity, as well as fragmentation among disciplines and literatures on which this work builds. We conclude with opportunities for to improve the connectedness, inclusiveness, relationship to policy and practice, and sustainability of URE scholarship
RoMEO Studies 6: Rights metadata for open-archiving
No full textThis is the final study in a series of six emanating from the UK JISC-funded RoMEO Project (Rights Metadata for Open-archiving) which investigated the Intellectual Property Rights (IPR) issues relating to academic author self-archiving of research papers. It reports the results of a survey of 542 academic authors showing the level of protection required for their open-access research papers. It then describes the selection of an appropriate means of expressing those rights through metadata and the resulting choice of Creative Commons licences. Finally it outlines proposals for communicating rights metadata via the Open Archives Initiative’s Protocol for Metadata Harvesting (OAI-PMH)
An Interview with Elizabeth Povinelli: Geontopower, Biopolitics and the Anthropocene
No full text© 2017, © The Author(s) 2017. This article is an interview with Elizabeth Povinelli, by Mathew Coleman and Kathryn Yusoff. It addresses Povinelli’s approaches to ‘geontologies’ and ‘geontopower’, and the discussion encompasses an exploration of her ideas on biopolitics, her retheorization of power in the current conditions of late liberalism, and the situation of the inhuman within philosophical and anthropological economies. Povinelli describes a mode of power that she calls geontopower, which operates through the governance of Life and Nonlife. The interview is accompanied by a brief contextualizing introduction
Tudor women writers fashioning masculinity
No full textThis thesis contributes to the growing interest in early modern masculinity and its literary representations by introducing texts by women writers into dialogue with their male-authored counterparts. It argues for a more nuanced approach that recognises that the concepts of masculinity and femininity can only be fully understood when studied in relation with each other.
The first chapter explores how, notwithstanding the wisdom of conduct books and marriage guides, the demands of the state may not always be commensurate with those of the domestic realm and shows that this conflict necessitates a rethinking of existing definitions of masculinity by focusing on selected writings of the Tudor sisters Mary and Elizabeth and Jane Fitzalan’s *Tragedie of Iphigeneia*. The second chapter identifies how Elizabeth’s unique discursive strategies were designed to elicit support from her male subjects and subdue the belligerence that simmered under polemic like John Stubbs’ *Gaping Gulf*. In her letters to Anjou, the chapter examines how Elizabeth manoeuvred around her position as a beloved and as a monarch to fashion a husband who would not only be sympathetic but also subordinate to her political authority. This chapter also shows how the fabulous world of John Lyly’s *Galatea* consummates the Queen’s desire for the ideal male subject. The final chapter investigates the construction of martial manhood. It juxtaposes Mary Sidney’s *The Tragedy of Antonie* with William Shakespeare’s *Antony and Cleopatra* to determine how the figure of Cleopatra, common to both plays, challenges and revises the martial code of masculinity as embodied by Antony. By examining the authorial position appropriated by Cleopatra in the plays and its impact on the narrative, this chapter also extends this thesis’ interest in the extent to which female characters within texts compete for diegetic control with male protagonists
A metodologia como disciplina: as três subdivisões de Elizabeth Teixeira
No full textO livro “As três metodologias: acadêmica, da ciência e da pesquisa” de Elizabeth Teixeira foi escolhida para compor a revisão bibliográfica do projeto de iniciação científica PIBIC-EM“ A disciplina de Sociologia no Colégio de Aplicação da UFV”desenvolvido no Colégio de Aplicação da UFV (CAp-COLUNI), sob a orientação da professora Alessandra Gomes Mendes Tostes e pela bolsista Giovanna Pimentel Miranda. A presente resenha crítica acerca da obra insere os principais conceitos abordados por Elizabeth Teixeira e os traz para o campo prático da iniciação científica, destacando a relevância dos mesmos. Dessa forma, a autora é capaz de esclarecer as técnicas da metodologia, contribuindo para a difusão do ensino da pesquisa.The book “As três metodologias: acadêmica, da ciência e da pesquisa” by Elizabeth Teixeira was chosen to compose the bibliographic review of the scientific initiation project PIBIC-EM “The discipline of Sociology at the College of Application at UFV” developed at the College of Application from UFV (CAp-COLUNI), under the guidance of professor Alessandra Gomes Mendes Tostes and by scholarship holder Giovanna Pimentel Miranda. The present critical review of the work inserts the main concepts addressed by Elizabeth Teixeira and brings them to the practical field of scientific initiation, highlighting their relevance. In this way, the author is able to clarify the techniques of the methodology, contributing to the dissemination of research teaching
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