关键词： 普通教育学   课程思政   思政元素   建设路径  

摘要： 课程思政是一种全新的综合教育理念,越来越受到教育界的重视。高校作为开展课程思政的主阵地,更应主动承担起实施课程思政的责任。普通教育学课程是高校面向本校全体师范生开设的一门专业必修课程,它具有显著的育人优势,且蕴含着丰富的思政元素,是高校加强课程思政建设的良好载体。因此,高校可从构建保障机制、转变教师观念、加强团队建设及逐步推进课程思政建设这四方面入手,开设一门具有本校特色的课程思政精品专业课程。

关键词： Critical pedagogy   Buddhist pedagogy   Realization   Spirituality  

摘要： This paper assumes that educators are now involved in a struggle for their souls and for the souls of their students. The idea of the soul in this case is not the religious one, but the soul invoked by Foucault (1977) to name that aspect of self, (subjectivity, psyche) that 'exists, or is produced horizontal ellipsis within the body horizontal ellipsis or born horizontal ellipsis out of methods of punishment, supervision and constraint' (p. 29). Neoliberalising social policy not only aims to transform structures and enact new technologies of control but also involves the transformation of values and cultures, and hence the formation of new subjectivities. With that in mind this paper argues for an education understood as experiments with alternative modalities of self-formation (spirituality) that are responsive to the key challenges of our times. The paper experiments with as aphoristic style and hence is structured through six fragments that provide various takes on this problematic, including: an autobiographical moment;a brief rendering of Foucault's genealogy of the relationship between truth and the subject;Hadot's genealogy of philosophy;various definitions of spirituality;and an account of Buddhist epistemology that distinguishes knowing and realization. The paper concludes by arguing for a Buddhist inspired pedagogy that is defined in terms of the relationships between teacher, student and realization. From such a perspective, it is not identity work that is the ethico-political project of our times, but of learning how to quite literally get free of our self (ego).

关键词： Alternative certification   Sociology of mathematics education   Credentialism   Math errors   Calculus   Mathematics knowledge for teaching  

摘要： This paper presents an analysis of how school mathematics credentials, particularly calculus, coupled with elite college degrees can allow for presumed proficiencies, resulting in acceptance to a selective alternative route program (SARP) for secondary mathematics. However, such credentials do not guarantee deep mathematics knowledge nor effective teaching, particularly in low-income schools serving a majority of Black and Latinx students. We present a portrait of two NYC Teaching Fellows secondary mathematics teachers, their mathematics preparation and credentials, and how their supervisors viewed them. We further present findings from two years of classroom observations and show that these SARP mathematics teachers resorted to the direct, procedural teaching style they had known themselves, held superficial mathematical understandings, regularly made math errors, and often struggled to coherently answer students' mathematical questions.

关键词： mental health nursing   nursing curriculum   pedagogy   undergraduate education  

摘要： The growing demand of mental health services among the population and the stigma associated with mental health conditions have resulted in a shortage of skilled nurses competent in delivering quality care to persons experiencing mental health conditions. This suggests the need to develop a systematic and comprehensive curriculum to prepare nursing students for a career in mental health nursing. An integrative review on empirical studies was conducted based on Cooper's five-stage integrative review framework to investigate the different pedagogies and to highlight the elements of an effective curriculum for teaching mental health nursing. All quantitative, qualitative, and mixed-method studies published between 2009 and 2019 that examined pedagogies in mental health nursing for nursing undergraduates were included in this review. Databases of interest included PubMed, Cochrane, PsycINFO, Embase, Scopus, Web of Science, and ProQuest Dissertations and Theses. To ensure methodological rigour and validity, the 23 included studies were independently evaluated by two authors through critical appraisal tools developed by Joanna Briggs Institute for quantitative and qualitative studies. Results from this review were categorized into three themes: (i) the deployment of simulation;(ii) pedagogies in enhancing critical thinking;and (iii) importance of consumer-oriented educational experiences. These results suggested that students would benefit substantially from in-depth discussions, critical reflections, and real-life experiences. Mental health nursing curricula should incorporate simulations, pedagogies for critical thinking, and consumers' lived experience to supplement the clinical rotations.

关键词： Online learning   Higher education   African-American students   Online education   Interaction theory  

摘要： Millions of college students in the U.S. are enrolled in online courses, with the global pandemic resulting in a "pivot to online" for educational and health reasons. African-American college students continue to face barriers to academic success, and this response to Kuo and Belland (in Educ Technol Res Dev 64(4):661-680, 2016) investigates how the concept of "learner interaction" supports success. Finally, this response includes examples from online courses informed by "critical humanizing pedagogy," in which social interaction is a key driver of learning.

关键词： Authentic    <       Assessment   Content literacy   Gender   race   class   sexual orientation   Identity   Instructional strategies   methods and materials   Informal    <       Assessment   Literature   Motivation   engagement   Struggling learners   3‐   Early adolescence   4‐   Adolescence  

摘要： This paper describes how the literacy achievement of low socioeconomic status 17 Black male middle school students in one classroom was influenced by culturally responsive teaching. The study employed a concurrent transformative mixed-methods approach. Quantitative data consisted of pretest and posttest reading scores from the computer adaptive interim assessment, Measurement of Academic Progress during the 2017-2018 academic school year. Qualitative data included the teacher's journal of reflective field notes. The findings suggested that pedagogy that mirrors students' cultural values, beliefs, and lifestyles empowered students in ways that yielded improved literacy achievement for this group. This study added further support for the use of such pedagogy with Black male students as well as other potentially vulnerable populations.

摘要： This paper provides a response to the work of Philipsen et al. (Educ Technol Res Dev 67:1145-1174, Philipsen et al., Educational Technology, Research and Development 67:1145-1174, 2019), from a critical pedagogy perspective. Here, critical pedagogy is defined from a post-colonial framework focused on liberation. From this perspective, the value of Philipsen et al.'s paper is in its implicit alignment with critical methodologies, including how liberatory ideas are embedded in the TPD for OBL framework. In a response to Philipsen et al.'s work, this paper provides advice on practical actions teachers can take to develop their ability to engage in critical pedagogy, both from the TPD for OBL lens and from an equity lens. This paper concludes with a discussion of the limitations of the meta-aggregative review, including the lack of an explicitly critical framework, and it provides suggestions for how the work could be improved, especially as regards a discussion of equity for teachers and students. Future research in this area should focus on methods for disrupting educational inequity regarding online and blended learning.

关键词： Community gardening   Community engaged learning   Social inclusion   Participatory action research   Community health  

摘要： As part of a participatory action research (PAR) study, nursing student participants collaborated with faculty, along with older adults, people with mixed abilities, and preschool aged children in order to 'sow the seeds of social change' and grow a campus community gardening project. The focus of this article is on the community-engaged pedagogy within a community health nursing practice course that supported student learning. Insights were gleaned over the course of four academic semesters (and four student cohort groups) with students as co-developers of the campus-community garden and participants in the PAR. Key themes emerged from student participants in the PAR process including: (1) planning in community to "think global, act local";(2) discovering 'the people in your neighbourhood' as socially just partnerships;(3) revisiting landscapes of social inclusion;and (4) reflecting on "humble togetherness" across generational gaps. The findings showcased here attest to how community-engaged pedagogy, in conjunction with PAR, can facilitate student learning outside of traditional settings and grow social inclusion, intergenerational connection, and social justice.

关键词： Academic mobility   China   Pedagogy   Transnational education  

摘要： Drawing on material from qualitative research with Chinese academics in a UK university and British academics in the Chinese branch campus of that university, this paper places pedagogy at the centre of geographical debates about mobility and the internationalisation of higher education. In particular, it moves beyond the usual focus on the mobility of pedagogy in schools or the teaching of international students in higher education to consider how pedagogic practices are embodied in mobile academic staff, within particular classroom and wider institutional environments. These individuals bring their prior experience of teaching and institutional cultures to a new environment where they come up against approaches and pedagogic practices which may clash with their beliefs about good teaching. This pedagogic dissonance may create feelings of frustration or insecurity, but may also provide opportunities for creativity and self-reflection. The paper focuses on three aspects of pedagogic practice: classroom interactions, language and assessment. The focus on the embodied nature of pedagogic practice extends geographical debates around academic mobility, hierarchies of knowledge, and the internationalisation of higher education.

关键词： blended learning   education   knowledge bases   learning   nursing   personal satisfaction   teaching  

摘要： Aim and Objectives: The primary aim of this study was to examine the effectiveness of the blended learning pedagogy in a clinical skill-based module using the Community of Inquiry (CoI) framework. The secondary objectives were to assess the effectiveness of blended learning in improving the nursing knowledge, and students' satisfaction with this approach. Background: Blended learning is increasingly adopted in education as more online resources are made available for tutors to use for the benefit of their students. That implied a reduction in the face-to-face contact time in replacement for online teaching, which therefore warrants a need to examine the effectiveness of blended learning approach. The application of CoI framework could evaluate the blended learning approach to assist teaching faculty with evidence-based practices on online teaching. Design: This study used the quasi-experimental, pretest-posttest design, and results were presented according to the Transparent Reporting of Evaluations with Nonrandomised Designs (TREND) guidelines. Methods: This study was conducted in a university and recruited 219 Year 1 nursing students who completed a clinical-based module. Results: The results of the CoI survey found that teaching presence scored the highest mean, followed by cognitive and social presence. The design of the blended learning was effective in enhancing students' knowledge but they only expressed a moderate level of satisfaction. Conclusions: Blended learning is a feasible pedagogical strategy for a clinical skill-based module. However, further investigation is required to explore the factors and strategies which could improve students' satisfaction. Relevance to clinical practice Blended learning has become one of the contemporary trends in education. Refining teaching strategies may meet the learning needs of today's generation and improve students' learning outcomes.