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Author: Meredith J. Davis
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Design
Languages : en
Pages : 176
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Book Description
This book presents findings of a 1993 study of how design in the curriculum helps students achieve national educational objectives. It also explores opportunities for expanding the role design can play in students' academic lives. Results of the 1993 study reveal how the use of design experiences in classrooms provides teachers and students with a learning construct for the next century. The book summarizes descriptive research that makes qualitative statements regarding current classroom practice and identifies effective models for using design in classrooms. The research tapped three primary sources of data: (1) a review of the literature; (2) a national qualitative survey of teachers; and (3) site visits to 10 schools. Also, the researchers conducted qualitative interviews with principals, curriculum coordinators, other school or district administrators, teachers, teachers' aides, students, and parents. The six chapters include: (1) "Learning Through Design"; (2) "Lifelong Learning"; (3) "A Strategy for Excellent Teaching"; (4) "Design in the Curriculum"; (5) "Opportunities and Challenges for Schools"; and (6) "Conclusions and Recommendations." Three appendices, a bibliography, and information about the authors, the National Endowment for the Arts, and the Association for Supervision and Curriculum Development conclude the document. (EH)
Author: Meredith J. Davis
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Design
Languages : en
Pages : 176
Get Book Here
Book Description
This book presents findings of a 1993 study of how design in the curriculum helps students achieve national educational objectives. It also explores opportunities for expanding the role design can play in students' academic lives. Results of the 1993 study reveal how the use of design experiences in classrooms provides teachers and students with a learning construct for the next century. The book summarizes descriptive research that makes qualitative statements regarding current classroom practice and identifies effective models for using design in classrooms. The research tapped three primary sources of data: (1) a review of the literature; (2) a national qualitative survey of teachers; and (3) site visits to 10 schools. Also, the researchers conducted qualitative interviews with principals, curriculum coordinators, other school or district administrators, teachers, teachers' aides, students, and parents. The six chapters include: (1) "Learning Through Design"; (2) "Lifelong Learning"; (3) "A Strategy for Excellent Teaching"; (4) "Design in the Curriculum"; (5) "Opportunities and Challenges for Schools"; and (6) "Conclusions and Recommendations." Three appendices, a bibliography, and information about the authors, the National Endowment for the Arts, and the Association for Supervision and Curriculum Development conclude the document. (EH)
Author: George E. Walker
Publisher: John Wiley & Sons
ISBN: 1118428617
Category : Education
Languages : en
Pages : 258
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Book Description
This groundbreaking book explores the current state of doctoral education in the United States and offers a plan for increasing the effectiveness of doctoral education. Programs must grapple with questions of purpose. The authors examine practices and elements of doctoral programs and show how they can be made more powerful by relying on principles of progressive development, integration, and collaboration. They challenge the traditional apprenticeship model and offer an alternative in which students learn while apprenticing with several faculty members. The authors persuasively argue that creating intellectual community is essential for high-quality graduate education in every department. Knowledge-centered, multigenerational communities foster the development of new ideas and encourage intellectual risk taking.
Author: Zoi A. Philippakos
Publisher: Guilford Publications
ISBN: 1462547370
Category : Education
Languages : en
Pages : 354
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Book Description
Effective research in educational settings requires collaboration between researchers and school-based practitioners to codesign instruction and assessment, analyze findings to inform subsequent iterations, and make thoughtful revisions. This innovative reference and course text examines the theory and practice of design-based research (DBR), an important methodology for conducting studies in authentic educational contexts. Leading experts provide specific examples of high-quality DBR addressing different research foci, grade levels, and subject areas (literacy/English language arts, math, and science). Applications are presented for curriculum development, intervention, assessment, and digital contexts, as well as teaching second-language learners. Also addressed is DBR’s role in educator preparation, professional development, dissertation research, and technical education.
Author: Richard Buchanan
Publisher: University of Chicago Press
ISBN: 0226078159
Category : Art
Languages : en
Pages : 282
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Book Description
Discovering Design reflects the growing recognition that the design of the everyday world deserves attention not only as a professional practice but as a subject of social, cultural, and philosophic investigation. Victor Margolin, cofounder and an editor of the journal Design Issues, and Richard Buchanan, also an editor of the journal, bring together eleven essays by scholars in fields ranging from psychology, sociology, and political theory to technology studies, rhetoric, and philosophy. The essayists share the editors' concern, first made clear in Margolin's Design Discourse: History, Theory, Criticism, with the the development of design studies as a field of interdisciplinary research. The contributors (Gianfranco Zaccai, Albert Borgmann, Richard Buchanan, Augusto Morello, Tufan Orel, Nigel Cross, Victor Margolin, Langdon Winner, Carl Mitcham, Tony Fry, and Ezio Manzini) focus on three broad themes that form a sequence of fundamental issues: how to shape design as a subject matter, how to distinguish the activity of designing in the complex world of action, and how to address the basic questions of value and responsibility that persistently arise in the discussion and practice of design. The editors' introduction provides a useful overview of these questions and offers a multidisciplinary framework for design studies. The essays discuss such topics as the relation of aesthetics to technology, the place of design in social action, the role of the consumer in design decisions, and the need for ethical practice in contemporary design. Manzini's concluding essay shows how the issue of ethics should connect responsible behavior to decisions made every day in the manufacture of objects.
Author: David Boud
Publisher: Routledge
ISBN: 1135265666
Category : Education
Languages : en
Pages : 434
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Book Description
Postgraduate research has undergone unprecedented change in the past ten years, in response to major shifts in the role of the university and the disciplines in knowledge production and the management of intellectual work. New kinds of doctorates have been established that have expanded the scope and direction of doctoral education. A new audience of supervisors, academic managers and graduate school personnel is engaging in debates about the nature, purpose and future of doctoral education and how institutions and departments can best respond to the increasing demands that are being made. Discussion of the emerging issues and agendas is set within the context of the international policy shifts that are occurring and considers the implications of these shifts on the changing external environment. This engaging book acquaints the readers with new international trends in doctoral education identifies new practices in supervision, research, teaching and learning enables practitioners of doctoral education to contribute to the debates and help shape new understandings questions the purposes of doctoral study and how they are changing considers the balance between equipping students as researchers and the conduct of original research Including contributions from both those who have conducted formal research on research education and those whose own practice is breaking new ground within their universities, this thought-provoking book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education.
Author: Leonard Cassuto
Publisher: Johns Hopkins University Press
ISBN: 142143976X
Category : Education
Languages : en
Pages : 409
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Book Description
This book examines the failed graduate school reforms of the past and presents a plan for a practical and sustainable PhD. For too many students, today's PhD is a bridge to nowhere. Imagine an entering cohort of eight doctoral students. By current statistics, four of the eight—50%!—will not complete the degree. Of the other four, two will never secure full-time academic positions. The remaining pair will find full-time teaching jobs, likely at teaching-intensive institutions. And maybe, just maybe, one of them will garner a position at a research university like the one where those eight students began graduate school. But all eight members of that original group will be trained according to the needs of that single one of them who might snag a job at a research university. Graduate school has been preparing students for jobs that don't exist—and preparing them to want those jobs above all others. In The New PhD, Leonard Cassuto and Robert Weisbuch argue that universities need to ready graduate students for the jobs they will get, not just the academic ones. Connecting scholarly training to the vast array of career options open to graduates requires a PhD that looks outside the walls of the university, not one that turns inward—a PhD that doesn't narrow student minds but unlocks and broadens them practically as well as intellectually. Cassuto and Weisbuch document the growing movement for a student-centered, career-diverse graduate education, and they highlight some of the most promising innovations that are taking place on campuses right now. They also review for the first time the myriad national reform efforts, sponsored by major players like Carnegie and Mellon, that took place between 1990 and 2010, look at why these attempts failed, and ask how we can do better this time around. A more humane and socially dynamic PhD experience, the authors assert, is possible. This new PhD reconceives of graduate education as a public good, not a hermetically sealed cloister—and it won't happen by itself. Throughout the book, Cassuto and Weisbuch offer specific examples of how graduate programs can work to: • reduce the time it takes students to earn a degree; • expand career opportunities after graduation; • encourage public scholarship; • create coherent curricula and rethink the dissertation; • attract a truly representative student cohort; and • provide the resources—financial, cultural, and emotional—that students need to successfully complete the program. The New PhD is a toolbox for practical change that will teach readers how to achieve consensus on goals, garner support, and turn talk to action. Speaking to all stakeholders in graduate education—faculty, administrators, and students—it promises that graduates can become change agents throughout our world. By fixing the PhD, we can benefit the entire educational system and the life of our society along with it.
Author: Laurene Vaughan
Publisher: Bloomsbury Publishing
ISBN: 1474267815
Category : Design
Languages : en
Pages : 220
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Book Description
Practice-Based Design Research provides a companion to masters and PhD programs in design research through practice. The contributors address a range of models and approaches to practice-based research, consider relationships between industry and academia, researchers and designers, discuss initiatives to support students and faculty during the research process, and explore how students' experiences of undertaking practice-based research has impacted their future design and research practice. The text is illustrated throughout with case study examples by authors who have set up, taught or undertaken practice-based design research, in a range of national and institutional contexts.
Author: Jill Alexa Perry
Publisher: Myers Education Press
ISBN: 1975503228
Category : Education
Languages : en
Pages : 232
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Book Description
The Improvement Science Dissertation in Practice provides a narrative and illustration about the purpose and features comprising the Dissertation in Practice and how this culminating experience is well suited to using Improvement Science as a signature methodology for preparing professional practitioners. This methodology, when combined with the Dissertation in Practice experience in EdD programs, reinforces practitioner learning about and skills for leadership and change. As a guide, the book is an extremely valuable resource that supports faculty, students, and practitioners in the application of Improvement Science to pressing educational problems in a structured, disciplined way. Perfect for courses such as: Educational Leadership, Research Methods, The Dissertation Process, Dissertation Writing and Research, and Thesis and Dissertation
Author: Jan Van den Akker
Publisher: Routledge
ISBN: 1134155654
Category : Education
Languages : en
Pages : 177
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Book Description
The field of design research has been gaining momentum over the last five years, particularly in educational studies. As papers and articles have grown in number, definition of the domain is now beginning to standardise. This book fulfils a growing need by providing a synthesised assessment of the use of development research in education. It looks at four main elements: background information including origins, definitions of development research, description of applications and benefits and risks associated with studies of this kind how the approach can serve the design of learning environments and educational technology quality assurance - how to safeguard academic rigor while conducting design and development studies a synthesis and overview of the topic along with relevant reflections.
Author: Rita Almendra
Publisher: CRC Press
ISBN: 1000097439
Category : Technology & Engineering
Languages : en
Pages : 416
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Book Description
Design is about the creation of meaningful connections to solve problems and advance human wellbeing; the discipline has always explored the beneficial links between form and function, technology and meaning, beauty and utility, people and artefacts and problems and solutions, among others. This book focuses on the crucial connection between design research and design education. Contemporary society grows increasingly hyper-complex and globally competitive. This state of affairs raises fundamental questions for both Design Education and Design Research: Should research skills be integrated into undergraduate courses? How can we modify design courses without compromising the positive aspects of the educational studio experience? Can the three cycles of higher education in design be combined into a creative and inquisitive educational continuum? To examine the relationship between research and education in Design we must address the topic of knowledge, keeping in mind that the development and dissemination of new and useful knowledge is the core purpose of a University. If we agree that design has its own things to know and ways to find out about them, then design knowledge resides in people, processes, products, and philosophy. This book explores the intersection of these four areas with the aim of uncovering insights to advance the current state of the design discipline.
