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1.
《Assessment Update》2010,22(6):1-16
ARTICLES Growth in Disciplinary Resources for Assessment in the Liberal Arts Theresa Ford Changing the Climate for Assessment David S. Martins Using Student Focus Groups to Facilitate Communication and Improve the Learning Environment Kathleen S. Martin, Elda E. Martinez From Consensus to Performance: Formative Course Assessment in Elementary Algebra James Benner, Kathy Kapcsos COLUMN Assessment Measures Gary R. Pike with James C. Thomas 相似文献
2.
《British journal of educational technology : journal of the Council for Educational Technology》1998,29(4):379-384
Bazeli, Marilyn J & Heintz, James L Technology Across the curriculum: Activities and Ideas
Dills, Charles R. & Romiszowski, Alexander (eds) Instructional Development Paradigms
Hartley, James Learning and Studying
Joyce, Bruce et al Models of Learning—Tools for Teaching
Woods, Peter et al Restructuring Schools, Reconstructing Teachers
Bartram, Sharon & Gibson, Brenda Training Needs Analysis
Burgess, William Guide to Distance Learning
Cooper, Gail & Cooper, Garry Virtual Field Trips
Crawford, Megan et al Leadership and Teams in Educational Management
Cunningham, Carmela & Coombs, Norman Information Access and Adaptive Technology
Gillmon, Eve Building Teachers' ICT Skills
Gustafson, Kent & Branch, Robert Survey of Instructional Development Models
Latchem, Colin & Lockwood, Fred (eds) Staff Development in Open and Flexible Learning
Lawler, Robert Learning with Computers
Novak, Joseph Novak, Joseph (1998) Learning, Creating and Using Knowledge
Smith, Cecil & Pourchot, Thomas (eds) Adult Learning and Development 相似文献
Dills, Charles R. & Romiszowski, Alexander (eds) Instructional Development Paradigms
Hartley, James Learning and Studying
Joyce, Bruce et al Models of Learning—Tools for Teaching
Woods, Peter et al Restructuring Schools, Reconstructing Teachers
Bartram, Sharon & Gibson, Brenda Training Needs Analysis
Burgess, William Guide to Distance Learning
Cooper, Gail & Cooper, Garry Virtual Field Trips
Crawford, Megan et al Leadership and Teams in Educational Management
Cunningham, Carmela & Coombs, Norman Information Access and Adaptive Technology
Gillmon, Eve Building Teachers' ICT Skills
Gustafson, Kent & Branch, Robert Survey of Instructional Development Models
Latchem, Colin & Lockwood, Fred (eds) Staff Development in Open and Flexible Learning
Lawler, Robert Learning with Computers
Novak, Joseph Novak, Joseph (1998) Learning, Creating and Using Knowledge
Smith, Cecil & Pourchot, Thomas (eds) Adult Learning and Development 相似文献
3.
Flexible pedagogies [Ryan and Tilbury 2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] place learner empowerment at the centre of curriculum development. Learner empowerment requires students to feel that they belong and are active in the learning process. This paper illuminates how, through the adoption of flexible pedagogies, belonging and trust were created in a cohort of 52 international postgraduate students, and the impact that this had on student learning. A qualitative interpretative approach captures students’ perceptions of aspects of curriculum design and delivery that aided their transition, promoted belonging, and empowered them as learners, leading to transformational change. This paper uses Ryan and Tilbury’s Flexible Pedagogies Framework [2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] to exemplify practice and discuss principles for curriculum design. Themes include; learner empowerment, future-facing education, decolonising education, crossing boundaries, transformational capabilities, and social learning. Recommendations highlight the need to challenge institutional constraints, employ creative teaching practices, embed assessment that promotes reflective practice, and create belonging through social learning. 相似文献
4.
W. W. Parker 《The Educational forum》2013,77(1):118-119
The Schools That Fear Built by David Nevin and Robert E. Bills. Washington, D.C.: Acropolis Books Ltd., 1976. 186pp. $10.00. Ideology and Education by Richard Pratte. New York: David McKay Company, Inc., 1977.305 pp. Helping Students Help Themselves: How You Can Put Behavior Analysis Into Action in Your Classroom by Dwight L. Goodwin and Thomas J. Coates. Englewood Cliffs, N.J.: Prentice-Hall, 1976. 205 pp. The Politics of Higher Education: Lawmakers and the Academy in Illinois by James Dunlap Nowian. Urbana: University of Illinois Press, 1977. 109 pp. $2.95. Education for Human Development: Understanding Montessori by Mario M. Montessori, Jr. New York: Schocken Books, 1977. 119pp. $7.95. Gaming: The Future's Language by Richard D. Duke. New York: John Wiley and Sons, Halsted Press Division, 1974. 223 pp. $11.50. Teacher Expectations and Pupil Learning by Roy Nash. Boston: Routledge &; Kegan Paul, 1976. 89 pp. $7.75. 相似文献
5.
《Higher Education Quarterly》1993,47(2):190-202
APEL, CATS and All That Experiential Learning: Assessment and Accreditation Empowerment through Experiential Learning Politics and Problems in British Vocational Education and Training The Politics of the Training Market: from Manpower Services Commission to Training and Enterprise Councils Continuing Education: Forwards to the Past?Visions of Post-Compulsory Education The Learning University: towards a new paradigm? An Encyclopediac Review The Encyclopedia of Higher Education 相似文献
6.
《History of education quarterly》2001,41(3):414-465
Books reviewed in this article: Thomas A. Brindley. The China Youth Corps in Taiwan. Robert Rydell, John E. Findling, and Kimberly D. Pelle. Fair America: World's Fairs in the United States. James Conaway. America's Library: The Story of the Library of Congress, 1800–2000. Linda Steet. Veils and Daggers: A Century of Richard J. Altenbaugh, ed. Historical Dictionary of American Education. Kadriya Salimova and Nan L. Dodde (eds.). International Handbook on History of Education. Ellen Condliffe Lagemann. An Elusive Science: The Troubling History of Education Research. Catherine Clinton and Christine Lunardini. The Columbia Guide to American Women in the Nineteenth Century. Leslie Miller‐Bernal. Separate By Degree: Women Students’Experiences in Single‐Sex and Coeducational Colleges. Jon H. Roberts and James Turner. The Sacred and Secular University. Mary Eaton, Jane Longmore, and Arthur Naylor (eds.) Commitment to Diversity: Catholics and Education in a Changing World. Winton Solberg. The University of Illinois, 1894–1904: The Shaping of a University. Andrea Olmstead. Juilliard: A History. Dan R. Frost. The L.S.U. College of Engineering, Vol. 2: Growth and Maturity, 1909–1910. E. David Cronon and John W. Jenkins. The University of Wisconsin: A History: 1945–1971. Vol. IV—Renewal to Revolution. Mark Hulsether. Building a Protestant Left: Christianity and Crisis Magazine, 1941–1993. Alice Gallin, O.S.U. Negotiating Identity: Catholic Higher Education Since 1960. Michael S. Neiberg. Making Citizen Soldiers: ROTC and the Ideology of the American Military Service. Sarah A. Curds. Educating the Faithful: Religion, Schooling, and Society in Nineteenth Century France. Gail Paradise Kelly: French Colonial Education: Essays on Vietnam and West Africa. Meriel Vlaeminke. The English Higher Grade Schools: A Lost Opportunity. Gene L. LaBerge and Michelle L. Maurer (eds.). Travels with Sophie: The Journal of Louise E. Wegner. 相似文献
7.
《College Teaching》2013,61(4)
Abstract Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge By Kenneth Bruffee Baltimore: Johns Hopkins University Press, 1993, 256 pages, $25.95 Reviewed by Horace S. Rockwood III. 相似文献
8.
Learning and Teaching in Distance Education: Analyses and Interpretations from an International Perspective. Otto Peters. (London: Kogan Page, 1998, 248 pp., price not listed). Information Technology in Higher Education: Assessing Its Impact and Planning for the Future. Ed. Richard N. Katz and Julia A. Rudy. (San Francisco, CA: Jossey‐Bass Inc., 1999, 89 pp., $23.00). 相似文献
9.
《History of education quarterly》2002,42(2):256-307
Books reviewed in this article: Mary Lynn Stewart. For Health and Beauty: Physical Culture for French Women 1880s–1930s. John Cleverley. In the Lap of Tigers: The Communist Labor University of Jiangxi Province. David L. McConnell. Importing Diversity: Inside Japan? JET Program. Paul Anisef, Paul Axelrod, Etta Baichman‐Anisef, Carl James, and Anton Turrittin. Opportunity and Uncertainty: Life Course Experiences of the Class of‘73. Toronto: Julian A. Soares. The Decline of Privilege: The Modernization of Oxford University. Ted Tapper and David Palfreyman. Oxford and the Decline of the Collegiate Tradition. Philip Pauly. Biologists and the Promise of American Life: From Meriwether Lewis to Alfred Kinsey. Louis Leonard Tucker. Worthington Chauncey Ford: Scholar and Adventurer. Robert E. Sullivan (ed.). Higher Learning and Catholic Traditions. Clarence L. Mohr and Joseph E. Gordon. Tulane: The Emergence of a Modern University, 1945–1980. Jana Nidiffer and Carolyn Terry Bashaw. Women Administrators in Higher Education: Historical and Contemporary Perspectives. Kate Weigand. Red Feminism: American Communism and the Making of Women's Liberation. Joanne P. Sharp. Condensing the Cold War: Reader's Digest and American Identity. Donald Parkerson and Jo Ann Parkerson. Transitions in American Education: A Social History of Teaching. Joel Perlmann and Robert A. Margo. Women's Work? American Schoolteachers, 1650–1920. Laura Browder. Slippery Characters: Ethnic Impersonators and American Identities. Adam Fairclough. Teaching Equality: Black Schools in the Age of Jim Crow. Gerald Home. Race Woman: The Lives of Shirley Graham Du Bois. V. Celia Lascarides and Blythe F. Hinitz. History of Early Childhood Education. Peter Middleton and Tim Woods. Literature of Memory: History, Time and Space in Postwar Writing. 相似文献
10.
Sally Johnstone 《The American journal of distance education》2013,27(3):72-74
Technology, Open Learning and Distance Education. A. W. Bates. (London and New York: Routledge, 1995, 280 pp., $75.00 hard/$24.99 soft). Distance Learners in Higher Education: Institutional Responses for Quality Outcomes. Chère Campbell Gibson, ed. (Madison, WI: Atwood Publishing, 1997, pp. 143, $19.95). 相似文献
11.
K G Collier Frederick Hallworth 《British journal of educational technology : journal of the Council for Educational Technology》1978,9(1):77-79
Mr Coler was formerly Pricipal of Bede College, Durham, and was Consultant to the Council for Educational Techbology's Colleges of Education Learning Programmers Project 1971–76 Making the Best of It: the final report of the Nuffield Foundation Group for Research and Innovation in Higher Education .
Mr Hallqorth is Director of Wiltshire County Council Library and Museum Service New Media in Public Libraries: a survey of current practices by James W Brown 相似文献
Mr Hallqorth is Director of Wiltshire County Council Library and Museum Service New Media in Public Libraries: a survey of current practices by James W Brown 相似文献
12.
《Assessment Update》2013,25(2):1-16
“Just Right” Outcomes Assessment: A Fable for Higher Education Call for Contributions Editor's Notes: Helping Faculty Members Learn Focus on the Bottom‐Line: Assessing Business Writing Including Students in Student Assessment Using Curriculum‐Embedded Assessments of Student Learning: Establishing a Model for Internal Benchmarking Assessment Measures: ExamSoft® Examination Management 相似文献
13.
Ordway Tead 《College Teaching》2013,61(2):88-91
Can Consensus Come from Our Present Disarray?: The State of the Nation and the Agenda for Higher Education By Howard Bowen San Francisco: Jossey-Bass, 1982, 212 pages, index, $13.95. Reviewed by W. B. Allen A Valuable Tool for Educational Reform On Teaching and Learning in College By Paul L. Dressel and Dora Marcus San Francisco: Jossey-Bass, 1982, 241 pages, index, $16.95. Reviewed by Frederick Stirton Weaver 相似文献
14.
A. Paul Bradley Jr. 《College Teaching》2013,61(3):136-141
Education's Lasting Influence on Values: By Herbert H. Hyman and Charles R. Wright: University of Chicago Press, 1979, 161 pages, index, $12.50. Reviewed by William B. Allen. Attitudes, Language, and Change: By Anne Gere and Eugene Smith: National Council of Teachers of English, Urbana, Illinois, 1979, $4.75, 108 pages, paperback. Reviewed by Gary M. Godfrey. Instructional Techniques in Higher Education: By Robert B. Kozma, Lawrence W. Belle, George W. Williams: Educational Technical Publications, Inc. 1978, $15.95. Reviewed by Sharon L. Smith. The Writing on the Wall: Inside Higher Education in America: By Gail Thain Parker: Simon and Schuster, 1979, $9.95, 208 pp. Reviewed by James Murphy. American Academics: Then and Now: By Logan Wilson: Oxford University Press, 1979. Reviewed by David W. Felder. 相似文献
15.
《Assessment Update》2012,24(4):1-16
Closing the Loop: How an Assessment Project Paved the Way for GE Reform Call for Contributions Value‐Added? Committing to Quality: Guidelines for Assessment and Accountability in Higher Education Creating a Cadre of Assessment Gurus (at Your Institution) Assessment as a Communication and Management Tool for Presidents and Trustees Assessing Institutional Assessment: One Institution's Progress in Developing Quality Assessment Practices From the States: Learning and Accreditation: The Elites Push Back 相似文献
16.
J. Patrick Biddix Patricia A. Somers Joseph L. Polman 《Innovative Higher Education》2009,34(3):133-147
Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest.
The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development,
and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s
journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of
activism.
J. Patrick Biddix received his Ph.D. in Educational Leadership and Policy Studies with specialization in Higher Education from the University
of Missouri–St. Louis. He is currently Assistant Professor of Higher Education and Research Methodology in the Department
of Curriculum, Leadership, and Technology at Valdosta State University. His primary research interests include college student
uses of technology outside the classroom, career pathways in student affairs, and research methodology.
Patricia A. Somers received her Ph.D. in Educational Administration with specialization in Higher Education from the University of New Orleans.
She is currently an Associate Professor of Higher Education at the University of Texas at Austin. Her primary research interests
include college access, student persistence, student development theory, and two-year colleges.
Joseph L. Polman received his Ph.D. in Learning Sciences from Northwestern University. He is currently an Associate Professor of Educational
Technology in the Division of Teaching and Learning at the University of Missouri–St. Louis. His primary research interests
include inquiry-based learning involving computers and the Internet as tools, viewed from a sociocultural perspective. 相似文献
17.
David Perideaux 《Educational Action Research》2013,21(3):503-505
The following book is reviewed. Facilitating Reflective Learning in Higher Education ANNE BROCKBANK & IAN MCGILL (1998) Buckingham: Society for Research into Higher Education/Open University Press 256 pp., ISBN 0 335 19685 3 (pb) £22.50, ISBN 0335 19686 1 (hb) £65.00 相似文献
18.
Adèle V. Shaw 《Peabody Journal of Education》2013,88(4):245-246
The Emergence Of Youth Societies ... A Cross Cultural Approach. David Gottlieb, John Reeves, and Warren D. TenHouten. (New York: The Free Press, 1966. Pp. 416. $7.95.) University Choice. Klaus Boehm, editor. (Baltimore: Penguin Books, 1966. Pp. 400. $1.95.) Pickets At The Gates. Estelle Fuchs. (New York: The Free Press, 1966. Pp. 205. $2.95.) Democracy and Education. John Dewey. (New York: The Free Press, 1966. Pp. 378. $2.45.) Reading in the Elementary School. Jeanette Veatch. (New York: The Ronald Press Company, 1966. Pp. 535. $7.00.) Chinese Intellectuals and the West 1872–1949. Y. C. Wang. (Chapel Hill: The University of North Carolina Press, 1966. Pp. 557 $10.00.) Learning in the Schools. Robert A. Davis. (Belmont, Calif. Wadsworth Publishing Company, 1966. Pp. 231. $3.95.) Setting Conditions for Creative Teaching in the Elementary School. James A. Smith, (Boston: Allyn and Bacon, 1966. Pp. 207. Text Ed. $4.95.) 相似文献
19.
Distributed Learning: social and cultural approaches to practiceEdited by Mary R. Lea and Kathy Nicoll, 2002 RoutledgeFalmer 214 pp., £19.99 ISBN 0 415 26809 5Distributed Learning: social and cultural approaches to practice, edited by Mary R. Lea and Kathy Nicoll, is published as part of the Open University UK course Understanding Distributed and Flexible Learning within the Postgraduate Programme in Open and Distance Education. The book comprises of 12 chapters written by authors from different academic backgrounds. They draw on their extensive practical experiences to present and reflect on a number of conceptual models and describe best practices in distributed learning. The volume is aimed at practitioners who intend to use technology in a higher education setting and also helps those who may have been using it for a few years to rethink their approaches to online learning and teaching. The reader is introduced to several theoretical concepts based on different disciplines and perspectives, e.g. anthropology, psychology, sociology, philosophy, economics and pedagogy. The specific focus is on the social and cultural aspects of learning. What does the term distributed learning mean? It describes practices on the continuum between traditional distance education and campus-based face-to-face education (cf. flexible learning, blended learning). With the proliferation of information and communications technology (ICT) in campus-based educational settings the boundaries between distance education and face-to-face education are fading. More and more traditional campus-based universities are providing access to higher education in a distance learning format. In fact, ICTs facilitate contact over a distance. Some authors even speak of a convergence between the two forms of education (Mills &;Tait, 1999). Campus-based institutions cannot deny their tradition: they insist that contact sessions are essential for successful internet-based independent learning, although distance education with its high quality pre-prepared study materials and tutorial (online) support has proven otherwise. This is what models for blended learning try to illuminate: the appropriate mix of face-to-face and distance teaching approaches. A strength of the book is that the authors come from both distance teaching as well as campus-based institutions and thus different views on the continuum are presented. 相似文献