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1.
ABSTRACT

This study investigated students’ perceptions of their graduate learning outcomes including content knowledge, communication, writing, teamwork, quantitative skills, and ethical thinking in two Australian universities. One university has a traditional discipline-orientated curriculum and the other, an interdisciplinary curriculum in the entry semester of first year. The Science Students Skills Inventory asked students (n?=?613) in first and final years to rate their perceptions of the importance of developing graduate learning outcomes within the programme; how much they improved their graduate learning outcomes throughout their undergraduate science programme; how much they saw learning outcomes included in the programme; and how confident they were about their learning outcomes. A framework of progressive curriculum development was adopted to interpret results. Students in the discipline-oriented degree programme reported higher perceptions of scientific content knowledge and ethical thinking while students from the interdisciplinary curriculum indicated higher perceptions of oral communication and teamwork. Implications for curriculum development include ensuring progressive development from first to third years, a need for enhanced focus on scientific ethics, and career opportunities from first year onwards.  相似文献   

2.
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3.
Abstract

An experimental social science curriculum with the express intent of developing inquiry skills was tested in a controlled experiment against an established conventional curriculum. The new curriculum involved inquiry skill objectives as well as knowledge objectives for each unit; readings stressed source material. Post-experiment testing showed that students who followed the experimental program developed inquiry skills to a significantly greater degree than students in the control group.  相似文献   

4.
Human Behavior in the Social Environment (HBSE) is an ideal location in which graduate social work students can enhance their critical reflection and writing skills while integrating social work theories with practice, research, and policy. A writing-intensive, learner-centered model using specific strategies is described via a framework of critical pedagogy. In addition to its application within HBSE, this model can be adapted across the social work curriculum. The article is situated within ongoing debates concerning the relevance of social constructionism and postmodernism to social work.  相似文献   

5.
The prominence afforded to literacy in the Irish Primary School Curriculum has received considerable attention in recent years, spurred by Programme for International Student Assessment (PISA) rankings, governmental priorities, public commentary and academic debate. At times, this discourse has presented literacy as a separate and distinct entity to the other areas of the curriculum, including the arts, social and scientific education. The current paper proposes a more integrated view of literacy’s role in the curriculum. Recent research on the teaching of literacy in the content areas has emphasised the potential of a disciplinary approach, which embraces the key skills, dispositions and forms of knowledge connected with reading, writing, speaking and listening in different disciplines. This paper examines some of the key features of disciplinary literacy, including its underpinning rationale and learning implications. It also highlights the potential for a disciplinary literacy lens in the review of the Primary School Curriculum, as well as associated opportunities and challenges.  相似文献   

6.
We developed a rubric for measuring students' ability to reason and write scientifically. The Rubric for Science Writing (Rubric) was tested in a variety of undergraduate biology laboratory courses (total n = 142 laboratory reports) using science graduate students (teaching assistants) as raters. Generalisability analysis indicates that the Rubric provides a reliable measure of students' abilities (g = 0.85) in these conditions. Comparison of student performance in various biology classes indicated that some scientific skills are more challenging for students to develop than others and identified a number of previously unappreciated gaps in the curriculum. Our findings suggest that use of the Rubric provides three major benefits in higher education: (1) to increase substance and consistency of grading within a course, particularly those staffed by multiple instructors or graduate teaching assistants; (2) to assess student achievement of scientific reasoning and writing skills; and (3) when used in multiple courses, to highlight gaps in alignment among course assignments and provide a common metric for assessing to what extent the curriculum is achieving programmatic goals. Lastly, biology graduate students reported that use of the Rubric facilitated their teaching and recommended that training on the Rubric be provided to all teaching assistants.  相似文献   

7.
《Educational Assessment》2013,18(3):227-253
Our objective was to study the relation between (a) the kinds of writing skills that can be elicited in a relatively brief, standardized writing assessment and (b) several nontest indicators of prospective graduate students' writing skills. Various nontest indicators were considered as criteria, but a particular focus was the quality of students' course-related writing samples. Two such writing samples were collected from each participant, along with considerable information about the nature of these samples. Thus, we were able to analyze the conditions and circumstances under which performance on a standardized writing assessment is (and is not) related to performance on course-related assignments. The results reveal modest relations between writing assessment essays and the various nontest indicators of writing skill. Performance on the writing assessment exhibited the strongest relation with course-related writing samples, arguably the most compelling of the nontest indicators of students' writing ability. There was no indication that the relation between performance on the writing assessment and the quality of course-related writing samples may depend on particular characteristics of the writing samples.  相似文献   

8.

One of the most demanding tasks for the professor is to develop the research and writing skills of students. This article describes the use of a teaching method that was originally developed to improve the research and writing skills of graduate students and subsequently adapted for use in a police executive development program. The method, as well as other programmatic and curricular changes, improved the scholarly quality of the applied research conducted by the participants, enabled police administrators to be better consumers of research, and simultaneously increased the number of individuals completing the research requirement.  相似文献   

9.
ABSTRACT

This narrative inquiry of a lesson intended to develop perspective-taking links our understanding of teachers as curriculum makers with a sociomaterial attunement to the ways that materials, forms, and time are also actors in producing curriculum. We offer a close reading of three classroom enactments of the same lesson and discuss ways that these instances of curriculum-making expanded or diminished opportunities for elementary pupils to communicate shifts in perspective through personal narrative writing. We find temporal, spatial, and material resources, including schedules, technologies, and forms of assessment, to play key roles in shaping relations in curriculum making.  相似文献   

10.
A recent initiative or skill bridging measure taken by the Malaysian public universities is to build into the formal curriculum soft skills to produce graduates with a right balance of diverse abilities. However, to date, there is no comprehensive attempt to review the integration of soft skills in the formal curriculum (both coursework and training) of university programmes. The paper therefore reviews the adequacy of the infusion and acquisition of the entire range of skills embedded in taught courses and practical/industrial training from the students’ perspective. The specific focus of the study is to identify what worked well and what had not in acquiring the skills designated in the teaching–learning process. The key findings of the study are as follows. First, the perceived infusion–acquisition of skill types differs unequivocally between coursework and training, suggesting the complementary nature of both components of the formal curriculum for the integration of soft skills. Second, the infusion–acquisition of soft skills remains highly concentrated on specific items/skills for both coursework and training. For the coursework component, communication skills explain most of the total variance, whilst moral and professional ethics ranks first in explaining the total variance for the training component. In total, the perceived low and selective appreciation of skills by students signals the need to readdress the existing strategies within the teaching–learning process to ensure a better integration of soft skills.  相似文献   

11.
ABSTRACT

This paper explores the emerging settlement surrounding vocational education and training in England in the 1990s. It describes and then considers the dangers in the post‐Fordist position that argues a high skills/high trust economy/society offers emancipatory possibilities. Insufficient attention is addressed to the way post‐Fordist concerns are lodged within capitalist social relations oriented to capital accumulation. Educational practices placed within these relations can easily lose their radicalism and sit readily alongside the concerns of curriculum modernisers who are wedded to capitalist rejuvenation.  相似文献   

12.
ABSTRACT

Scholarly discourses call for curriculum development to be democratic and collaborative, include multiple stakeholders’ perspectives, and aligned to values that promote the professional, social, and public good. Despite this, curriculum development remains an internal process: a situation challenged by a greater emphasis on employability. This paper reflects on a consensus model of curriculum development in health professions, based on constructivist principles, where internal and external stakeholders’ voices were incorporated and valued. A framework is presented to support a consensus model of curriculum development that is more likely to represent the socio-political context in which the future graduate may be employed.  相似文献   

13.
Editorial     
Abstract

During the past two decades, the debate over a national curriculum has been the subject of much controversy in the United States. However, this debate, part of a much larger debate over the broader goals of public education, has inevitably clashed with the long‐held American notion of local control of schools. The purpose of this article is to present a brief historical overview and identify some issues which continue to feature prominently in the ongoing debate over national and state curriculum standards. The authors focus on curriculum standards for history. A case‐study of this specific debate will reveal some of the major issues which have surfaced in the broader debate.  相似文献   

14.
ABSTRACT

Meaningful reflection on their learning and skill development is often lacking in the experience of undergraduates. Many students do not recognise the curriculum-embedded development of transferable skills and lack the ability to articulate such skills. This mixed-methods study sought to investigate whether engaging students in reflection would increase their ability to recognise and articulate their skill development. Sixty science undergraduates from Monash University completed a voluntary semester-long program recording and reflecting on course-related skill development, supported by email prompts and group discussions. The impact of students’ involvement was evaluated through pre- and post-participation surveys, reflections and group discussions. Most students were challenged by the unfamiliarity of thinking beyond knowledge attainment in order to identify and reflect on skill-related experiences. However, they recognised a range of benefits from doing so, including an improved ability to recognise their skill development, strengths and weaknesses and to articulate their skills in readiness for seeking employment. They also valued previously unappreciated learning tasks and gained motivation to improve skill deficits and seek out opportunities to improve their employability. Based on this study, recommendations are made regarding best practice for implementing skills reflection in the curriculum.  相似文献   

15.
ABSTRACT

This paper arises out of our current work investigating the construction of male and female students’ sexual/gender relations within school arenas. A main concern is to explore recent empirical and theoretical work on sexuality, in an attempt to critique the New Right moralism with its own contradictory form of pluralism. At the same time a critical examination of the sexual politics of the curriculum may serve to rethink the underlying values of the old dichotomies around liberal and radical modes of progressive education with reference to curriculum change. Key areas of debate include the contextualisation of sex/sexuality within schools, sexual harassment, the normalisation of heterosexualities and sex/sexuality education. We have found it useful to hold onto the tension between materialist, deconstructionist and psychoanalytic accounts of the formation of sexual subjectivities, without attempting to resolve the contradictions between them.  相似文献   

16.
Abstract

Graduate students' predominant study skill strengths and weaknesses were examined, as well as the relationship between specific study skills and achievement in a research methodology course. Graduate students (N = 122) from various education disciplines who were enrolled in 3 sections of an educational research course at a southeast university were administered the Study Habits Inventory (Jones & Slate, 1992). Students responded appropriately to 57.8% of the statements measuring study skills. Although that proportion was significantly higher than that found for undergraduate students in previous studies, graduate students could benefit from study skills training. Study skill weaknesses were identified in the areas of note taking and reading skills. Regression and discriminant analyses led to the identification of specific study behaviors that discriminated higher and lower levels of course achievement. Implications for intervention programs are discussed.  相似文献   

17.
Abstract

In this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards documents that guide instruction. Using Ivani?’s Discourses of Writing and Learning to Write to guide our text analysis, we found that curriculum developers have primarily been influenced by views of writing as a set of skills, processes, and genres. We found few references to the sociopolitical discourse which indicates a view among curriculum developers that sociopolitical literacy is not suitable for this age group. We argue, with support in previous research, that young children’s writing does not have to be politically neutral and that it can be developed under age-appropriate circumstances. Implications for policy and curriculum development include a need for greater consideration of the complexities of writing shown in research conducted across five decades. We propose a change to the model for early years, recognising that young children’s socio-political understandings lie within their home and school lives, rather than the broader community.  相似文献   

18.
ABSTRACT

This article describes the development, implementation, and systematic evaluation of a public health pedagogy course for first-time graduate student instructors in a Health Behavior doctoral program at a Midwestern School of Public Health. The pedagogy course focused on intensive pedagogical training in the first 8 weeks of a 16-week semester and then served as a forum for reflection and feedback during the second 8 weeks, when the enrolled graduate students served as either instructors of record or graduate teaching assistants for introductory health courses. Course participants (N = 7) completed anonymous pre-, mid- and post-course online surveys that assessed general teaching skills, discipline-specific teaching skills, and desire to pursue scholarship of teaching and learning (SoTL) activities. Participants' teaching self-efficacy increased for almost all survey items throughout the semester, particularly related to the instruction of health courses. Participants reported positive perceptions of the course and described it as essential for their teaching practice. This research study contributes to and expands upon the interdisciplinary study of the benefits of graduate level pedagogy courses and offers the first known assessment of a pedagogy course in the public health discipline.  相似文献   

19.
Abstract

An ongoing debate is centred around the question of how we can understand the value of university credentials in accessing jobs. We know that occupations are strong determinants of which skills, knowledge and abilities are utilised in work but we do not know enough of how occupational contexts shape what university degrees represent to employers and labour market entrants. Drawing on semi-structured interview data, this article compares and contrasts how Higher Education degrees serve as credentials in accessing three different graduate occupations: laboratory scientists, software engineers and press officers. Rather than functioning as direct signs of work skills and knowledge, signals of trainability or as instruments of social closure, the article shows that higher education credentials serve multiple roles within the three occupations. These occupational-specific forms of credentialism shape the competition for jobs for university graduates. The article argues for a renewed theoretical approach to educational credentialism.  相似文献   

20.
This research project examines students' reactions to in-class discussion as an instructional technique by investigating the effect of participation practices on communication-based skill development. The findings provide evidence that active preparation and participation in class discussion can be linked to students' reports of improved oral and written communication skills. Conclusions suggest that discussion can be a useful addition to cross-curricular programs (such as writing and speaking across the curriculum) and standalone courses (such as public speaking). This technique can be used in combination with other strategies.  相似文献   

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