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21.
André Brett 《History of education》2018,47(5):644-662
Small specialist higher education institutions often face challenges when negotiating with larger partners. In 1988, John Dawkins, Australia’s federal Minister for Education, introduced sweeping reforms to create a Unified National System of higher education. Dawkins’ criteria for funding necessitated mergers for many smaller providers. The Victorian College of Pharmacy in Melbourne, Victoria, presents a case study of how one institution negotiated this policy and asserted its interests to achieve an optimal outcome. It rejected amalgamation with the University of Melbourne, reaching a superior arrangement with Monash University despite state and federal opposition. This article combines archival research from Melbourne and Monash Universities and the state government with interviews of key players. It examines the importance of institutional identity and how small institutions can navigate government policies of consolidation. It also focuses on the deleterious effects of inflexible government policy and how the College successfully overcame these challenges to complete its desired merger. 相似文献
22.
We trained 7 pigeons to discriminate visual displays of 16same items from displays of 16different items. The specific stimulus features of the items and the relations among the items could serve as discriminative stimuli.
Unlike in most studies of same-different discrimination behavior, we gave a small number of probe tests during each session
of acquisition to measure the time-course of control by the learning of specific stimulus features and relational cues. Both
the specific stimulus features and relational cues exerted reliable stimulus control, with the specific stimulus features
exerting more control during the final three fourths of same-different learning. These findings replicate research suggesting
that pigeons encode both the specific stimulus features and relational cues, and for the first time document the time-course
of control by each kind of cue. 相似文献
23.
Parker JM Anderson CW Heidemann M Merrill J Merritt B Richmond G Urban-Lurain M 《CBE life sciences education》2012,11(1):47-57
We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed. 相似文献
24.
25.
Brett D. Jones Jesse L. M. Wilkins Margaret H. Long Feihong Wang 《European Journal of Psychology of Education - EJPE》2012,27(1):1-20
Blackwell et al. (Child Development 78(1):246–263, 2007) tested a motivational model of achievement in which an incremental theory of intelligence leads to learning goals and positive
effort beliefs, which leads to fewer ability-based, helpless attributions, and more positive strategies, which leads to improved
grades. In the present study, we tested this model by using a different population, using domain-specific items, comparing
the results across gender, including “interest” as another variable in the model, and assessing the impact of achievement
as an antecedent and outcome variable in the model. Participants included 163, mostly White, ninth-grade Algebra students
from a suburban school in southwest Virginia, USA. We established that the model had a relatively good fit to the data and
all paths were statistically significant when achievement was used as both an antecedent and outcome variable. The standardized
path coefficients were consistent with those reported by Blackwell et al. and the model was invariant across genders. Furthermore,
we documented that interest could be included as another mediating variable in the model. The results of this study provide
evidence to support the validity of the relationships between the constructs in the Blackwell et al. model for the population
examined. 相似文献
26.
Valerie Brett Martina Mullally Bill O'Gorman Nerys Fuller-Love 《Action Learning: Research and Practice》2012,9(2):125-143
Developing sustainable learning networks for entrepreneurs is the core objective of the Sustainable Learning Networks in Ireland and Wales (SLNIW) project. One research team drawn from the Centre for Enterprise Development and Regional Economy at Waterford Institute of Technology and the School of Management and Business from Aberystwyth University has contributed to the understanding of how to create sustainable business learning networks for entrepreneurs. The research findings are attributed to action research by the conduction of two separate cycles in the forum of research projects. The first cycle, called Female Entrepreneurs in Ireland and Wales, produced findings that were reflected on and investigated further by the research team through the establishment of the second cycle named SLNIW. This paper discusses the two action research cycles through the action sets of planning, action, observing and reflecting and the contribution of the development of understanding and practice of networking for entrepreneurs through the production of guidelines for establishing sustainable learning networks. 相似文献
27.
Kevin Brownlow Marshall Deutelbaum R.W. Sexton B.F. Betts Ross Thorne Roger Brett 《Communication Booknotes Quarterly》2013,44(1):17-20
Kevin Brownlow The War, the West and the Wilderness (New York; Alfred A. Knopf, 1979 – $27.50, hardcover). Marshall Deutelbaum, "Image" on the Art and Evolution of the Film (New York: Dover Publications, 1979 – $8.95 in paper). American Theatres of Today, Volumes I and II, by R.W. Sexton and B.F. Betts (New Yorks Architectural Book Publishing Inc., 1927 and 1930 – reprinted at $35.00 in one volume, 360 pages, hardcover). Picture Palace Architecture in Australia by Ross Thorne (South Melbourne: Sun Books, 1976 – $9.95 in paper from Vestal). Temples of Illusion by Roger Brett($14.95, paper). Carol Herselle Krinsky Rockefeller Center (New York: Oxford University Press, 1978 – $17.50 hardcover/ $9.95 paper) Richard Taylor Film Propaganda: Soviet Russia and Nazi Germany (London: Croom Helm/ New York: Barnes & Nonle, 1979—$25.00) William Kittredge and Steren M. Krauzer, eds. Stories into Film (New York: Harper & RowP2olophon Books, 1979—price not given, paper) Richard Dyer Stars (London: British Film Institute, 1979—E2.25, or about $5.00, paper) 相似文献
28.
Jim Hewitt Clare Brett Vanessa Peters 《The American journal of distance education》2013,27(4):215-231
This article introduces a new computer conferencing metric called Scan Rate, which is a measure of students' and instructors' online reading speed. The term “scan” refers to the practice of either skimming through a message at an unusually rapid pace or reading a message partially and then stopping before the end is reached. It is proposed that the Scan Rate metric offers a useful way of monitoring how thoroughly students attend to the messages they read. Four analyses illustrate the utility of the metric. These reveal that (1) scan rates increase with message size, (2) students are more likely to scan the messages of their peers than messages written by their instructor, (3) students engage in scanning practices more frequently than instructors, and (4) scan rates are partially a function of class size and class configuration. 相似文献
29.
Brett D. Jones Sumeyra Sahbaz Asta B. Schram Jessica R. Chittum 《International Journal of Science Education》2013,35(8):1089-1108
ABSTRACTWe investigated students’ perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students’ class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students’ science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students’ perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students’ career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students’ perceptions of science classes and their career goals. 相似文献
30.