School students’ confidence when answering diagnostic questions online     

Foster  Colin  Woodhead  Simon  Barton  Craig  Clark-Wilson  Alison 《Educational Studies in Mathematics》2022,109(3):491-521

Educational Studies in Mathematics - In this paper, we analyse a large, opportunistic dataset of responses (N = 219,826) to online, diagnostic multiple-choice mathematics questions, provided by...  相似文献   

The impact of students’ prior attitude on the processing of conflicting videos: a comparison between middle-school and undergraduate students     

Lescarret  Colin  Le Floch  Valérie  Sakdavong  Jean-Christophe  Boucheix  Jean-Michel  Tricot  André  Amadieu  Franck 《European Journal of Psychology of Education - EJPE》2023,38(2):519-544

European Journal of Psychology of Education - The purpose of this research was to investigate the impact of students’ prior attitude on the processing of conflicting information regarding a...  相似文献   

Fashion Print Design: From Idea to Final Print: Àngel Fernández     

Colin Davies 《The International Journal of Art & Design Education》2012,31(2):213-214

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‘The Edge of the Cloud’-a reply to Dominic Hibberd     

Colin Ray 《Children‘s Literature in Education》1972,3(3):5-6

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Beyond Useful Knowledge: Developing the Subjective Self          下载免费PDF全文

Colin Wringe 《Journal of Philosophy of Education》2015,49(1):32-44

While not underestimating the value of useful knowledge and skills, it is suggested that education should also develop the subjective self of the learner. A distinction is drawn between an ‘additive’ view of education which simply furnishes the individual with knowledge and skills and a ‘transformative’ concept which concerns itself with changes to more central parts of the learner's self. In developing a concept of the subjective self, reference is made to the Enlightenment notion of the autonomous rational self and the interpersonal or cultural self of the Symbolic Interactionists and Communitarians. Particular attention, however, is given to Heidegger's three categories of entities experienced by the phenomenological self: the ‘present at hand’, the ‘ready to hand’ and those entities with whom we share the experience of ‘being with’. An attempt is made to interpret important aspects of education in terms of the development of learners' growing knowledge and deepening understanding of these three kinds of entity and the relation in which they stand to them.  相似文献   

Pendulums in the Physics Education Literature: A Bibliography     

Colin Gauld 《Science & Education》2004,13(7):811-832

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Surveillance Society: Monitoring Everyday Life, by D. Lyon. Buckingham and Philadelphia: Open University Press, 2001. xii + 189 pp. $27.95 (paper). ISBN 0-33520546-1.     

Colin J. Bennett 《The Information Society》2003,19(4):335-336

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Michael Hunter: <Emphasis Type="Italic">Robert Boyle: Between God and Science</Emphasis>     

Colin F. Gauld 《Science & Education》2011,20(1):89-97

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Investigating university tutor perceptions of assessment feedback: three types of tutor beliefs     

Jinlan Tang  Colin Harrison 《Assessment & Evaluation in Higher Education》2011,36(5):583-604

Feedback is a key element in effective teaching and learning. The issue of how teachers perceive the role of feedback will impact significantly their feedback approaches, the amount of the detail of their feedback and the time and effort expended on the feedback provision. This research was designed with the purpose of exploring how a group of over 50 tutors who were supporting an online university English course perceived, understood and interpreted the processes of assignment feedback. A factor analysis study based on questionnaire data revealed three sets of tutor beliefs towards assessment and tutor feedback: traditional–autonomous–global (TAG), student‐centred (SC) and traditional‐local (TL). Follow‐up in‐depth interviews were conducted with tutors. The TAG tutors saw scores as the most important feedback to students, but doubted the value of detailed feedback. SC tutors maintained that good tutor feedback should offer more than mere scores, and that students needed feedback in order to improve. TL tutors tended to underline all the errors and provide detailed feedback. They were negative towards the idea of their feedback being monitored. The authors identified some differing and converging tutor perceptions on assessment feedback, the understanding of which could arguably play an important role in introducing changes in tutor feedback culture.  相似文献   

Book reviews     

Margaret Early  Colin Day 《Publishing Research Quarterly》1991,7(2):91-95

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