Evaluating junior reading books generally and some “Wide Range Readers” in particular     

Denis Prince 《Literacy》1986,20(2):89-103

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Book reviews     

Wolfgang Vollmann  Denis Kallen  R. Murray Thomas  Jeannie L. Steele  Kurtis S. Meredith  Jindra Kulich  Kenzo Mochida 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(5):531-541

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Group Counseling and Group Procedures-Report of a Survey     

George M. Gazda  Jack A. Duncan  M. Eugene Meadows 《Counselor Education & Supervision》1967,6(4):305-310

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Some effects of Ph.D. training on the academic labour markets of Australian and British Universities     

Denis J. Davis 《Higher Education》1976,5(1):67-78

This article examines whether Ph.D. training is leading to better academics or whether it is causing a severe dysfunction between the experience of academics and the roles which universities must play in the community. From two surveys — one of Australian and the other of British academics — the background of Ph.D.s is tabulated to show the loss to the stock of university manpower of non-academic but educationally valuable experience through growing competition for jobs by Ph.D.s. The conclusion is that the forces causing the Ph.D. displacement of labour in the university academic labour market should be constrained.  相似文献   

Development of Active Learning With Simulations and Games     

Alina Zapalska  Dallas Brozik  Denis Rudd 《美中教育评论》2012,(2):164-169

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Tackling the anxiety of learning statistics: The mystery of the red envelope     

Melanie A. Robinson  Jean-François Soublière  Marine Agogué  Denis A. Grégoire  Tuvana Rua  Yves Plourde 《Decision Sciences Journal of Innovative Education》2023,21(3):167-176

Most graduate programs in management require students to carry out a substantive research project. However, few management students have a comfortable command of the statistical techniques needed to realize such quantitative projects. This can lead to student anxiety and stress, which challenges instructors to devise ways to build students’ self-efficacy with statistical analysis. Drawing on game-based learning principles, we developed an exercise to help students in a graduate-level research methods course practice these statistical techniques. Designed around a series of four gamified challenges, students perform basic statistical analyses (correlations, t-tests, and simple linear regression) to solve puzzles and unlock a reward hidden in a mysterious red envelope. We used the exercise on seven occasions (five times in the methods course and twice in a graduate program preparatory course). After launching it in fall 2021, we observed that students were engaged and enthusiastic about the exercise. To ascertain its effectiveness more systematically, we collected data in five subsequent sections using a pretest/posttest design (N = 84) which showed that perceptions of statistics self-efficacy increased following the exercise. We conclude by suggesting that our exercise can be tailored to other learning contexts such as management and statistics-centered courses.  相似文献   

The digital scholar: how technology is transforming scholarly practice     

Denis Edgar-Nevill 《Studies in Continuing Education》2014,36(1):104-105

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An investigation into the Sawtooth Effect in secondary school assessments in England     

Benjamin M. P. Cuff  Michelle Meadows  Beth Black 《Assessment in Education: Principles, Policy & Practice》2019,26(3):321-339

The ‘Sawtooth Effect’ is where cohort performance on high-stakes assessments drops after assessment reform, and then improves over time as test familiarity increases. Despite its importance, limited research has been conducted to date. In this study, we took a novel approach of using changes in grade boundaries (cut scores) over time as a proxy measure for performance change across a large number of secondary school assessments. Findings were generally consistent with the Sawtooth Effect, suggesting that it took students/teachers around 3 years on average to become familiar with the new tests. Estimates of the magnitude of these changes were also produced. Findings support the need for caution when interpreting changes in performance for new assessments, as any gains that occur may be due to test familiarity, rather than meaningful gains to subject mastery.

Abbreviation: GCSE: General Certificate of Secondary Education; GCE A level: General Certificate of Education Advanced Level  相似文献   

Collaborative Group Interactions of Students from Two Ethnic Backgrounds     

Sue Wright  Denis Lander 《高等教育研究与发展》2003,22(3):237-251

Australian university campuses are reflecting increased cultural diversity at a time when group work is emphasised as an effective student-centred approach to learning. This paper reports an investigation of differences in rates of verbal interaction by 72 first year male undergraduate engineering students from two ethnic cohorts (Australian-born Anglo-European and overseas-born South East Asian students) during a collaborative group activity. A quantitative methodology was employed. Verbal interactions were recorded under two conditions: mono-ethnic groups containing four students from one ethnic cohort; and bi-ethnic groups made up of two students from each ethnic cohort. Analysis of Variance (ANOVA) revealed highly significant differences for the main effects of both Ethnicity and Group Type and also their Interaction. The key finding of this study suggests that the South East Asian students were inhibited in terms of their verbal participation when with Australian students.  相似文献   

The changing role of the teacher: Consequences for teacher education and training     

Denis Lawton 《Prospects》1987,17(1):91-98

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