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971.
The ability to self‐reflect is widely recognized as a desirable learner attribute that can induce deep learning. Advances in computer‐mediated communication technologies have led to intense interest in higher education in exploring the potential of digital tools, particularly digital video, for fostering self‐reflection. While there are reports pointing to the salutary effects of digital video on learners’ reflective ability, a systematic inquiry into how digital video can be utilized to promote self‐reflection in an ePortfolio context remains under‐reported. In this paper, we pose two questions: (1) Do students have the confidence to create their own digital videos for reflection and do they find this activity relevant to their learning needs?; and (2) To what extent does digital video affect the level of self‐reflection and the nature of peer feedback? Results from this small‐scale exploratory case study provide evidence in support of video use as a reflective tool in an ePortfolio context and highlight the need for considering pedagogical and technological issues that are of significance for teachers, educators and ePortfolio developers. 相似文献
972.
In this article, results are presented from a large‐scale online survey about the motivations of career change students, and their beliefs about the attributes that they bring to the teaching profession. The findings revealed that career changers' motivations were largely intrinsic, although pragmatic decisions were also important, with perceived family‐friendliness of a teaching career a common response. These findings generally support findings of previous research into motivations to teach, as found in the literature. The data examined in this paper also revealed that career change entrants believed that the most important attributes they bring to teaching are life experiences, generic workplace skills and experience, and personal qualities, rather than specific content knowledge. These findings provide support for the continued targeting of career change people into the profession, particularly in the current policy context in which some stakeholders express concerns about a perceived lack of quality of teaching in Australian schools. 相似文献
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975.
Julie A. Timmermans Carmen Bruni Rob Gorbet Barbara Moffatt Gordon Stubley Diane Williams 《International Journal for Academic Development》2018,23(4):367-373
In a multidisciplinary Faculty Learning Community focussed on exploring threshold concepts and bottlenecks in learning, care emerged as an unanticipated dimension to our work, transforming the ways we view teaching, learning, our disciplines, and educational development. In this piece, we reflect on the types of care that emerged and consider implications for educational development. 相似文献
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977.
Gary McCulloch 《British Educational Research Journal》2018,44(2):175-190
The British Educational Research Association (BERA) was established 44 years ago, in 1974, at the height of the postwar expansion of education, and at the onset of a long period of controversy and reform of education that has continued ever since. The presidential address for 2017 looks back to reflect on the birth and early years of BERA, on its founding principles and the circumstances in which it grew. It does so to identify the ideals that motivated and helped to shape the nascent organisation, and to ask how relevant and useful these are at a very different time, charting our future in the twenty‐first century. More broadly, this address moves beyond an institutional history and a history of ideas, to contribute to a social history of educational research based on a wide range of documentary and archival evidence. In considering our past, we must attempt to resist an uncritical and functional approach in favour of a critical and reflective outlook that is alert to unresolved issues and problems, no less than it is to success and progress in our collective endeavours. This is necessary partly in order to reconstruct our historical experience in a robust manner, but also to address our present situation in an effective way. In 1977, the historian Brian Simon framed his presidential address to BERA around the key question ‘Educational research: which way?’ Forty years on, we can appraise how BERA has approached this question, and also ask at the same time: which way now? 相似文献
978.
This paper explores implicit learning in typically developing and primary school children (9–12 years old) with developmental
dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation
and nature of the instructional set (experiment 1—implicit instructions vs experiment 2—explicit instructions). Repeated measures
analysis of variance (group × grammaticality × chunk strength) showed a group effect only in experiment 1 (implicit instructions),
with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules)
for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit
learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due
to possible mediating cognitive developmental factors. 相似文献
979.
Valerie S. L. Williams Kathleen Rees Rosa Lori D. McLeod David Thissen Eleanor E. Sanford 《Journal of Educational Measurement》1998,35(4):277-296
Data from the North Carolina End-of-Grade test of eighth-grade mathematics are used to estimate the achievement results on the scale of the National Assessment of Educational Progress (NAEP) Trial State Assessment. Linear regression models are used to develop projection equations to predict state NAEP results in the future, and the results of such predictions are compared with those obtained in the 1996 administration of NAEP Standard errors of the parameter estimates are obtained using a bootstrap resampling technique. 相似文献
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