How Do Faculty Make Formative Use of Student Evaluation Feedback?: A Multiple Case Study   总被引：1，自引：0，他引：1  

Yuankun Yao  Marilyn L. Grady 《Journal of Personnel Evaluation in Education》2005,18(2):107-126

This multiple case study explored faculty formative use of student evaluation feedback. Results were based on interviews of ten education faculty members at a midwestern research university and reviews of relevant documents. It was found that end of semester student evaluation, originally used for summative evaluation, was also used by faculty for teaching improvement purposes. Faculty cared for student evaluation feedback and used discretion in using the feedback to improve their teaching. Faculty also experienced anxiety and tensions in the context of a mandated summative evaluation. Variations were found in faculty use of evaluation feedback, as a result of difference in background and experience.  相似文献   

Just-in-Time Teaching for Food Science: Creating an Active Learner Classroom     

Kathleen A. Marrs  Grady W. Chism III 《Journal of Food Science Education》2005,4(2):27-34

ABSTRACT: Just-in-Time Teaching (JiTT) combines the best features of traditional in-class instruction with the communication potential available via the Web. We describe here how JiTT has been used in Biology Education and how it can be used in Food Science Education. JiTT uses Webbased "Warm Up" assignments due before class to stimulate critical thinking and create a feedback loop between faculty and students. By examining responses to "Warm Up" exercises before class, faculty members determine students' prior knowledge and misconceptions and directly address these misconceptions while discussing course content in class. Assessment results in Biology include decreased attrition rates and increases in student attitudes, motivation, interactivity, study habits, and cognitive gains.  相似文献   

A Breakpoint Moment: Leadership Visions and Values for Trustees of Collegiate Mission     

E. Grady Bogue 《Innovative Higher Education》2006,30(5):309-326

American higher education is an enterprise of complex heritage, mission, and governance culture—an enterprise expected to serve as both cultural curator and cultural critic. Contemporary issues such as the call for accountability and the pressure of marketplace ideology present colleges and universities with a possible breakpoint change moment in both mission and leadership, as established policy and philosophic principles are challenged and leadership vision and values are similarly called to question. This article probes the particular effect of marketplace ideology on colleges and explores three metaphors of leadership role and value: the Servant/Exemplar Leader, the Steward/Trustee Leader, and the Artist/Designer Leader.This article is adapted from a keynote presentation given to the Association for Student Judicial Affairs 2005 Annual Meeting in Clearwater Beach, Florida.E. Grady Bogue is Professor of Higher Education at the University of Tennessee, is Chancellor Emeritus of Louisiana State University in Shreveport, and has also served as Interim Chancellor of Louisiana State University and A&M College. He holds B.S. in Mathematics, M.A. in Education, and Ed.D. in Educational Administration from the University of Memphis and was named a Distinguished Alumnus of the University in 1986  相似文献   

Blood and Bones: The Influence of the Mass Media on Australian Primary School Children’s Understandings of Genes and DNA   总被引：1，自引：0，他引：1  

Jenny Donovan  Grady Venville 《Science & Education》2014,23(2):325-360

Previous research showed that primary school children held several misconceptions about genetics of concern for their future lives. Included were beliefs that genes and DNA are separate substances, with genes causing family resemblance and DNA identifying suspects at crime scenes. Responses to this work ‘blamed’ the mass media for these misunderstandings. This study aimed to determine whether that blame had any foundation by examining the media habits and conceptions about genes and DNA of Australian children. With little prior research considering the influence of entertainment mass media on children’s academically relevant knowledge, this was an exploratory study with a mixed modes design. Data were collected by detailed media questionnaires and face-to-face interviews with 62 children aged 10–12 years, and subjected to content and thematic analysis. Specific mass media examples children reported using were examined for genetics content. Results indicate 5 h/day of media use, mostly television including crime shows, and that children perceived television to be their main source of information about genetics. Most children (89 %) knew DNA, 60 % knew genes, and more was known about uses of DNA outside the body such as crime solving or resolving family relationships than about its biological nature and function. Half believed DNA is only in blood and body parts used for forensics. These concepts paralleled the themes emerging from the media examples. The results indicate that the mass media is a pervasive teacher of children, and that fundamental concepts could be introduced earlier in schools to establish scientific concepts before misconceptions arise.  相似文献   

An Exploratory Study to Investigate the Impact of an Enrichment Program on Aspects of Einsteinian Physics on Year 6 Students     

Marina Pitts  Grady Venville  David Blair  Marjan Zadnik 《Research in Science Education》2014,44(3):363-388

  相似文献   

“Cooperate is when you don't fight”: Students' Understandings of Their Classroom Learning Environment     

Wallace  John  Venville  Grady  Chou  Ching-Yang 《Learning Environments Research》2002,5(2):133-153

This interpretative study of a Grade 8 science classroom in Western Australia investigated students' understandings of the nature of the classroom learning environment. Student and teacher interviews about selected items in a learning environment questionnaire are used to reveal several patterns in participants' understandings of their environment. We conclude with some theoretical insights about how individuals experience their environment and some methodological implications for future classroom environment research. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

An entry into a creative,rhizomatic narrative inquiry into young people’s identity construction     

Grace O' Grady 《Irish Educational Studies》2018,37(2):255-274

Located in a larger study that attempted to challenge taken-for-granted or homogenizing assumptions about constructions of adolescent identity and to interrogate radically the process of qualitative research in this field [O’ Grady, G. (2012). “Constructing Identities with Young People using Creative Rhizomatic Narrative.” PhD Thesis. Queen’s University Belfast], the paper picks up the narrative of the research journey at a moment of meeting with Kim Etherington, Professor of Narrative Research at the University of Bristol. It opens with the conversation that ensued and my introduction to the figure of the rhizome [Deleuze, G., and F. Guattari. ([1987] 2004). A thousand plateaus: Capitalism and Schizophrenia. Translated by B. Massumi. London: Continuum, 8) which, alongside other poststructuralist ideas, I subsequently used to conceptualize and frame the inquiry. In grappling with the questions posed in our conversation, I hope to make visible three interweaving themes in this paper: My difficulties initially in ‘inhabiting’ the philosophical positions I took up in this creative narrative inquiry; my growing commitment to a form of narrative inquiry that challenges inherited dominant understandings of subjectivity and research methodologies and finally, my encounters with ‘otherness’ in the construction of self/other as a thematic thread that interwove all the narratives of the young people in the larger study.  相似文献   

Supporting Students with Invisible Disabilities: A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury     

Annie Venville  Margaret Mealings  Priscilla Ennals  Jennifer Oates  Ellie Fossey  Jacinta Douglas 《International Journal of Disability, Development & Education》2016,63(6):571-592

Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary education. Nine databases were searched and a framework for categorising interventions and outcomes was developed. Forty-two studies revealed that most interventions were focused at the individual student level aiming to support students to build skills, grow confidence, or compensate for challenges through educational adjustments. There was wide diversity in research approaches used and a dearth of rigorous research designs. This review offers a more consistent way to define interventions and outcomes to guide future research and facilitate more meaningful comparisons between studies. The impacts of specific interventions on students’ attainment of qualifications and subsequent workforce participation need further investigation.  相似文献   

Instructional Issues for Teaching Assistants     

Jiali Luo  Marilyn L. Grady  Laurie H. Bellows 《Innovative Higher Education》2001,25(3):209-230

This study examined teaching assistants' perceptions of various instructional issues and explored whether their perceptions were affected by nationality, gender, and academic discipline. The study generated significant, positive results. Logistic regression with dummy coding revealed significant predictors of teaching assistants' instructional roles, teaching style, instructional methods, communication strategies, and potential problems. Discussion of the results, implications, and recommendations for future research are included.where she coordinates the campus-wide TA training and development program  相似文献   

Farmers’ intention to use text messaging for extension services in Trinidad     

Lendel K. Narine  Amy Harder  T. Grady Roberts 《The Journal of Agricultural Education and Extension》2019,25(4):293-306

Purpose: The effectiveness of new extension approaches hinges on farmers’ willingness to adopt innovative ways to interact with extension. Therefore, this study explored farmers’ willingness to use mobile text messaging for two-way interactions with Ministry Extension officers.

Design/Methodology/Approach: Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), this study followed a correlational design and survey data were conveniently collected from 200 farmers of Trinidad.

Findings: Findings showed most farmers of the sample knew how to send and receive text messages, and many owned Internet-enabled smartphones. In addition, most farmers were willing to communicate with extension officers through text messages.

Practical Implications: Ministry Extension should revisit and revise their policies of communicating with farmers. Administrators should encourage extension officers to use SMS to respond to farmers’ requests and information needs.

Theoretical Implications: While the UTAUT provided an appropriate framework for understanding farmers’ use of text messaging, researchers should tailor the moderator variables to the country’s context.

Originality/Value: This study is the first to look at farmers’ willingness to use two-way information communication technologies in Trinidad. Results showed there is potential for Ministry Extension to use text messaging to communicate with farmers.  相似文献