The virtual lecture hall: utilisation, effectiveness and student perceptions     

Kenneth M. Cramer  Kandice R. Collins  Don Snider  Graham Fawcett 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):106-115

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On pretexts for higher education development activities     

Graham Webb 《Higher Education》1992,24(3):351-361

This paper raises questions concerning pretexts available to educational developers in justifying their activities. Positivist epistemology is seen as a dominant characteristic of the higher education development discourse, leading to an associated valuing of the practical, empirical and instrumental. An alternative conception of development activities from the stand point of interpretive understanding is then outlined, together with some problems which may be raised with respect to this approach. Finally, critical theory is discussed as providing an epistemological position which avoids some of the problems of the other frameworks, but which carries problems of its own. For each framework, some consequences of the particular approach for higher education developers and their common tasks and activities are outlined. Generally, a shift of emphasis from the practical and instrumental to the reflective and value-orientated is espoused.Based on a paper presented to the joint PRAHE/HERDSA (NZ) conference, CIT Wellington, 1990.  相似文献   

In search of a middle ground: the dangers and affordances of diagnosis in relation to Attention Deficit Hyperactivity Disorder and Developmental Language Disorder     

Linda J. Graham  Haley Tancredi 《Emotional and Behavioural Difficulties》2019,24(3):287-300

ABSTRACT

In this paper, we draw on the ‘dilemma of difference’ to discuss the dangers and affordances of diagnosis within two of the most prevalent, yet under-supported, disabilities affecting school-age children: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD). The dilemma that exists between denying and thereby ignoring difference on the one hand, versus recognising and potentially stigmatising difference on the other, will be explored and the consequences outlined. Our aim is to achieve a middle ground that conceives of diagnosis as a helpful starting point to enable educators to address barriers to access and participation through appropriate adjustments to curriculum, pedagogy and assessment.  相似文献   

The bright and dark side of writing motivation: Effects of explicit instruction and peer assistance     

Fien de Smedt  Steve Graham  Hilde Van Keer 《The Journal of educational research》2019,112(2):152-167

The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation.  相似文献   

Powerful knowledge: insights from music's case     

Graham J. McPhail 《Curriculum Journal》2017,28(4):524-538

This paper examines Young and Muller's elaboration of Michael Young's concept of powerful knowledge and considers music's alignment with the characteristics theorised as distinguishing this type of knowledge. Consideration of the concept in relation to music may be timely as music teachers continue to grapple with the problem of knowing what knowledge to include within the parameters of a school curriculum. The concept of powerful knowledge may provide us with a fresh way of considering what school music may have to offer in such a noisy and musically heterogeneous world. This curricular challenge, however, is by no means unique to music, even though it may be exacerbated in music which is so open to the forces of cultural change. I argue that access to this knowledge occurs by placing abstract concepts at the centre of curriculum conception as the means to mediate the space between everyday knowledge and the more vertical discourse of school knowledge. It is in this ‘academic’ space that students can come to understand and utilise music as a form of powerful knowledge, when epistemic understanding illuminates the experiential and aesthetic dimensions of musical experiences.  相似文献   

The Use of the Course Experience Questionnaire as a Monitoring Evaluation Tool in a Problem-based Medical Programme     

Patricia M. Lyon  Graham D. Hendry 《Assessment & Evaluation in Higher Education》2002,27(4):339-352

This paper reports on the use of the Course Experience Questionnaire (CEQ) as an instrument to monitor the medical programme at the University of Sydney and in particular to measure improvements in teaching quality with the introduction of the new graduate-entry problem-based programme. In addition, it raises the more general issue of interpretation of CEQ results in courses designed around problembased learning (PBL). Students' perceptions of teaching quality were sought using a whole class questionnaire survey and small group interviews. Students in the new programme rated their course more highly than did students in the old programme with respect to good teaching, appropriate assessment, generic skills and overall satisfaction. These improvements did not hold with respect to the clarity of goals and standards, nor for perceptions of an appropriate workload. The results are interpreted in context and it is argued that particular items in the CEQ do not reflect the educational philosophy or the instructional processes of PBL programmes.  相似文献   

Adolescents’ Perceptions of Young People with Severe Learning Difficulties: the effects of integration schemes and frequency of contact     

Richard P. Hastings  Sarah Graham 《教育心理学》1995,15(2):149-159

Educational integration schemes for children with severe learning difficulties are based partially on the assumption that the presence of these children in schools will increase the extent to which they are accepted by their peers. However, psychological theories of intergroup behaviour suggest that physical presence alone is unlikely to have this effect. In the present study, the intergroup and interpersonal attitudes towards young people with learning difficulties of 128 adolescents in integrated and nonintegrated schools were examined. Results showed no clear differences between the attitudes of children in the two types of school. The frequency of participants’ contact, not the type of school attended, led to more positive expectations about meeting a young person with learning difficulties. In addition, females were found to be more positive than males on several measures. The implications of these results for the methods and content of future research that could inform the process of educational integration are discussed.  相似文献   

Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ?     

Charlotte S. Lang  Gwetheldene Holzmann  Hallett Hullinger  Mary Lou Miller  Timothy D. Norton 《Christian Higher Education》2019,18(3):177-187

This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university’s institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F.  相似文献   

The TI-83 and TI-92 calculators     

Alan Graham 《Teaching Statistics》1996,18(3):94-95

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Personality,Intelligence Components and Foreign Language Attainment     

R. Graham Wilson  Richard Lynn 《教育心理学》1990,10(1):57-71

Approximately 1200 children from the Irish Republic were tested for various intelligence abilities, attainment in Irish (taught as a second language), personality traits of psychoticism, neuroticism and extroversion and attitude to learning foreign languages. Females had a significantly higher N score and had a significantly more positive attitude towards learning second languages and males had a significantly higher P score. The personality measures were not strongly related to the cognitive measures; anxiety, for example, does not appear to have an adverse effect on performance. There were low but positive correlations between attitude towards foreign language learning and the total score obtained in the Irish test. It is suggested that individuals have a more positive attitude towards subjects they are good at; hence the attitude could be influenced by innate ability. Attitude towards learning foreign languages also had low but significant correlations with some of the other cognitive tests, e.g. the English Spelling and Verbal Fluency tests. The results were very similar for both the primary and secondary school children. Age does not appear to influence personality measures during this period of childhood and adolescence.  相似文献