Reconceiving Science and Policy: Academic,Fiducial and Bureaucratic Knowledge     

Hunt  Jane  Shackley  Simon 《Minerva》1999,37(2):141-164

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Postgraduate taught students and preparedness for Master’s level study: polishing the facets of the Master’s diamond     

Veronica Bamber  Carolyn J. Choudhary  Jane Hislop  Judith Lane 《Journal of Further & Higher Education》2019,43(2):236-250

Transitions are increasingly recognised as difficult, and less has been written about transitions to postgraduate taught programmes than about transitions into undergraduate or doctoral study. A Scotland-wide project found that new taught Post-graduate (PG), and staff teaching them, can be unclear about what is expected at Master’s level, and proposed a framework of seven facets that indicate how students are expected to engage with Master’s study. The facets and accompanying resources were designed to be discussion tools, to promote staff and student discussion of what is expected in their programme and subject. In a follow-up project at one university, a questionnaire was designed and distributed to postgraduate students asking them to rate their current level of ability against the skills and capabilities identified as facets for Master’s level study. The project found students felt ill-prepared for particular aspects of Master’s level study, with sub-group differences between disciplines. Master’s courses are intensive and fast-moving, so this has implications for students’ preparedness for successfully navigating through their programmes. Some suggestions on how students can be better briefed on what to expect are made.  相似文献   

Telling the Tale and Living Well: Adolescent Narrative Identity,Personality Traits,and Well‐Being Across Cultures          下载免费PDF全文

Elaine Reese  Ella Myftari  Helena M. McAnally  Yan Chen  Tia Neha  Qi Wang  Fiona Jack  Sarah‐Jane Robertson 《Child development》2017,88(2):612-628

This study explored links between narrative identity, personality traits, and well‐being for 263 adolescents (age 12–21) from three New Zealand cultures: Māori, Chinese, and European. Turning‐point narratives were assessed for autobiographical reasoning (causal coherence), local thematic coherence, emotional expressivity, and topic. Across cultures, older adolescents with higher causal coherence reported better well‐being. Younger adolescents with higher causal coherence instead reported poorer well‐being. Personal development topics were positively linked to well‐being for New Zealand European adolescents only, and thematic coherence was positively linked to well‐being for Māori adolescents only. Negative expressivity, neuroticism, conscientiousness, and openness were also linked to well‐being. Implications of these cultural similarities and differences are considered for theories of narrative identity, personality, and adolescent well‐being.  相似文献   

The use of video as a teaching resource in a new university     

Jane Barford  & Colin Weston 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(1):40-50

This paper reports on a survey of the use of video as a teaching resource within one British University, drawing on evidence gathered during 1995 from fourteen Schools within its four Faculties. It identifies the factors and issues which influence the use of video in teaching, including management of video resources within the Schools; how video is used to support teaching strategies; and its perceived usefulness as a teaching resource. Findings note the extent to which video is used across the University; the factors that support or discourage its use; and the awareness and expectations that teaching staff have of video as a teaching tool. The discussion offers some recommendations as to how video use may be supported and improved within the University. The research could form the basis for a larger study to establish whether the findings from this survey may be typical of the picture in higher education generally.  相似文献   

Teaching neuroanatomy using computer‐aided learning: What makes for successful outcomes?          下载免费PDF全文

Elena Svirko  Jane Mellanby 《Anatomical sciences education》2017,10(6):560-569

Computer‐aided learning (CAL) is an integral part of many medical courses. The neuroscience course at Oxford University for medical students includes CAL course of neuroanatomy. CAL is particularly suited to this since neuroanatomy requires much detailed three‐dimensional visualization, which can be presented on screen. The CAL course was evaluated using the concept of approach to learning. The aims of university teaching are congruent with the deep approach—seeking meaning and relating new information to previous knowledge—rather than to the surface approach of concentrating on rote learning of detail. Seven cohorts of medical students (N = 869) filled in approach to learning scale and a questionnaire investigating their engagement with the CAL course. The students' scores on CAL‐course‐based neuroanatomy assessment and later university examinations were obtained. Although the students reported less use of the deep approach for the neuroanatomy CAL course than for the rest of their neuroanatomy course (mean = 24.99 vs. 31.49, P < 0.001), deep approach for CAL was positively correlated with neuroanatomy assessment performance (r = 0.12, P < 0.001). Time spent on the CAL course, enjoyment of it, the amount of CAL videos watched and quizzes completed were each significantly positively related to deep approach. The relationship between deep approach and enjoyment was particularly notable (25.5% shared variance). Reported relationships between deep approach and academic performance support the desirability of deep approach in university students. It is proposed that enjoyment of the course and the deep approach could be increased by incorporation of more clinical material which is what the students liked most. Anat Sci Educ 10: 560–569. © 2017 American Association of Anatomists.  相似文献   

British higher education and its older clients     

Alan Woodley  Jane Wilson 《Higher Education》2002,44(3-4):329-347

The older clients of the British highereducation system are both extremely numerousand extremely diverse. In this paper we drawupon the results of a national survey ofgraduates to show how this diversity in termsof age and mode of study, and by implication interms of motivation, gender and subject ofstudy, directly impacts upon the types ofoutcome measurements that are appropriate andupon the levels of outcome that are achieved.  相似文献   

Is it ‘all about having an opinion’? Challenging the Dominance of Rationality and Cognition in Democratic Education via Research in a Gallery Setting          下载免费PDF全文

Jane McDonnell 《The International Journal of Art & Design Education》2018,37(2):233-243

This article reports on findings from a research study exploring the potential for democratic learning in a gallery education project which took place in the UK in 2006–7. In doing so, it also explores a pressing issue for education today: the question of young people's democratic education in a time of political crisis in Europe. The focus of the article lies in a critique of the primacy of rational thought, cognitive skills and verbal discussion within democratic education, and an exploration of the potential role of the arts and art education in challenging this. Specifically, the article argues that there has been an affective and corporeal deficit in democratic education, and that some forms of gallery education are well placed to address this. Although the data discussed derive from a particular time and place (the UK in the latter days of a government that rigorously pursued an agenda of social and economic inclusion through both education and cultural policy), they also have relevance beyond their immediate context, illuminating the nature and dynamics of the process of democratic learning, and its aesthetic and artistic dimensions.  相似文献   

Anonymous versus public student feedback systems: metacognition and achievement with graduate learners     

Brady  Melanie  Rosenthal  Jane L.  Forest  Christopher P.  Hocevar  Dennis 《Educational technology research and development : ETR & D》2020,68(6):2853-2872

Educational technology research and development - The aim of this repeated measures study was to examine an anonymous student feedback system (delivered using clickers) versus a public student...  相似文献   

Development of reasoning associated with pictographs: Representing, interpreting, and predicting     

Jane M. Watson  Jonathan B. Moritz 《Educational Studies in Mathematics》2001,48(1):47-81

A developmental model involving four response levels is proposed concerning how students arrange pictures to represent data in a pictograph, how they interpret these pictographs, and how they make predictions based on these pictographs. The model is exemplified by responses from three related interview-based studies. In Study 1, examples of each response level are provided from 48 preparatory- to tenth-grade students. Students from higher grades were more likely to respond at higher levels. In Study 2, 22 students were interviewed longitudinally after a three-year interval; many improved in response level over time, although a few responded at lower levels. In Study 3, 20 third-grade students were interviewed and then prompted with conflicting responses of other students on video; many improved their initial responses to higher levels after exposure to the conflicting prompts. Associations among levels of representing, interpreting, and predicting were explored. Educational implications are discussed concerning reasonable expectations of students and suggestions to develop these skills in students at different grades. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Wellness of Undergraduates: Comparisons of Traditional and Nontraditional Students     

Jane E. Myers  A. Keith Mobley 《Journal of College Counseling》2004,7(1):40-49

Wellness scores of 1,249 traditional and 318 nontraditional undergraduate college students revealed low levels of wellness in multiple areas in comparison with non‐student adults and within‐group differences according to demographic variables. Profiles of wellness for traditional‐ and nontraditional‐age students revealed significant differences on 4 subscales. Nontraditional students of color scored lower than traditional Caucasian students on Total Wellness and several component indices. Implications for student development and counseling programs are discussed.  相似文献