Student satisfaction with interactive telecourses as a function of demographic variables and prior telecourse experience1     

Paul M. Biner  Marcia Summers  Raymond S. Dean  Martin L. Bink  Jennie L. Anderson  Barbara C. Gelder 《Distance Education》1996,17(1):33-43

An investigation was conducted in which 699 undergraduate and graduate students enrolled in 33 live, interactive telecourses were asked to report their (1) telecourse facet satisfaction (satisfaction with the telecourse instruction/ instructor, technology, and logistic/management), (2) demographic characteristics (age, gender, personal income, and socioeconomic status), and (3) experience with televised courses (number of prior telecourses they had completed). Results showed that, among the demographic variables, gender reliably predicted student satisfaction with the logistic/management aspects of the telecourses. That is, male students reported being significantly more satisfied than female students with these aspects of the courses. Moreover, age, personal income, and socioeconomic status were unrelated to facet satisfaction. Finally, greater telecourse experience was significantly associated with lower degrees of instruction/instructor satisfaction. Practical and theoretical implications of these results are discussed.  相似文献   

How children and adolescents evaluate gender and racial exclusion     

Killen M  Lee-Kim J  McGlothlin H  Stangor C 《Monographs of the Society for Research in Child Development》2002,67(4):i-vii, 1-119

Children's and adolescents' social reasoning about exclusion was assessed in three different social contexts. Participants (N = 294) at three ages, 10 years (4th grade), 13.7 years (7th grade), and 16.2 years (10th grade), fairly evenly divided by gender, from four ethnic groups, European-American (n = 109), African-American (n = 96), and a combined sample of Asian-American and Latin-American participants (n = 89) were interviewed regarding their social reasoning about exclusion based on group membership, gender, and race. The contexts for exclusion were friendship, peer, and school. Significant patterns of reasoning about exclusion were found for the context, the target (gender or race) of exclusion, and the degree to which social influence, authority expectations, and cultural norms explained children's judgments. There were also significant differences depending on the gender, age, and ethnicity of the participants. The findings support our theoretical proposal that exclusion is a multifaceted phenomenon and that different forms of reasoning are brought to bear on the issue. This model was drawn from social-cognitive domain theory, social psychological theories of stereotype knowledge and intergroup relationships, and developmental studies on peer relationships. The results contribute to an understanding of the factors involved in the developmental emergence of judgments about exclusion based on group membership as well as to the phenomena of prejudice, discrimination, and the fair treatment of others.  相似文献   

Evidencing the impact of teaching-related CPD: beyond the ‘Happy Sheets’     

Lucy Spowart  Jennie Winter  Rebecca Turner  Reema Muneer  Colleen McKenna  Pauline Kneale 《International Journal for Academic Development》2017,22(4):360-372

Abstract

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored.  相似文献   

Promoting field trip confidence: teachers providing insights for pre-service education     

Armağan Ateşkan  Jennie F. Lane 《欧洲师范教育杂志》2016,39(2):190-201

Pre-service teachers need experiences in practical matters as a part of field trip preparations programmes. For 14 years, a private, non-profit university in Turkey has involved pre-service teachers in field trip planning, implementation and evaluation. A programme assessment was conducted through a case study to examine the long-term effects of pre-service field trip preparation. Through a survey created for the study, teachers shared their field trip activities and reported confidence levels. The survey was administered to 44 alumni of the biology education department with a response rate of 72.7% (N = 32). This study will help researchers learn which programme areas need to be improved and can serve as a model for other institutions interested in evaluating field trip preparation programmes.  相似文献   

References     

Melanie Killen  Jennie Lee–Kim  Heidi McGlothlin  & Charles Stangor 《Monographs of the Society for Research in Child Development》2002,67(4):109-118

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(In)validation and (mis)recognition in higher education: the experiences of students from refugee backgrounds     

Doireann Mangan  Laura Anne Winter 《International Journal of Lifelong Education》2017,36(4):486-502

Students from refugee backgrounds face unique challenges within higher education. This article reports analysis from a systematic review of qualitative research which aimed to explore these students’ experiences. Four databases were searched, inclusion/exclusion criteria applied and the remaining studies subjected to a quality assessment, leaving eight studies. The research adopted meta-ethnography as a method of data synthesis. An overarching theme of invalidation was identified within our synthesis of the research literature. We express this as a line-of-argument synthesis comprising seven metaphors, which aim to illustrate the ways in which refugee-background students’ higher education experiences can be understood as (largely) invalidating. Drawing on a range of literature, we argue that despite education’s potential for being an egalitarian, empowering and validating environment, the experiences documented in the research literature are conceptualised as relationally inegalitarian and an instance of ‘misrecognition’ of a group of students. This misrecognition appears to occur within and across the various micro, meso and macro social systems in which the students are situated. The implications of these findings for education are discussed.  相似文献   

Lecture recording system in anatomy     

Thierry R.H. Bacro  Mulugeta Gebregziabher  Jennie Ariail 《Anatomical sciences education》2013,6(6):376-384

The literature reports that using Learning Recording Systems (LRS) is usually well received by students but that the pedagogical value of LRS in academic settings remains somewhat unclear. The primary aim of the current study is to document students' perceptions, actual pattern of usage, and impact of use of LRS on students' grade in a dental gross and neuroanatomy course. Other aims are to determine if students' learning preference correlated with final grades and to see if other factors like gender, age, overall academic score on the Dental Aptitude Test (DAT), lecture levels of difficulty, type of lecture, category of lecture, or teaching faculty could explain the impact, if any, of the use of LRS on the course final grade. No significant correlation was detected between the final grades and the variables studied except for a significant but modest correlation between final grades and the number of times the students accessed the lecture recordings (r=0.33 with P=0.01). Also, after adjusting for gender, age, learning style, and academic DAT, a significant interaction between auditory and average usage time was found for final grade (P=0.03). Students who classified themselves as auditory and who used the LRS on average for fewer than 10 minutes per access, scored an average final grade of 16.43 % higher than the nonauditory students using the LRS for the same amount of time per access. Based on these findings, implications for teaching are discussed and recommendations for use of LRS are proposed. Anat Sci Educ 6: 376–384. © 2013 American Association of Anatomists.  相似文献   

Urban high school students’ perspectives about sexual health decision-making: the role of school culture and identity     

Jennie S. Brotman  Felicia Moore Mensah 《Cultural Studies of Science Education》2013,8(2):403-431

Studies across fields such as science education, health education, health behavior, and curriculum studies identify a persistent gap between the aims of the school curriculum and its impact on students’ thinking and acting about the real-life decisions that affect their lives. The present study presents a different story from this predominant pattern in the literature. Through a year-long ethnographic investigation of a health-focused New York City public high school’s HIV/AIDS and sex education program, this study illustrates a case in which 20 12th grade students respond positively to their education on these topics and largely assert that school significantly influences their perspectives and actions related to sexual health decision-making. This paper presents the following interpretation of this positive influence: school culture influences these students’ perspectives and decisions around sexual health by contributing to the formation of students’ identities. This paper further shows how science learning in particular becomes important for students in relation to decision-making when it is linked to issues of identity. These findings suggest that, in addition to attending to the design of classroom curriculum, HIV/AIDS and sex education researchers and curriculum developers (as well as those in science education focusing on other controversial science topics) might also explore the kinds of relational and school-wide factors that potentially influence students’ identities, decisions, and responses to school learning.  相似文献   

An Open Letter to the Research Assessment Exercise Panels     

Len Barton  Stephen Rowland  Jon Nixon  Richard Winter  Rob Withers 《Teaching in Higher Education》2013,18(2)

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Guest reviewers     

Donal Carbaugh  Ute Winter  Brion van Over  Elizabeth Molina-Markham  Sunny Lie 《Journal of Applied Communication Research》2013,41(2):195-196

What if new cars could adjust in-car devices to particular ways of speaking around the world? General Motors sought communication research to inform the design of culturally competent in-car human–machine interfaces. We discuss concerns and tensions that arise when balancing commitments of naturalistic study with design development goals. We emphasize the importance of awareness, attentiveness, and cooperation to ensure research integrity.  相似文献