Degree quality: An investigation into differences between UK universities     

Jill Johnes  Jim Taylor 《Higher Education》1987,16(5):581-602

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Professor Barry Fraser��s contributions to science education research     

Jill M. Aldridge 《Cultural Studies of Science Education》2011,6(3):765-773

In this article, I endeavour to convey the depth of Barry Fraser’s contributions to science education research, including his tireless endeavours to promote and advance research, especially the field of learning environments, the realisation of his vision to create one of the largest doctoral programs in science and mathematics education in the world, his leadership capacity in terms of guiding and leading an internationally renowned centre and large-scale cross-national and cross-cultural studies, his dedication towards human capacity building in Africa, Asia and elsewhere, his capacity as a mentor and editor that have seen the publication of numerous journal articles and books and the ongoing success of science education research journals.  相似文献   

Supporting teachers in structuring mathematics lessons involving challenging tasks     

Peter Sullivan  Mike Askew  Jill Cheeseman  Doug Clarke  Angela Mornane  Anne Roche  Nadia Walker 《Journal of Mathematics Teacher Education》2015,18(2):123-140

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Frequency and impact of spelling errors in bibliographic data bases     

Charles P. Bourne 《Information processing & management》1977,13(1):1-12

Using a composite sample of over 3600 index terms drawn from 11 different machine-readable bibliographic data bases, estimates were made of the spelling error frequencies of each of these data bases, as well as the frequency of posting to misspelled terms. The terms studied included assigned index terms as well as some terms from titles and abstracts. The frequency of index term misspellings ranged from a high of almost 23% for one data base to a low of less than $\text{1}\text{2}\text{\%}$ for another data base. The frequency of posting to misspelled terms ranged from about one posting in 8000 citations for one data base, to about one posting in 160 citations in another data base. The impact of these error rates is discussed for the tape supplier, tape user and end user. Some suggestions are given regarding search strategry.  相似文献   

Gatekeeping and Competency-Based Education: Developing Behaviorally Specific Remediation Policies     

Mary E. Hylton  Jill Manit  Gloria Messick-Svare 《Journal of Teaching in Social Work》2017,37(3):249-259

Gatekeeping has long been an integral component of what is now referred to as the Implicit Curriculum, or the context in which professional social work education occurs. Despite its long-standing role within social work education, gatekeeping elicits conflict for both individual faculty members and entire programs of social work education. Much of this conflict stems from a failure to identify objective and measurable standards on which to base gatekeeping decisions. This article proposes using the Council on Social Work Education’s core competencies as behaviorally specific standards for remediation/termination and provides suggestions for developing gatekeeping policies inclusive of these competencies.  相似文献   

Comparison of standardized assessment methods: logistics,costs, incentives and use of data     

Natalie Simper  Brian Frank  Jake Kaupp  Nerissa Mulligan  Jill Scott 《Assessment & Evaluation in Higher Education》2019,44(6):821-834

Critical thinking, problem solving and communication are fundamental elements of undergraduate education, but methods for assessing these skills across an institution are susceptible to logistical, motivational and financial issues. Queen’s University conducted two research studies investigating the use of standardised tests to assess cognitive skill development across the institution. Synthesis of results from implementing the Collegiate Learning Assessment (CLA+), the Critical Thinking Assessment Test (CAT), and the HEIghten^TM test found that student test effort was a significant factor, and effort level correlated with performance at r?=?.33. Test incentives were also a significant factor; effort levels for the $25 financial incentive group were one standard deviation higher than effort for the in-class test group. A dedicated computer lab was the preferred option for computer-based testing. A paper-based test was found to be much simpler to administer, but test results were not available for a long time, therefore limiting the usefulness of data. The true cost of tests was greater than the price of the instrument; recruitment, training, proctoring and marking costs need to be included in the calculation. Generally speaking, alignment of test objectives with student or course objectives, and timeliness of data, were key for participation and motivation.  相似文献   

Children’s learning of all the news that’s fit to picture     

Joel R. Levin  Jill K. Berry 《Educational technology research and development : ETR & D》1980,28(3):177-185

It has been shown that pictures greatly facilitate children’s recall of story information, But will they have the same positive effect when the passages to be recalled are more directly educational? In these experiments, both single pictures illustrating the passage’s main idea and a group of pictures, one illustrating each sentence, helped fourth graders recall the illustrated content of newspaper articles.  相似文献   

The use of visual schedules and work systems to increase the on‐task behaviour of students on the autism spectrum in mainstream classrooms          下载免费PDF全文

Libby Macdonald  David Trembath  Jill Ashburner  Debra Costley  Deb Keen 《Journal of Research in Special Educational Needs》2018,18(4):254-266

Apparent differences in executive function can lead to challenges for students on the autism spectrum in mainstream settings. Difficulties with staying on‐task and transitioning between tasks and task elements can interfere with students’ participation in educational activities and lead to stress and anxiety. While the use of visual supports, such as visual schedules and work systems, has been shown to be effective in supporting students to stay on‐task in special education and autism‐specific settings, there is little research to support the use of these strategies by teachers in mainstream classrooms. This study evaluated the use of visual schedules and work systems in supporting four students on the autism spectrum to stay on‐task and work independently in a mainstream setting. These strategies were implemented by teachers as inclusive practices, and evaluated using observations within the natural classroom environment to examine their feasibility in mainstream settings. All participants demonstrated improvements in on‐task behaviours. Results for other, secondary, dependent variables were mixed, with some students showing reduced off‐task behaviours and increased productivity. The implications for clinical practice and future research directions are discussed.  相似文献   

The impact of an online tool for monitoring and regulating learning at university: overconfidence,learning strategy,and personality     

Anique B. H. de Bruin  Ellen M. Kok  Jill Lobbestael  Andries de Grip 《Metacognition and Learning》2017,12(1):21-43

Being overconfident when estimating scores for an upcoming exam is a widespread phenomenon in higher education and presents threats to self-regulated learning and academic performance. The present study sought to investigate how overconfidence and poor monitoring accuracy vary over the length of a college course, and how an intervention consisting of (1) a monitoring exercise and (2) a monitoring and regulation strategy, improves students’ monitoring accuracy and academic performance. Moreover, we investigated how personality factors (i.e., grandiose and vulnerable narcissism, optimism) influence monitoring accuracy. We found that the Monitoring and Regulation Strategy positively influenced monitoring accuracy and exam scores, whereas the Monitoring Exercise that confronted students with their overconfidence protected students against overconfidence in the second exam score prediction but did not affect exam score. The results further revealed that exam score predictions lowered from the start to the end of the course for both poor and high performing students, but still leaving poor performers overconfident and high performers underconfident. Topic knowledge gained in the course did not wash out the Dunning Kruger effect, and results indicate that poor and high performers use different cues when predicting exam scores. Both grandiose and vulnerable narcissism contributed to overconfidence on exam score predictions but not on the Monitoring Exercise. These findings underline the potential of the Monitoring and Regulation Strategy intervention and ask for upscaling it to include measurements of self-regulated learning activities.  相似文献   

The role of the school climate in high school students’ mental health and identity formation: A South Australian study          下载免费PDF全文

Helen Riekie  Jill M. Aldridge  Ernest Afari 《British Educational Research Journal》2017,43(1):95-123

The well‐documented increase in student mental health issues in Australia and growing recognition of the need for education to play a part in students’ identity formation prompted this study. The research reported in this article sought to identify specific elements of the school climate that were likely to influence the interplay of adolescent health and development and students’ identity formation. The aim was two‐fold. First, the study examined the relationships between students’ perceptions of the school climate and self‐reports of wellbeing, resilience and moral identity; and, second, the interrelationships between the three outcome variables were explored. Two surveys, one to assess students’ perceptions of features of the school climate, and another to assess students’ wellbeing, resilience and moral identity, were administered to 618 Year 11 students from 15 independent schools in South Australia. Structural equation modelling was used to investigate hypothesised relationships between students’ perceptions of their school climate and self‐reports of wellbeing, resilience and moral identity. Our results indicated statistically significant and positive relationships between school‐climate factors and each of the three outcome variables. Further, indirect relationships (mediated largely by resilience) were found between school‐climate factors and students’ wellbeing. Our findings could be used to guide schools in building tangible, purposeful environments that engender well‐balanced, positive, resilient citizens with strong moral identities.  相似文献