Promoting self-control of learning     

John R. Baird  Richard T. White 《Instructional Science》1982,11(3):227-247

The process of learning with understanding was investigated by case study of three male students learning genetics at a tertiary college. Five conclusions regarding the process arise from the study. These conclusions are: (1) Learning outcome is determined by decisions made by the learner. These decisions are influenced by learner perceptions and interpretations. (2) Inadequate learning is due to ineffective decision-making. This ineffective decision-making is associated with specific, recurring learning deficiencies. The main types of deficiency, deficient processing tendencies and misconceptions, cause inadequate performance and preclude learning with understanding. A total of seven tendencies was observed. Each learner applied tendencies idiosyncratically. Tendencies also generated particular misconceptions which further inhibited learning. (3) It takes energy to learn with understanding, or to unlearn a misconception. (4) Learners often are unaware of their deficiencies. This lack of awareness generates inappropriate attitudes. (5) Increased learner awareness of the nature and process of learning changes attitudes and procedures. The major implication of this study relates to promoting self-control of learning. It is proposed that improved learning will result from increasing learner awareness of the nature and process of learning, and by training learners in procedures for enhancing self-evaluation and decision-making.  相似文献   

On the supranational spell of PISA in policy     

Jo-Anne Baird  Sandra Johnson  Therese N. Hopfenbeck  Talia Isaacs  Terra Sprague  Gordon Stobart 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):121-138

Abstract

Background: PISA results appear to have a large impact upon government policy. The phenomenon is growing, with more countries taking part in PISA testing and politicians pointing to PISA results as reasons for their reforms.

Purpose: The aims of this research were to depict the policy reactions to PISA across a number of jurisdictions, to see whether they exhibited similar patterns and whether the same reforms were evident.

Sources of evidence: We investigated policy and media reactions to the 2009 and 2012 PISA results in six cases: Canada, China (Shanghai), England, France, Norway and Switzerland. Cases were selected to contrast high-performing jurisdictions (Canada, China) with average performers (England, France, Norway and Switzerland). Countries that had already been well reported on in the literature were excluded (Finland, Germany).

Design and methods: Policy documents, media reports and academic articles in English, French, Mandarin and Norwegian relating to each of the cases were critically evaluated.

Results: A policy reaction of ‘scandalisation’ was evident in four of the six cases; a technique used to motivate change. Five of the six cases showed ‘standards-based reforms’ and two had reforms in line with the ‘ideal-governance’ model. However, these are categorisations: the actual reforms had significant differences across countries. There are chronological problems with the notion that PISA results were causal with regard to policy in some instances. Countries with similar PISA results responded with different policies, reflecting their differing cultural and historical education system trajectories.

Conclusions: The connection between PISA results and policy is not always obvious. The supranational spell of PISA in policy is in the way that PISA results are used as a magic wand in political rhetoric, as though they conjure particular policy choices. This serves as a distraction from the ideological basis for reforms. The same PISA results could motivate a range of different policy solutions.  相似文献   

The laboratory test utilization management toolbox     

Geoffrey Baird 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(2):223-234

Efficiently managing laboratory test utilization requires both ensuring adequate utilization of needed tests in some patients and discouraging superfluous tests in other patients. After the difficult clinical decision is made to define the patients that do and do not need a test, a wealth of interventions are available to the clinician and laboratorian to help guide appropriate utilization. These interventions are collectively referred to here as the utilization management toolbox. Experience has shown that some tools in the toolbox are weak and other are strong, and that tools are most effective when many are used simultaneously. While the outcomes of utilization management studies are not always as concrete as may be desired, what data is available in the literature indicate that strong utilization management interventions are safe and effective measures to improve patient health and reduce waste in an era of increasing financial pressure.  相似文献   

Ensuring Effective Student Support in Higher Education Alleged Plagiarism Cases     

Craig Baird  Patricia Dooey 《Innovative Higher Education》2014,39(5):387-400

Plagiarism and other forms of academic misconduct are matters of great concern at all levels of study worldwide. This is especially so for students in higher education institutions, where higher degrees and publications are key focus activities. Ready access to internet based resources assist academic writing practices. However, the unintentional, or sometimes deliberate, lack of acknowledgment of intellectual property ownership by some students results in plagiarism allegations. In this article we explain how the Business School at Curtin University, Western Australia, currently handles plagiarism accusations; and we propose a model for making the University’s approach more transparent, supportive, and educative for students. We recommend this model to others.  相似文献