Quality and Equity in Australian Universities: Contradictions and Challenges     

Janice Reid  Jane Barker  Kate Murphy 《高等教育研究与发展》1995,14(2):233-243

There is no apparent relationshipd bettwen the outcome of 1993 CQAHE quality ratings and universities’ standing on several measures of equity performance. Further, there is no relationship between the overall quality ratings and the content of universities’ submissions referring to equity issues.  相似文献   

Formatively assessing prospective teachers’ skills in leading mathematics discussions     

Shaughnessy  Meghan  Garcia  Nicole M.  O’Neill  Michaela Krug  Selling  Sarah Kate  Willis  Amber T.  Wilkes  Charles E.  Salazar  Sabrina Bobsin  Ball  Deborah Loewenberg 《Educational Studies in Mathematics》2021,108(3):451-472

Educational Studies in Mathematics - Mathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years,...  相似文献   

The murder of children by fathers in the context of child abuse   总被引：2，自引：0，他引：2  

Cavanagh K  Dobash RE  Dobash RP 《Child abuse & neglect》2007,31(7):731-746

OBJECTIVE: This study examined the backgrounds of fathers who fatally abuse their children and the contexts within which these homicides occur. The type of relationship between victim, perpetrator, and the victim's mother was a particular interest. METHODS: Data were gathered from 26 cases of fatal child abuse perpetrated by fathers derived from the wider Murder in Britain study. Quantitative and qualitative data were collected from extensive prison case files of men serving life sentences for child murder. RESULTS: This was a group of undereducated, underemployed men with significant criminal histories. All except one victim had been subjected to previous violence by the offender, almost three-quarter of whom had also perpetrated violence against their intimate partners (the child's birth mother). Many men had unreasonable expectations and low tolerance levels of normal childhood behaviors, and many appeared jealous and resentful of these young children. All 26 victims were under 4 years of age. Sixty-two percent of the offenders were stepfathers and in only four cases was the perpetrator a birth father married to the birth mother. Stepfathers had more disrupted and disadvantaged backgrounds and experiences than birth fathers. CONCLUSIONS: Findings suggest that fathers who perpetrate fatal child abuse have a propensity to use violence against children in their care and intimate partners, raising questions about the gender dynamics and generational boundaries operating in these families. The nature and type of intimate relationship (whether married or cohabiting) and fathering relationship (whether birth or de facto) were important differentiating factors in these homicides as well as characteristics of the offender. PRACTICE IMPLICATIONS: Professionals working in child protection strive to provide effective services to children and families, ever vigilant to the possibility of the death of a child as a consequence of an assault. By and large, fathers (either biological or de facto) as the perpetrators of such assaults have received minimal attention in both policy and practice. Findings from this study suggest that practitioners need to be cognizant of men's attitudes towards and expectations of fathering (particularly stepfathering) which may present increased levels of risk to both children and intimate partners.  相似文献   

RLG and PCC: An Interview with Karen Smith-Yoshimura*     

Karen Smith-Yoshimura  Kate Harcourt 《Cataloging & classification quarterly》2020,58(3-4):217-220

Abstract

It is important to remember that there were two bibliographic networks, OCLC and the Research Libraries Information Network (RLIN), which together with the Library of Congress enabled the sharing of bibliographic and authority records amongst PCC members. Karen Smith-Yoshimura was active in the early years of the Program for Cooperative Cataloging (PCC) representing RLIN. In this interview with Smith-Yoshimura in the summer of 2019, Joan Schuitema poses five questions which provide an opportunity for Smith-Yoshimura to share her memories about her participation in PCC prior to RLG’s merger with OCLC.  相似文献   

Nesta Pain     

Kate Terkanian  Hugh Chignell 《Media History》2020,26(1):20-33

The ‘cultural translator’ is an individual who expresses the essence of entanglement in their career choices, moving between genres, media, or nations. This article suggests that the BBC producer and writer, Nesta Pain, was such an individual. Over the course of her career, Pain not only wrote and produced radio features and radio dramas but was also a successful journalist and author. She translated her experience in radio production onto the stage and on television by exploiting the different possibilities offered by these visual media—all evidence of her transmedial cultural translation. Further adding to the transgressive nature of her career, was her place as a woman in male-dominated radio production arenas.  相似文献   

Fostering Peer Dialogic Engagement in Science Classrooms with an Educational Videogame     

Zuiker  Steven J.  Anderson  Kate T. 《Research in Science Education》2019,51(2):865-889

This study examines the design and enactment of a secondary physics unit on electromagnetism. The unit used an educational videogame to support peer dialogic engagement in a Singapore secondary school by engaging learners with qualitative physics phenomena. As an example of game-based learning, the unit includes activities and resources that organize a recurring progression of playing and interacting around science that we term play-centered cycles. We incorporate two complementary, qualitative analyses to consider how a recurring progression of playing with and talking about science-mediated peer dialogic engagement across two separate classes. Findings demonstrate that peer dialogic engagement occurred within each play-centered cycle for both classes but that the nature of such engagement varied across cycles and student teams. Additionally, comparative case analyses of focal teams’ peer dialogic engagement illuminate how the design of play-centered cycles productively supported play and learning while also highlighting emerging tensions for sustaining dialogic engagement. Findings underscore the plausibility of this approach to fostering science learning by articulating two principles for designing science learning environments that can guide ongoing efforts to enlist videogames and play in the service of talking about and learning science.

  相似文献   

The use of questions to scaffold narrative coherence and cohesion     

Macarena Silva  Kate Cain 《Journal of Research in Reading》2019,42(1):1-17

We examined the quality of 4‐ to 6‐year‐olds' production of narratives from picture sequences. Children (N = 81) first viewed a narrative picture sequence and then completed the narrative production task in each of two orders: either before or after answering a set of questions about the core elements of the story. Narratives elicited after questions were more coherent than those produced before the questions. In contrast, task order did not influence the cohesion of narratives nor the accuracy of responses to questions. An independent measure of memory was related to the gains in narrative coherence after answering questions. The results are discussed in relation to the role of questions as a guide to the structural elements of a narrative and a scaffold for understanding.  相似文献   

Extending students’ mathematical thinking during whole-group discussions     

Nesrin Cengiz  Kate Kline  Theresa J. Grant 《Journal of Mathematics Teacher Education》2011,14(5):355-374

Studies show that extending students’ mathematical thinking during whole-group discussions is a challenging undertaking. To better understand what extending student thinking looks like and how teachers’ mathematical knowledge for teaching (MKT) supports teachers in their efforts to extend student thinking, the teaching of six experienced elementary school teachers was explored. During group discussions, all six teachers created opportunities for extending student thinking about important mathematical ideas and solution methods. Findings on the nature of these episodes include identification of individual instructional actions and the ways in which teachers’ MKT was connected to these actions.  相似文献   

Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment     

Therese N. Hopfenbeck  Jenny Lenkeit  Yasmine El Masri  Kate Cantrell  Jeanne Ryan  Jo-Anne Baird 《Scandinavian Journal of Educational Research》2018,62(3):333-353

International large-scale assessments are on the rise, with the Programme for International Student Assessment (PISA) seen by many as having strategic prominence in education policy debates. The present article reviews PISA-related English-language peer-reviewed articles from the programme’s first cycle in 2000 to its most current in 2015. Five literature bases were searched, and results were analysed with SPSS. Results map the frequency of publications according to journal, country, and scientific discipline. They also summarise major themes within three identified categories: secondary analysis, policy impact, and critiques. Findings indicated that studies based on the PISA dataset has led to progress in educational research while simultaneously pointing to the need for caution when using this research to inform educational policy.  相似文献   

The Development and Validation of the Perceived Academic Underachievement Scale     

Kate E. Snyder  Jill L. Adelson 《Journal of Experimental Education》2017,85(4):614-628

Academic competence beliefs have been widely studied. However, conceptual and measurement efforts have not yet been directed toward understanding perceived underachievement (feeling that one's accomplishments fall below perceived capability). We conducted two studies in order to develop and examine validity evidence for the Perceived Academic Underachievement Scale (PAUS). Participants were individuals enrolled for credit in at least one post-secondary course. In Study 1, we evaluated content validity and conducted an exploratory factor analysis. In Study 2, we conducted a confirmatory factor analysis and investigated external validity. For both samples, PAUS demonstrated good internal consistency reliability, and items loaded strongly onto a single factor. PAUS was empirically distinct from a range of related constructs. Findings represent preliminary validation evidence.  相似文献