时间的价值     

凯瑟琳·桑 《Reading and Writing(初中版)》2010,(6)

  相似文献   

Setting Standards in a Professional Higher Education Course: Defining the Concept of the Minimally Competent Student in Performance-Based Assessment at the Level of Graduation from Medical School     

Katharine Boursicot 《Higher Education Quarterly》2006,60(1):74-90

  相似文献   

Responses to contraction: The University of Hull, 1979–1984     

John Hayward 《Minerva》1988,24(1):74-97

  相似文献   

How European American and Taiwanese Mothers Talk to Their Children About Learning     

Jin Li  Heidi Fung  Roger Bakeman  Katharine Rae  Wanchun Wei 《Child development》2014,85(3):1206-1221

Little cross‐cultural research exists on parental socialization of children's learning beliefs. The current study compared 218 conversations between European American and Taiwanese mothers and children (6–10 years) about good and poor learning. The findings support well‐documented cultural differences in learning beliefs. European Americans mentioned mental activities and positive affect more, whereas Taiwanese mentioned learning virtues and negative affect more. Mothers, especially European American, reciprocated their children's talk about mental activities, learning virtues, and negative affect. Children, especially Taiwanese, reciprocated their mother's talk about positive affect. Mothers invoked more mental activities and positive affect when discussing good learning, but more learning virtues and negative affect when discussing poor learning. These findings reveal a source of cultural differences in beliefs and potential enculturation.  相似文献   

气候变化（英文）     

Katharine Bilsborough 《英语沙龙》2014,(6)

正【阅读难度:】外籍专家解读各行各业你不知道的那些事儿。Pre-reading task1.What are the effects of global warming?2.What do climate analysts feel about the recent changes in the environment?Now,read the article and see if your answers are correct.  相似文献   

Special issue on assessment for learning     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse  Ernest Spencer 《Curriculum Journal》2014,25(4):465-469

  相似文献   

Educational Vouchers under Test   总被引：1，自引：1，他引：0  

Hazel Hagger  Katharine Burn  Trevor Mutton  Sue Brindley 《牛津教育评论》2013,39(2):159-178

The context of this research is one in which teachers are now expected to equip their pupils with the disposition and skills for life‐long learning. It is vital, therefore, that teachers themselves are learners, not only in developing their practice but also in modelling for pupils the process of continual learning. This paper is based on a series of post‐lesson interviews, conducted with 25 student teachers following a one‐year postgraduate course within two well‐established school‐based partnerships of initial teacher training. Its focus is on the approaches that the student teachers take to their own learning. Four interviews, conducted with each student teacher over the course of the year, explored their thinking in relation to planning, conducting and evaluating an observed lesson, and their reflections on the learning that informed, or resulted from, that lesson. The findings suggest that while the student teachers all learn from experience, the nature and extent of that learning varies considerably within a number of different dimensions. We argue that understanding the range of approaches that student teachers take to professional learning will leave teacher educators better equipped to help ensure that new entrants to the profession are both competent teachers and competent professional learners.  相似文献   

Justice for All? Suspension Bans and Restorative Justice Programs in the Los Angeles Unified School District     

Ayesha K. Hashim  Katharine O. Strunk  Tasminda K. Dhaliwal 《Peabody Journal of Education》2018,93(2):174-189

To address disproportionalities in suspensions for students of color, many districts have prohibited schools from suspending students for willful defiance of school authorities and implemented restorative justice programs (RJP) that address student misconduct using alternative conflict resolution practices. However, there is limited evidence on the efficacy of these new policies. This article examines how the Los Angeles Unified School District's (LAUSD) suspension ban and RJP are associated with student suspensions over time, as well as suspensions across different groups of students and schools targeted by these policies. We employ an interrupted time series design using 12 years of studentlevel administrative data from the 2003–2004 to 2014–2015 school years, which allows us to examine trends in student suspensions in LAUSD before and after its suspension ban in 2011–2012 and rollout of restorative justice practices and training to schools in 2014–2015. We find large rates of decline in suspensions in the years following LAUSD's suspension ban relative to the years leading up to the ban, as well as evidence of reduced suspension gaps between frequently disciplined students and their less-disciplined peers. Additionally, we find the district's public identification of schools most in need of continued reform, and provision of restorative justice training to these schools, is associated with further reductions in suspensions. Despite this progress, suspension gaps between black and non-black students, and between special education (SPED) and non-SPED students, still persist in our data, suggesting that districts may need more time and comprehensive strategies to fully resolve these inequities.  相似文献   

Traditional school subjects versus progressive pedagogy     

Dominic Wyse  Louise Hayward  Steve Higgins  Kay Livingston 《Curriculum Journal》2018,29(3):295-297

  相似文献   

Student Pedagogical Teams: Students as Course Consultants Engaged in Process of Teaching and Learning     

Lorna Hayward  Susan Ventura  Hilary Schuldt  Pamela Donlan 《College Teaching》2018,66(1):37-47

Faculty engage in “pedagogical solitude,” in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as “student pedagogical teams” (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this study explored the experiences of students serving on SPTs, faculty perceptions, and impact on class motivation. Mixed methods design. Two sections of Psychosocial Aspects incorporated SPTs, while two did not. SPTs administered five two-minute papers to obtain feedback shared with faculty at three points during the semester. All sections completed the Motivated Strategies for Learning Questionnaire (MSLQ) pre-/post-semester. SPTs completed midterm and final reflections, and faculty reflected after each SPT-faculty meeting. Results confirmed serving on SPTs gave students a voice, increased motivation, appreciation for the complexity of teaching and respectful communication. Faculty gained a wider perspective on classroom practice. MSLQ results indicated that test anxiety increased U=547, p=.00, α2 =0.05 for the control groups. Intrinsic value was higher for the experienced instructor U=150, p=.04, α2 =0.05; and self-regulation was greater for the experimental sections U=664, p=.03, α2 =0.05. Using SPTs, faculty can establish classroom environments that facilitate students' internal motivation, active learning, and ultimately their intellectual development.  相似文献