Experts,knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education     

Neil Harrison  Kathy Luckett 《Teaching in Higher Education》2019,24(3):259-271

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Do parents choose and value quality child care in New Zealand?     

Shanee J. Barraclough  Anne B. Smith 《International Journal of Early Years Education》1996,4(1):5-26

The mechanism of parent choice is sometimes viewed as a way of improving the quality of child care centres. This study looks at whether parent choice is constrained by family variables such as socio‐economic status, education and family income and to what extent parents do select quality. The sample for the present study included 100 child care centres catering for under two year old children from around New Zealand. The quality of each centre was assessed using two measures, a checklist (the Abbott‐Shim Assessment Profile) and an interval observational procedure focusing on child‐staff interactions (the Howes/Melhuish Observational Schedule). Two under two year‐olds from each centre were observed for 100 minutes and their parents filled in a questionnaire about their satisfaction with the child care centre. The study showed modest correlations (‐.18 to .27) between socio‐economic status, education and family income and the Abbott‐Shim Assessment Profile but none with observations of child/staff interactions. Eighty‐six per cent of parents in the study said that this centre was their first choice and ratings of quality were highly positive. Yet for most measures there were zero correlations between research‐based measures of quality and parent satisfaction. Qualitative data showed that there was some overlap between the criteria which parents mentioned as the ‘best’ or ‘worst’ things and criteria incorporated into research methods. Parents, however, were concerned about cost, location and convenience which were not part of the research measures. Comments on centres which were of high quality and low quality made by parents and early childhood trained researchers were compared.

Parents were much more positive and uncritical in their comments than researchers. It was concluded that many parents make passive choices of centres rather than actively choosing between alternatives and that many do not have knowledge or awareness of specific aspects of quality to look for. It was concluded that parent choice is not currently a viable means of controlling quality and that policy makers need to look to other mechanisms.  相似文献   

Effects of Re-Using a Conceptual Examination Question in Physics     

Manjula?D.?SharmaEmail author  Ian?M.?Sefton  Martyn?Cole  Aaron?Whymark  Rosemary?M.?Millar  Andrew?Smith 《Research in Science Education》2005,35(4):447-469

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Getting in,getting on: fragility in student and graduate identity     

Sally Smith  David Hunter  Emilia Sobolewska 《高等教育研究与发展》2019,38(5):1046-1060

ABSTRACT

Over a period of three years this longitudinal study explored new approaches to consider student identity during the transition from university to employment. Students were followed through a new portfolio-based final year course and beyond university into the workplace. With universities increasingly recognising the employment aspirations of their students, facilitating self-awareness of graduate attributes and the development of employability skills are becoming integral to the higher education proposition; however the impact of employability initiatives is not well understood. The aim of the study was to examine changes in self-identification through the development of a portfolio of work using Holmes’ Claim Affirmation Model of Emergent Identity as the conceptual framework. Data were collected through student questionnaires and graduate interviews. The study uncovered the ways in which role models, developmental networks, and imaginings of a possible self were used in identity work. A fragile reconstruction of identity was observed as graduates faced the labour market, with this fragility continuing to be experienced while navigating an uncertain work landscape. We used these findings to allow us to refine Holmes’ Model by (a) adding a dynamic element and (b) grounding it on longitudinal data.  相似文献   

Maternal sensitivity and patterns of infant-mother attachment   总被引：2，自引：0，他引：2  

P B Smith  D R Pederson 《Child development》1988,59(4):1097-1101

48 12-month-old infants and their mothers were videotaped in the Ainsworth Strange Situation. Each infant-mother dyad was also filmed for 3 min while the mother completed a questionnaire and the infant was left to explore the room devoid of toys, a situation in which maternal compliance with the request to complete the questionnaire was expected to compete with attentional demands made on her by the infant. Infant-mother attachment was classified as secure, anxious-avoidant, or anxious-resistant on the basis of behavior in the Strange Situation. Assessment of maternal sensitivity during the questionnaire situation included behaviors classified as reflecting appropriate, insufficient, and intrusive responses to infant cues. 3 summary measures of maternal sensitivity, each of which distinguished between mothers of securely and anxiously attached infants in 1-way analysis of variance tests, were entered into a discriminant function analysis. Using the discriminant function coefficients for combining the maternal sensitivity scores, 94% of the infants were correctly classified as securely or anxiously attached on the basis of their mothers' behavior in the questionnaire situation.  相似文献   

Integrating technology in a field-based teacher training program: The PT3@ASU project   总被引：4，自引：0，他引：4  

Thomas Brush  Krista Glazewski  Kathy Rutowski  Kimberly Berg  Charlotte Stromfors  Maria Hernandez Van-Nest  Laura Stock  Jean Sutton 《Educational technology research and development : ETR & D》2003,51(1):57-72

The Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications?  相似文献   

A preliminary description of nonschool-based friendship in young high-risk children     

Maureen C. Smith 《Child abuse & neglect》1995,19(12)

This study explored friendships in a sample of 51 high-risk preschool-aged children. Thirty-eight children were placed in foster care (25 placed with their siblings and 13 separated from their siblings). Thirteen children, receiving preventive services, were living at home with their biological parents and siblings. Chi-square, ANOVA, and paired t-tests were used to test for between-group and within-subject differences in the target children's friendships. The results demonstrated that the majority of the high-risk children had a “best friend.” However, the foster children all had friends who could be described as quasi-siblings. The results suggest that foster care placement and the presence of siblings may influence the nature of a child's interactions with nonrelated peers.  相似文献   

>OFSTED: inspecting schools and improvement through inspection     

Peter Matthews  George Smith 《Cambridge Journal of Education》1995,25(1):23-34

Approximately one‐third of all maintained secondary schools in England, and a smaller tranche of nursery, primary and special schools, were inspected under the arrangements set out in Section 9 of the 1992 Education (Schools) Act by the end of 1994. This article reviews some aspects of quality assurance in the national inspection system in England. It looks in particular at the improvement of inspection and at improvement through inspection. Continuous improvement of the inspection system reflects feedback from key stakeholders, as well as work by OFSTED to incorporate new developments. Improvement through inspection, broadly defined, has to cover both what occurs at the individual school level and in the system at large as a result of inspection. We argue that an effective inspection system can provide a powerful incentive for, as well as directly contributing to, school improvement and development  相似文献   

Toward a procedure for minimizing and detecting false positive diagnoses of learning disability     

H S Adelman  B A Lauber  P Nelson  D C Smith 《Journal of learning disabilities》1989,22(4):234-244

Assessment procedures that can significantly enhance motivation to perform are needed so that poor performance due to low or avoidance motivation is not misdiagnosed as indicating ability deficits or as symptomatic of learning disabilities (LD). In this connection, research is under way to investigate the degree to which a highly motivating computer game learning task can improve differential diagnoses of LD. Findings from the initial investigation indicate that a large proportion of students diagnosed as LD were able to learn effectively when pursuing such a task. The results illustrate the key role motivation plays in determining the validity of diagnostic assessment and demonstrate the potential value of similar tasks for use in differentiating, from among individuals diagnosed as LD, those who do not have impaired learning processes.  相似文献   

Multimedia systems: A review and report of a pilot project     

M. Daniel Smith  Morton Schagrin  L. Eugene Poorman 《Educational technology research and development : ETR & D》1967,15(4):345-369

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