Editors’ Choice paper prize     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse 《Curriculum Journal》2013,24(4):557-558

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Editorial     

Kay Livingston 《欧洲师范教育杂志》2016,39(2):145-146

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Blood, sweat, and TEARS: 50 years of technology implementation obstacles   总被引：3，自引：1，他引：2  

Wesley P. Leggett  Kay A. Persichitte 《TechTrends》1998,43(3):33-36

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Assessment in an era of empowerment     

Kay M. McClenney 《Assessment Update》1993,5(1):1-6

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Developing a comprehensive metric for assessing discussion board effectiveness   总被引：1，自引：0，他引：1  

Robin H. Kay 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):761-783

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Developing leadership in higher education: perspectives from the USA,the UK and Australia     

Kay Hempsall 《Journal of Higher Education Policy & Management》2014,36(4):383-394

It is broadly acknowledged that leaders in the twenty-first century are required to navigate an increasingly complex landscape and that the types of challenges individuals and organisations face in the knowledge era require the capacity to adapt and respond to continual fluctuations and change. Outcomes from previous leadership research, combined with the perspectives of colleagues and observation over the past decade, prompted concern that leadership in higher education (HE) institutions was, in the main, not demonstrating the level of readiness or capability to effectively respond to the challenges embodied in the transition to the knowledge era. In seeking to establish how well founded this concern was, this study, supported by a Peter Karmel International Travel Grant, investigated leadership development thinking, programmes and practices within the HE sector in the United States of America and the United Kingdom, and explored how this applies within the Australian context. A number of themes emerged that support the idea that the work of leadership will ideally be based on relationships rather than the ‘command and control’ models of the past and on distributed leadership processes and practices throughout the organisation.  相似文献   

A Subtlety,or the Marvelous Sugar Baby     

Kay Larson 《Curator: The Museum Journal》2014,57(4):505-511

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Instructional Tasks and the Development of Student Capacity to Think and Reason: An Analysis of the Relationship between Teaching and Learning in a Reform Mathematics Project     

Mary Kay Stein  Suzanne Lane 《Educational Research and Evaluation》2013,19(1):50-80

Abstract

In the present study the relationship between teaching and learning was examined using a conceptual framework that links dimensions of instructional tasks with gains in student learning outcomes. The greatest student gains on a performance assessment consisting of tasks that require high levels of mathematical thinking and reasoning were related to the use of instructional tasks that engaged students in the “doing of mathematics” or the use of procedures with connections to meaning. In addition, student performance gains were greater for those sites whose tasks were both set up and implemented to encourage the use of multiple solution strategies, multiple representations, and explanations. Whereas, student performance gains were relatively small for those sites whose tasks tended to be both set up and implemented in a procedural manner and that required a single solution strategy, single representations, and little or no mathematical communication.  相似文献   

Distance Education Research Literacy Begins with the Literature     

Kay Shattuck 《The American journal of distance education》2020,34(3)

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Information transformation Africa: Indigenous knowledge – Securing space in the knowledge society     

Kay Raseroka   《International Information and Library Review》2008,40(4):243

This paper reflects on factors that need to be considered for establishment of an equitable knowledge society that will secure the Indigenous Knowledge space. While information communication technology facilitates the capture of a predominantly oral-based indigenous knowledge, its contribution to exploitative approaches to information access, also encourages the development of such knowledge as a commodity for competitive advantage, a factor that requires serious consideration. The basis for this consideration should be the World Summit on the information Society (WSIS) Principles which provide the promise of equitable access to information as a base for creation of the knowledge society through ethically grounded information use and sharing.  相似文献