Participating in a Collaborative Action Learning Set (CAL): beginning the journey     

Brendan Mccormack  Elizabeth Henderson  Christine Boomer  Ita Collin  David Robinson 《Action Learning: Research and Practice》2008,5(1):5-19

Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few systematic and/or evaluative accounts of the experience of participating in action learning for potential action learning participants to draw upon. This paper attempts to address this agenda. The paper presents an interpretive evaluation of the experience of nurses participating in action learning as the learning strategy underpinning a 3-year emancipatory practice development/practitioner research programme. In particular, the paper focuses on the experience of ‘joining a learning set’. This focus has been adopted as the theory of action learning emphasises the principle of ‘voluntariness’, but yet action learning is increasingly being pre-prescribed as a component of development and research programmes. Such was the case with the programme reported on in this paper. The paper describes an approach used to evaluate learning that was adopted in this programme and in particular the initial evaluation stage that focuses on participants' feelings about joining an action learning set. The data collection and analysis processes are described and the key themes arising from the analysis (‘self-preservation’ versus ‘development of self’) discussed. It is concluded that working with principles of enlightenment is essential to successful action learning and the transformation of workplace cultures.  相似文献   

An Interview with Kenneth A. Kiewra     

Robinson  Daniel H. 《Educational Psychology Review》2021,33(3):1275-1294

Educational Psychology Review -  相似文献   

Piecing Together the Puzzle of Pictorial Representation: How Jigsaw Puzzles Index Metacognitive Development     

Martin J. Doherty  Marina C. Wimmer  Cornelia Gollek  Charlotte Stone  Elizabeth J. Robinson 《Child development》2021,92(1):205-221

Jigsaw puzzles are ubiquitous developmental toys in Western societies, used here to examine the development of metarepresentation. For jigsaw puzzles this entails understanding that individual pieces, when assembled, produce a picture. In Experiment 1, 3- to 5-year-olds (N = 117) completed jigsaw puzzles that were normal, had no picture, or comprised noninterlocking rectangular pieces. Pictorial puzzle completion was associated with mental and graphical metarepresentational task performance. Guide pictures of completed pictorial puzzles were not useful. In Experiment 2, 3- to 4-year-olds (N = 52) completed a simplified task, to choose the correct final piece. Guide-use associated with age and specifically graphical metarepresentation performance. We conclude that the pragmatically natural measure of jigsaw puzzle completion ability demonstrates general and pictorial metarepresentational development at 4 years.  相似文献   

International comparisons of R&D effort: The case of the Canadian pharmaceutical industry     

Kristian S. Palda  Bohumir Pazderka 《Research Policy》1982,11(4):247-259

The Canadian federal government, anxious to stimulate innovation, announced recently a policy objective for the economy: the attainment of industrial research expenditures reaching 1.5 percent of the gross national product. The proposed substantial increase over the current level is rationalized by comparison with economy-wide research intensities (GERD/GNP) in other OECD countries.This paper questions the economic validity and policy relevance of international aggregate comparisons. It argues that inter-country comparisons should take place at individual industry levels where technologies are similar and proposes a methodology for formulating R&D spending targets of this kind. The procedure is to estimate a model of the determinants of R&D intensity with data from several “criterion countries” and employ the results to “predict” a specific industry's research intensity in another country.In this paper such a model is formulated for the pharmaceutical industry of seven OECD countries. Plausible parameter estimates are derived and used to “forecast” the research intensity of the Canadian pharmaceutical industry. It is found that given the predominance of foreign ownership, the nature of patent protection and the level of other relevant variables in Canada, the performance of this sector is much above the OECD-derived standard; this Canadian industry presumably does not require governmental attention to its R&D activities.  相似文献   

Assessing complexity in learning outcomes – a comparison between the SOLO taxonomy and the model of hierarchical complexity     

Kristian Stålne  Sofia Kjellström  Jukka Utriainen 《Assessment & Evaluation in Higher Education》2016,41(7):1033-1048

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Fear of death and physical illness: a personal construct approach     

Robinson PJ  Wood K 《Death education》1983,7(2-3):213-228

The Threat Index, Templer's Death Anxiety Scale, and the Collett-Lester Fear of Death Scale were administered to 100 respondents in an attempt to assess their personal orientation toward death. Each respondent was a member of one of the following groups: people with no known illness; people attending their family physician for a checkup; rheumatoid arthritics; diabetics; or people recently treated for cancer. Hierarchical multiple regression analyses indicated that older respondents were significantly less death anxious, less fearful of their own death, and more integrated (that is, showed less self-death discrepancy) than younger respondents. Further analyses revealed no differences between any of the groups on fear of death or death anxiety, indicating that the current state of an individual's health was not related to his or her death orientation. Instead, correlational and regression analyses suggested that anxiety and fear were much more likely to be influenced by a respondent's level of actualization and, to a lesser extent, level of integration. The expected additive effects of actualization and integration did not emerge, a finding that was at variance with previous research.  相似文献   

What is meant by ‘support’ in higher education? Towards a model of academic and welfare support     

Angela Jacklin  Carol Robinson 《Journal of Research in Special Educational Needs》2007,7(2):114-123

This paper focuses on academic and welfare support for students in higher education, and specifically what makes that support effective. It draws on data from a research project which aimed to explore networks of support for disabled and non‐disabled students. Part of the research focused on the nature and sources of support that were identified as important by students, as well as the kinds of support that were available within the higher education institution (HEI). What emerged as of particular interest was the question, ‘What do we mean by support?’ Drawing mainly on the voices and experiences of the students, perceptions of support were explored and the effects of support on the students’ experience of higher education were considered. Through a focus on more generic support structures as well as support which was specific to individual (disabled) students, the research aimed to understand ‘support’ and its importance from the student perspective.  相似文献   

Towards a Participatory Multimedia Learning Model     

Kristian Kiili 《Education and Information Technologies》2006,11(1):21-32

The purpose of this paper is to present a participatory multimedia learning model that can be used in designing multimedia learning environments that support an active learning process and creative participation. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the learning materials themselves. The aim of the model is to represent the human information processing system and to support the transformation of free cognitive resources into a germane cognitive load needed for knowledge construction. The paper also elaborates on the results of an empirical study examining the effectiveness of student-generated illustrations. Finnish elementary school students (N = 187) learned about the human immune system by interacting with multimedia learning materials. Students performed better on a retention test when they generated their own illustrations by drawing and when explanations were presented as animations, compared to students who received only textual material or generated illustrations from images offered.  相似文献   

Editorial     

Daniel H. Robinson 《Educational Psychology Review》2006,18(2):115-117

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Achieving School Improvement through Challenging and Changing Teachers' Schema   总被引：2，自引：0，他引：2  

Helen S. Timperley  Viviane M.J. Robinson 《Journal of Educational Change》2001,2(4):281-300

The importance of changing teachers' beliefsand practices in school improvement efforts iswell accepted but little empirical work hasbeen reported on the micro-processes involved.In this paper, we use schema theory to examinehow the teachers in three schools changed theirbeliefs about the causes of low academicachievement from external factors, such as theparents' and children's deficits, to internalfactors, such as the contribution of their ownteaching practices. These change processes arecontrasted briefly with those in a fourthschool in which the teachers continued to blameexternal factors. The three conditionsidentified as critical for schema revisionincluded the salience of discrepant data, thepresence of an external agent to assist withthe interpretation of those data, and theavailability of information on alternativepractices.  相似文献