Reimagining the place of students in academic development     

Peter Felten  Sophia Abbot  Jordan Kirkwood  Aaron Long  Tanya Lubicz-Nawrocka  Lucy Mercer-Mapstone 《International Journal for Academic Development》2019,24(2):192-203

ABSTRACT

As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creation of conditions that liberate everyone involved in teaching and learning in higher education. We offer four vignettes that illustrate what is possible when students have the opportunity to embrace their essential roles. We conclude by reflecting on the human implications of student agency in academic development and higher education more broadly.  相似文献   

Training the Educational Technologist     

Clive Lawless  Adrian Kirkwood 《British journal of educational technology : journal of the Council for Educational Technology》1976,7(1):54-60

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LISP (Energy) — Some preliminary findings     

Valda Kirkwood  Malcolm Carr  Jane McChesney 《Research in Science Education》1986,16(1):175-183

Conclusion In concluding this tentative account of our research we can note that the research questions about teachers' alternative frameworks and their interaction with the curriculum and with classroom learning by students appear to be extremely important questions for researchers in the area of energy teaching and learning and presumably in wider contexts. There are also implications for science teacher education, both preservice and inservice. It is clearly necessary to address the confusion in both teachers' and students' understandings of energy. We would like to thank Mary and Jack, their Principals, and classes for allowing us to observe their teaching and learning, SERU colleagues for their sustained support and in particular Mark Cosgrove for his editing of this paper's drafts.  相似文献   

Informal STEM: learning with robotics and game design in an urban context     

Kristie J. Newton  Jacqueline Leonard  Alan Buss  Christopher G. Wright  Joy Barnes-Johnson 《Journal of Research on Technology in Education》2020,52(2):129-147

Abstract

This mixed methods study examined how engagement in robotics and game design influenced students’ self-efficacy, STEM attitudes, and computational thinking (CT) skills. Predominantly African-American students engaged in engineering and computer science tasks during informal learning environments. Results revealed students’ self-efficacy scores on computer gaming increased significantly. Focus group data supported these findings, revealing that computer programing was challenging, but students enjoyed the tasks, added elements of culture in some cases, and valued the agency the tasks provided. Focal students were also able to make connections to STEM-related careers. Observational data demonstrated that focal students exhibited substantive CT during robotics and moderate CT during game design. Results support the idea that robotics and game design may be used to broaden underrepresented students’ participation in STEM.  相似文献   

Reporting to parents: Science in the context of the total primary curriculum     

Dr Valda Kirkwood  Dr David Symington 《Research in Science Education》1992,22(1):260-262

What is written in reports to parents can provide insight into the perceptions of teachers of the various areas of the primary school curriculum. This paper reports the first stage of a research project focussing on reports as a guide to teachers' views of the relative importance of, and desired student outcomes in, key areas of the curriculum. Teacher comments in the end-of-the-year reports in one primary school were analysed. Specializations: science education, teacher education. Specializations: science education, teacher education.  相似文献   

Learning at home with information and communication technologies     

Adrian Kirkwood 《Distance Education》2000,21(2):248-259

Digitisation and the convergence of computing and telecommunications have led to a range of information and communication technologies (ICT) that have the potential to transform education. ICT are being used by teachers and learners in conventional universities and colleges as well as in tertiary institutions that serve the needs of distance learners, be they home‐based or in some other off‐campus location. They can enable distance learners to receive and interact with educational materials and resources and to engage with teachers and peers in ways that previously may have been impossible. However, the domestic contexts within which home‐based learners undertake their studies are complex and highly varied and these circumstances impact upon the educational process (Kirkwood 1995).

There is a need to examine not only the nature of the relationships between learners and the technologies, but also the social relationships within the domestic setting. It is important for course designers and developers to consider issues of access to ICT ‐ both quantitative and qualitative ‐ in the homes of their target student audience in order to develop a better understanding of their learners. Significant disparities in access exist, both within and between countries, and these can exacerbate existing educational advantages and inequities. Greater awareness of the diverse environments within which home‐based learning takes place should help inform the planning and design of courses and materials that are appropriate for such varied contexts.  相似文献   

Assessment of aerobic endurance: a comparison between CD-ROM and laboratory-based instruction     

Margaret Kirkwood  Bob Sharp  Giuseppe de Vito  & Myra A Nimmo 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(2):159-172

Traditional approaches to teaching exercise physiology are costly in terms of staff time and consumable expenses. Ethical considerations, large student numbers and availability of technical expertise magnify the delivery problems. In an attempt to overcome these problems, a CD-ROM version of a basic course in exercise physiology was designed and delivered to a group of undergraduate sport and exercise science students. It simulated five tests of aerobic endurance which are traditionally taught using laboratory methods. A controlled experiment was conducted to compare the two delivery methods, as part of an independent, formative evaluation. Although there were equal knowledge gains and the CD-ROM design and content were well rated by students who used it, this approach has engendered less student interaction, commitment to wider reading and in-depth understanding. Tutorials and other approaches designed to promote more active learning are now being introduced to accompany the use of the CD-ROM.  相似文献   

Fostering critical and reflective thinking in an authentic learning situation     

Elizabeth Beavers  Amy Orange  Donna Kirkwood 《Journal of Early Childhood Teacher Education》2017,38(1):3-18

This article describes a research study in which 10 early childhood education students participated in facilitated critical reflection experiences during a 7-week practicum. Students’ critical thinking skills were quantitatively assessed using the Cornell Critical Thinking Test and qualitatively documented through analysis of daily, weekly, and summative reflections. While quantitative results showed no significant changes in measurable critical thinking skills, students’ levels of critical reflection increased when they were provided with regular guidance and appropriate tools. Students were able to demonstrate critical reflection through group discussions and written reflections while engaged in a process consisting of fading levels of structure, thought provoking questions, and meaningful experiences in environments that challenged their preconceived notions and typical practices.  相似文献   

Attentional and executive function behaviours in children with poor working memory   总被引：1，自引：0，他引：1  

Susan E. Gathercole  Tracy P. Alloway  Hannah J. Kirkwood  Julian G. Elliott  Joni Holmes  Kerry A. Hilton 《Learning and individual differences》2008,18(2):1216

The purpose of this study was to explore the profiles of classroom behaviour relating to attention and executive functions in children with very poor working memory, and to test the hypothesis that inattentive behaviour and working memory problems co-occur. Teachers rated problem behaviours of 52 children with low working memory scores aged 5/6 and 9/10 years on teacher rating measures of attention and executive function behaviours. The majority of children with low working memory scores obtained atypically high ratings of cognitive problems/ inattentive symptoms, and were judged to have short attention spans, high levels of distractibility, problems in monitoring the quality of their work, and difficulties in generating new solutions to problems. These results extend previous findings that working memory problems and inattentive behaviour co-occur to a non-clinical sample. It is suggested that reduced working memory capacity may play a causal role in the problem behaviours of these children.  相似文献   

The influence of hip mobility and quadriceps fatigue on sagittal spinal posture and muscle activation in rugby scrum performance     

Joshua D. Clayton  Renata N. Kirkwood 《European Journal of Sport Science》2019,19(5):603-611

Rugby Union scrumming puts the spine under a high degree of loading. The aim of the current study was to determine how sagittal hip range of motion and quadriceps fatigue influence force output, spinal posture, and activation of the trunk and quadriceps muscles in rugby scrumming. Measures of sagittal hip flexion/extension range of motion were collected from 16 male varsity and club first XV level participants. Sagittal spine motion (electromagnetic motion capture), trunk and quadriceps activation (electromyography), and applied horizontal compressive force (force plate) were measured during individual machine scrumming. Participants performed a 5-trial scrum block involving 5?s of contact with 1–2?min recovery between each trial. They then performed a fatiguing protocol (wall sit to failure) and immediately returned to the scrum machine to perform another five trials. Though there was no significant influence of fatigue on the horizontal compressive force applied during contact (P?=?.83), there was a 52% increase in cervical flexion (P?P?P?相似文献