Evaluating academic development in the higher education sector: academic developers’ reflections on using a toolkit resource     

Jennie Winter  Rebecca Turner  Lucy Spowart  Reema Muneer  Pauline Kneale 《高等教育研究与发展》2017,36(7):1503-1514

The professionalisation of teaching is of increasing importance in UK higher education due to converging processes including the proliferation of managerialism, increasing quality agendas and changes to student fee structures. These have brought into sharp relief the need for greater understanding of how quality teaching evolves in university settings. One key element of this involves academic development and its impacts on teaching and learning. Current literature suggests that a plethora of ideas, frameworks and instruments claiming best practice exist but that take-up of these is inconsistent. This prompted a UK national research project which produced an evidence-based toolkit for evaluating academic development. As part of the toolkit augmentation, academic development representatives from across the sector were asked to create, review and test uniquely tailored evaluation instruments. These instruments were then piloted on university teachers who had participated in teaching-related continuing professional development activities. This paper reports on these individuals’ reflections of using the toolkit. It suggests that academic developers are interested in evaluating the impact of their work on teachers, students and on the wider institutional culture but that confidence and expertise varies. Using the toolkit generated ‘traditional’ evaluation data including satisfaction with the development activity and changes to lecturers’ conceptions and behaviours. However, it also prompted critical discussions around current evaluation practice. This included the need for transformational reform of institutional culture to support links between evaluation and good standing; and making explicit the thorny issue of evidencing student learning. This paper will be of interest to those with an interest or responsibility for evaluating teaching in higher education. The paper offers an important contribution to the international literature at a time when global higher education is faced with questions about teaching, learning and quality. Evaluation, and how to do it well, is timely and important business.  相似文献   

II. DEVELOPMENT OF ADOPTED CHILDREN WITH HISTORIES OF EARLY ADVERSITY     

Femmie Juffer  Jesús Palacios  Lucy Le Mare  Edmund J. S. Sonuga‐Barke  Wendy Tieman  Marian J. Bakermans‐Kranenburg  Panayiota Vorria  Marinus H. van IJzendoorn  Frank C. Verhulst 《Monographs of the Society for Research in Child Development》2011,76(4):31-61

This chapter first presents a review of research on the development of adopted children, focusing on meta‐analytic evidence and highlighting comparisons between adopted children with and without histories of early adversity. Some methodological issues arising from this literature are considered as well. Second, 7 longitudinal studies of adopted children's development are described, and the convergence of findings across the longitudinal studies and with the cross‐sectionally based meta‐analytic evidence is discussed. Third, the role of the adoptive family in supporting adopted children's development is explored.  相似文献   

Jump Up     

Lucy  杨晓娟 《小学生导刊(中年级)》2011,(5)

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Master or Servant?: A student's view     

Lucy Gamage 《Health information and libraries journal》1986,3(4):224-225

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Project ISLA: A space/time/full-text/format search and retrieval system designed by end users     

Leta Hunt  Project Manager/Librarian of the ISLA project  Lucy S. Wegner  Director 《The Journal of Academic Librarianship》1996,22(6):440-449

This article discusses the role of end users in the design of a multi-format digital library project (ISLA) being developed at the University of Southern California Library for the study of the Los Angeles region. ISLA focuses on the specific needs of cross-disciplinary research involving large urban regions.  相似文献   

The Australian higher education quality assurance framework     

Mahsood Shah  Lucy Jarzabkowski 《Perspectives: Policy and Practice in Higher Education》2013,17(3):96-106

The Australian government initiated a review of higher education in 2008. One of the outcomes of the review was the formation of a national regulator, the Tertiary Education Quality and Standards Agency (TEQSA), with responsibilities to: register all higher education providers, accredit the courses of the non self-accrediting providers, assure quality against externally set standards and reduce risk by monitoring institutional performance on various measures. One of the key changes in Australian higher education quality assurance is the shift from a ‘fitness-for-purpose’ approach to quality assurance to a compliance-driven approach using an externally developed set of standards monitored by the national regulator, which has legislated powers to place sanctions on universities and other providers for non-compliance. This article outlines the new framework introduced by the government and analyses its limitations in assuring and improving quality in core and support areas. It cautions universities against being dominated by TEQSA's compliance agenda. Rather, it encourages the development and maintenance of shared governance principles and strong internal quality improvement processes along with the establishment of an outcomes focus, which will stand the test of external compliance auditing while allowing the institution to pursue its own educational objectives. The article is based on the authors’ experience and reflection on external, improvement-led quality audits in Australia over the past decade compared with the present compliance-oriented audits now required for institutional registration and ongoing accreditation.  相似文献   

UNEQUAL SCHOOLING IN ALASKA     

Mrs. Laura Bergt  Mrs. Lucy Brenwick 《Equity & Excellence in Education》2013,46(5):60-62

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Developing a student-led school mental health strategy     

Cathy Atkinson  George Thomas  Natasha Goodhall  Laura Barker  Isabella Healey  Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.  相似文献   

Book reviews     

Lucy Robertson  Jenny Feinmenn  Amanda Claydon  Martin Miles  Lyndsey Blair  Naomi Burgess 《Educational Psychology in Practice》2008,24(3):269-278

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Factors influencing adaptation from university to employment in Portugal and Brazil     

Soares  Joana  do Céu Taveira  Maria  de Oliveira  Marina Cardoso  Oliveira  Íris Martins  Melo-Silva  Lucy Leal 《International Journal for Educational and Vocational Guidance》2021,21(3):507-529

International Journal for Educational and Vocational Guidance - The career adaptation model helps to explain the process of transitioning from university to employment among college students. This...  相似文献