Editorial     

Margot Pearson  Linda Hort  Pam Roberts  Gerlese A˚kerlind  Mandy Lupton  Chris Trevitt 《高等教育研究与发展》2003,22(3):235-236

As the incoming editorial team we would like to introduce ourselves to our readers. We are looking forward to doing all we can to further the high standard of the journal and its relevance as an international forum for sharing research and scholarship on teaching, learning and curriculum, and the conditions and policy environment of higher education that impinge on academic work. In an effort to ensure that our processes are efficient and transparent, we have revised the Notes to Contributors, which you will find on the back page. Next year the journal goes to four issues which will together form a somewhat larger volume, but will mean that each issue is smaller. The intent is to publish more frequently so that relevance and currency is enhanced. For this reason we will need to put more stress on observing the general rule that papers are to be 5000–7000 words in length. We are also committed to a more rapid turnaround time for submitted papers and have been working to streamline our management systems with the help of our able administrator, Karen Sanecki.  相似文献   

Development of a Measure to Assess Youth Self-reported Experiences of Activity Settings (SEAS)     

Gillian King  Beata Batorowicz  Patty Rigby  Margot McMain-Klein  Laura Thompson  Madhu Pinto 《International Journal of Disability, Development & Education》2014,61(1):44-66

There is a need for psychometrically sound measures of youth experiences of community/home leisure activity settings. The 22-item Self-Reported Experiences of Activity Settings (SEAS) captures the following experiences of youth with a Grade 3 level of language comprehension or more: Personal Growth, Psychological Engagement, Social Belonging, Meaningful Interactions, and Choice & Control. Forty-five youth aged 14–23 years (10 with severe disabilities) completed the SEAS in 160 leisure activity settings. The SEAS has good to excellent internal consistency (Cronbach’s alpha from 0.71 to 0.88) and moderate test–retest reliability (mean scale intra-class correlation coefficient = 0.68), as expected due to changes in activity settings over time. The SEAS was able to differentiate various types of activity settings and participation partners. The SEAS can be used to gain greater understanding of situation-specific experiences of youth participating in various types of recreation and leisure activity settings, including youth with different types of disabilities and those without disabilities.  相似文献   

From speed dating to intimacy: methodological change in the evaluation of a writing group     

Agnes Bosanquet  Jayde Cahir  Christa Jacenyik-Trawoger  Margot McNeill 《高等教育研究与发展》2014,33(4):635-648

This paper explores an innovative approach to evaluating the effectiveness of a writing group in an Australian research-intensive university. Traditional qualitative and quantitative methods typically applied in higher-education research may be effective in analysing the output of writing groups; however, they do not always address the affective domain of writing and giving and receiving feedback in a small-group context. The group had previously evaluated its practice with a speed-dating activity, itself an innovative approach designed for efficiency and to take advantage of the size and diversity of the group. The changing membership of the group, from eight to four participants, warranted a methodology appropriate to the intimacy of the group. In this paper, three theoretical frameworks are used to conceptualise the practice of the smaller group: communities of practice, peer mentoring and affect theory. The methodologies of critically reflective practice and memory work described here emerged from these theoretical frameworks.  相似文献   

Development from within academe: Eschewing imperialism,managerialism and missionary zeal?     

Carole Kayrooz  Margot Pearson  Kathleen M. Quinlan 《International Journal for Academic Development》2013,18(2):64-71

Abstract

In the current turbulent environment as we face pressures for efficiency and commercialization, good intentions will not be sufficient. Reflection on what the future holds for us is timely. In this article two case examples of academic development, drawn from the experience of staff at The Australian National University's Centre for Educational Development and Academic Methods, are presented and analysed. A key issue for the field of academic development emerging from this critical examination of the cases is how units and those working in them are positioned in relation to academic colleagues, academic practitioners, and senior officers who are university leaders and managers. Through the case studies and discussion the article explores issues of our location; it concludes that reflection on our models and theories, and critical rethinking of our practice, are essential first steps in deciding on our own professional development.  相似文献   

The Importance of Structure in Providing Uniform Quality in Mentoring/Induction Programs   总被引：1，自引：1，他引：0  

Margot Cameron‐Jones 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):5-8

This case‐study research investigated mentroing interactions at five elementary schools within a district‐wide, state‐mandated induction program. The subjects of the study were five mentor teachers and their five first‐year colleagues. A literal replication of cases described both the objective and subjective features of mentor/first‐year teacher interactions. Typologies were developed to illustrate types of interactions and mentoring styles. Results indicate that school and district administration, in order to facilitate successful mentoring, should develop a formally structured approach to the selection, training and assignment of mentors.  相似文献   

Associations of Resource and Service Utilization, Risk Level, and College Outcomes     

Steven Robbins  Jeff Allen  Alex Casillas  Adaeze Akamigbo  Margot Saltonstall  Rebecca Campbell  Eileen Mahoney  Paul Gore 《Research in higher education》2009,50(1):101-118

We tracked resource and service utilizations and first-year college outcomes for the entering first-year class (n = 1,534) at a traditional 4-year postsecondary institution. We grouped specific resources and services offered by the institution into four general categories (academic services, social resources, recreational resources, and advising sessions). We investigated the interrelation of risk, resource and service utilization, and first-year GPA and retention. We found that utilization of each resource/service category was positively associated with GPA and/or retention. Of particular interest, we tested whether the associations of resource and service utilization and outcomes were moderated by risk. We found that the associations of academic services and advising sessions with GPA were more pronounced for higher-risk students. We discuss the implications of the findings, including how the differential associations of resource and service utilizations and outcomes can affect intervention decisions with high-risk students. This research was a collaborative project between ACT and NAU. Steven Robbins, Jeff Allen, Alex Casillas, and Adaeze Akamigbo are members of ACT Research. Margot Saltonstall is Assessment Coordinator, Enrollment Management and Student Affairs, Rebecca Campbell is Associate Professor of Educational Psychology, and Eileen Mahoney is Director of the Gateway Student Success Center, all at Northern Arizona University. Paul Gore is Associate Professor of Educational Psychology at the University of Utah and former director of the Career Transitions Research Department at ACT.  相似文献   

A nurturing and problem-solving approach for abuse-prone mothers     

Margot Breton M.S.W.  Anna Welbourn M.S.W.  Dip.S.W.  Jessie Watters M.S.S. 《Child abuse & neglect》1981,5(4):475-480

This paper reports on a series of treatment programs for abuse-prone mothers. The basic premise was that abusive mothers could not nurture their children because they had never been nurtured themselves. Therefore, the first requisite was that they be given to without being asked to give back. Hairdressing was chosen as a socially acceptable way to touch, and thus physically nurture adults, as it is considered neither infantile nor sexually questionable. The first group demonstrated that this type of nurturing was helpful in creating a prosocial support network for isolated mothers. However, when problem-solving activity was substituted for nurturing in an attempt to foster the mothers' coping skills, the group disintegrated. The second group was designed to maintain the nurturing element while using group-generated crises to teach problem-solving skills. Findings from the third and fourth groups confirmed the value of this combination, as it did the importance of providing support to staff (professionals and volunteers) in their work with people whose needs are “like bottomless pits” [3]. Expert consultation on the effective use of the small group process to meet these needs was also established as necessary.  相似文献   

Narrative, Imaginary Play, Art, and Self: Intersecting Worlds     

Jiryung Ahn  Margot Filipenko 《Early Childhood Education Journal》2007,34(4):279-289

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Student Perceptions of the Way that they are Supervised during Work Experience: an instrument and some findings     

Margot Cameron‐Jones  Paul O'Hara 《Assessment & Evaluation in Higher Education》1999,24(1):91-103

This paper is intended as a contribution to the debate and evaluation activity which in the UK is following Dearing's recommendation that more work experience should be provided for more higher education students. The paper gives an instrument for researching students’ perceptions of the roles their workplace supervisors play. Two surveys using the instrument and involving a total of 669 students on different courses in the field of teacher education are reported. In the surveys, the responses of many students suggested that they had received ‘good’ (i.e. theoretically desirable) supervision in the workplace but this was not the case for all students. There were for example clear differences across courses and, in addition, the course whose students appeared to have experienced the least desirable kind of supervision subsequently suffered the highest rate of student drop‐out. In contrast, students who had apparently received the ‘best’ kind of workplace supervision tended to be happier with their workplace experience as a whole. In discussing the findings, the paper draws attention to their limitations, pointing out that much more needs to be known about the work experience which is offered to HE students across the disciplines and across the country. The paper suggests that specific as well as general instruments will probably need to be developed for researching this and suggests that, since it is general, the instrument described in the paper might be useful to other HE researchers who wish to evaluate their students’ work experience. The paper concludes by situating the increasing interest in work experience for higher education students in the wider context in which links between ‘work’ and ‘education’ are becoming increasingly blurred.  相似文献   

Primo on the Go: A Usability Study of the Primo Mobile Interface     

Annis Lee Adams  Margot Hanson 《Journal of Web Librarianship》2020,14(1-2):1-27

Abstract

Primo Analytics from two campuses of the California State University system has revealed that a dramatically low proportion of Primo searches originate from mobile devices. The current study focuses on usability concerns as one area that may be preventing students from searching the Primo mobile interface. The sample for this study includes students from two campuses with a variety of experience with library instruction and searching the library’s discovery system. Participants were given the same set of six common academic tasks to complete. Both mobile and desktop participants found three tasks relatively easy to complete. When there were differences in completion rates between the mobile and desktop users, the desktop users were overall more successful. No task was consistently difficult for desktop users to complete, while mobile users found two of the tasks very challenging to complete. Based on the findings, the authors make recommendations for improving the experience of mobile users.  相似文献