Academic development units and the improvement of teaching     

Ingrid Moses 《Higher Education》1985,14(1):75-100

A survey of those educational development practices which directors of educational (academic) development units in Australia found most effective in their institutions for the improvement of teaching was conducted in late 1983. The responses are presented and discussed.Academic staff are one of the targets of educational development. A series of interviews with 100 academic staff of the University of Queensland at about the same time confirmed that the approaches taken by units for improving teaching are approved of by staff. In particular staff recognised and valued the connection between evaluation and development.The staff development programme at the University of Queensland responded to the expressed needs of staff for specific developmental activities. It is described as one example of a systematic approach to staff development with emphasis on formal workshops/seminar sessions and evaluation of teaching. Practicalities and problems are discussed.This article is derived from an invited paper to the conference, Tertiary Teaching. Techniques for Improvement - The Australian Experience, University of Western Australia, 18 May 1984.  相似文献   

Evaluation of engineering and technology activities in primary schools in terms of learning environment,attitudes and understanding     

Rekha?B.?KoulEmail author  Barry?J.?Fraser  Nicoleta?Maynard  Moses?Tade 《Learning Environments Research》2018,21(2):285-300

Because the importance of science, technology, engineering and mathematics (STEM) education continues to be recognised around the world, we developed and validated an instrument to assess the learning environment and student attitudes in STEM classrooms, with a specific focus on engineering and technology (E&T) activities in primary schools. When a four-scale instrument assessing classroom cooperation and involvement and student enjoyment and career interest was administered to 1095 grade 4–7 students in 36 classes in 10 schools, data analyses supported its factorial validity and reliability. When the new questionnaire and understanding scales were used to evaluate E&T activities, statistically-significant pretest–posttest changes in career interest and understanding (with large effect sizes ranging from 0.70 to 0.81 standard deviations) supported the efficacy of the instructional activities.  相似文献   

The Ontogeny of Social Information Gathering   总被引：4，自引：1，他引：4  

Dare A. Baldwin  Louis J. Moses 《Child development》1996,67(5):1915-1939

When facing the unknown, humans tend to consult others for guidance. This propensity to treat others as information sources has wide-ranging implications, being in part responsible for the breadth and depth of our world knowledge. As yet, little is known concerning when and how young children acquire this important skill. Social referencing and communicative abilities in infancy have been interpreted by many as reflecting precocious social information-seeking ability, but the evidence is far from compelling and equally compatible with an attachment regulation interpretation. While the evidence indicates that infants as young as 12 months are good consumers of social information, it falls well short of demonstrating that they are active seekers of that information. Moreover, genuine social information seeking requires an implicit conception of the knowledge-ignorance distinction, and existing research on children's theories of mind suggests that such a conception is most likely not available in infancy. For these reasons, we argue for a developmental account of social information-gathering ability, one that is consistent with the larger body of evidence concerning sociocognitive abilities in infants and young children.  相似文献   

Supervision of Higher Degree Students — Problem Areas and Possible Solutions     

Ingrid Moses 《高等教育研究与发展》1984,3(2):153-165

Supervision of postgraduate students remains an area of concern to university administration, to supervisors, to student unions and the individual research student. Many studies have examined student dissatisfaction with supervision. However, there is also considerable uneasiness among academic staff about the extent of their supervisory role and functions. In a series of workshops in several tertiary institutions problem areas were discussed with supervisors, both experienced and inexperienced; and practices and strategies were explored which facilitate effective supervision. Those provisions for and approaches to supervision which supervisors have found to be effective are presented and discussed as they apply at the institutional, departmental or individual level.  相似文献   

Opting in and Creating Demand: Why Young People Choose to Teach Mathematics to Each Other     

Tucker-Raymond  Eli  Lewis  Naama  Moses  Maisha  Milner  Chad 《Journal of Science Education and Technology》2016,25(6):1025-1041

Journal of Science Education and Technology - Access to science, technology, engineering, and mathematics fields serves as a key entry point to economic mobility and civic enfranchisement. Such...  相似文献   

Perspectives on the National Curriculum in Primary and Secondary Schools     

Paul Croll  Diana Moses 《Educational studies》1990,16(2):187-198

Data on responses to the National Curriculum were gathered from personal interviews with a sample of 50 primary school head teachers, 304 primary class teachers and 223 secondary heads of department. In the primary schools concern centred around an anticipated increase in the level of assessment and record‐keeping and curriculum documentation. Increased levels of science and technology in the curriculum were also anticipated and these were the areas in which primary teachers felt in greatest need of support. In secondary schools changes were anticipated in individual subject curricula, especially in the fields of science and modem languages. The results suggest that there is great concentration in schools on a few specific areas of concern and that this may be at the expense of wider issues involved in the National Curriculum.  相似文献   

Academic Values And Academic Practice In The New Universities     

Ingrid Moses  Paul Ramsden 《高等教育研究与发展》1992,11(2):101-118

This paper reports some data of an ARC funded study of academic staff in a number of disciplines in colleges of advanced education and universities. Generally, more university than college academics scored high on academic motivation, on teaching‐research synergy and promotion of student independence, with college academics scoring higher on good teaching practice. There are disciplinary differences, too.

Slightly more than an average proportion of staff in the Social Sciences report good teaching practices. They are highly committed to promoting student independence, experience a fairly high level of teaching‐research synergy and have high intrinsic academic motivation. There is large‐scale consensus among Arts staff with university Arts academics scoring highest on promoting student independence, academic motivation, and teaching‐research synergy, and academics in CAE Arts departments scoring highest of all on good teaching practices.

Science staff seem to have different academic values and practices. Their academic motivation is about “average”, and fewer science academics report good teaching practices or practices that promote student independence. In their own work they also experience less teaching‐research synergy. Engineering staff show the lowest academic motivation, least commitment to student independence, experience least teaching‐research synergy, and report below average good teaching practices.

Health Science staff are akin to staff in Arts and Social Sciences in areas concerned with students, e.g. good teaching practices and promotion of student independence. In the areas which tap into their values as academics, e.g. academic motivation and teaching‐research synergy, they seem to be more like science and engineering staff.

Commerce/Law staff were on all aspects somewhere in the middle.  相似文献   

Constructivist tenets applied in ICT-mediated teaching and learning: higher education perspectives     

Moses Kumi Asamoah  Yaw Oheneba-Sakyi 《Africa Education Review》2017,14(3-4):196-211

  相似文献   

Intensity of exercise recovery, blood lactate disappearance, and subsequent swimming performance   总被引：1，自引：0，他引：1  

Greenwood JD  Moses GE  Bernardino FM  Gaesser GA  Weltman A 《Journal of sports sciences》2008,26(1):29-34

The aim of this study was to examine the effects of active versus passive recovery on blood lactate disappearance and subsequent maximal performance in competitive swimmers. Fourteen male swimmers from the University of Virginia swim team (mean age 20.3 years, s= 4.1; stature 1.85 m, s= 2.2; body mass 81.1 kg, s= 5.6) completed a lactate profiling session during which the speed at the lactate threshold (V(LT)), the speed at 50% of the lactate threshold (V(LT.5)), and the speed at 150% of the lactate threshold (V(LT1.5)) were determined. Participants also completed four randomly assigned experimental sessions that consisted of a 200-yard maximal-effort swim followed by 10 min of recovery (passive, V(LT.5), V(LT), V(LT1.5)) and a subsequent 200-yard maximal effort swim. All active recovery sessions resulted in greater lactate disappearance than passive recovery (P < 0.0001 for all comparisons), with the greatest lactate disappearance associated with recovery at V(LT) (P= 0.006 and 0.007 vs. V(LT.5) and V(LT1.5) respectively) [blood lactate disappearance was 2.1 mmol l(-1) (s= 2.0), 6.0 mmol l(-1) (s=2.6), 8.5 mmol l(-1) (s= 1.8), and 6.1 mmol l(-1) (s= 2.5) for passive, V(LT.5), V(LT), and V(LT1.5) respectively]. Active recovery at VLT and V(LT1.5) resulted in faster performance on time trial 2 than passive recovery (P=0.005 and 0.03 respectively); however, only active recovery at V(LT) resulted in improved performance on time trial 2 (TT2) relative to time trial 1 (TT1) [TT2- TT1: passive +1.32 s (s= 0.64), V(LT.5) +1.01 s (s= 0.53), V(LT) -1.67 s (s= 0.26), V(LT1.5) -0.07 s (s = 0.51); P < 0.0001 for V(LT)). In conclusion, active recovery at the speed associated with the lactate threshold resulted in the greatest lactate disappearance and in improved subsequent performance in all 14 swimmers. Our results suggest that coaches should consider incorporating recovery at the speed at the lactate threshold during competition and perhaps during hard training sessions.  相似文献   

Pragmatism, Ideology and Educational Change: The Case of Special Educational Needs     

Paul Croll  & Diana Moses 《British Journal of Educational Studies》1998,46(1):11-25

A major theme of recent debate and policy development in the area of special education is that of inclusion: the placement of all pupils in mainstream schools and the development of curriculum and pedagogy to meet the needs of all. Analysis of national statistical data shows some movement in this direction, but of a slow and very uneven kind. An exploration of the concepts of pragmatism to describe an important aspect of LEA decision making and of ideology to describe an important aspect of pressures for inclusion helps to explain this pattern of development. The paper concludes that both approaches require further systematic empirical data on the outcomes of different patterns of educational provision.  相似文献