Netskills and the current state of beliefs and practices in student learning: an assessment and recommendations     

Liam Murray  Triona Hourigan  Catherine Jeanneau  Dominic Chappell 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(3):425-438

This article analyses data from over 1000 student questionnaires dealing with how students currently use the web to support their learning. It discusses student understanding, needs, and expectations of the web and the overwhelming perception that the web now forms an integral part of their study and research practices. However, these practices require greater definition and refinement for and by the student. Evidence from some teaching staff is compared with that from students for validation purposes and has also revealed striking differences in perception and attitudes between the two groups. We identify specific needs on the part of most students in our survey who require greater guidance and study skills when using the web. These “Netskills” are described and recommendations are made concerning their acquisition and future development by students who are demanding that such skills become part of their own learning strategies.  相似文献   

ACADEMIC ATTITUDES TOWARDS BASIC HIGHER EDUCATION     

Jan‐Erik Lane 《Higher Education in Europe》1982,7(2):25-39

  相似文献   

The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument   总被引：1，自引：0，他引：1  

Suzanne Lane 《Educational Measurement》1993,12(2):16-23

How can you align instruction, learning, and assessment in an educationally sound way? How can you define and measure competence in mathematics? What areas of competence do you need to specify and how? How can one evaluate the validity and consequences of using a particular assessment instrument or technique?  相似文献   

The impact of individual forms of childhood maltreatment on health behavior   总被引：2，自引：0，他引：2  

Rodgers CS  Lang AJ  Laffaye C  Satz LE  Dresselhaus TR  Stein MB 《Child abuse & neglect》2004,28(5):575-586

OBJECTIVE: This study examines the unique contribution of five types of maltreatment (sexual abuse, physical abuse, emotional abuse, physical neglect, emotional neglect) to adult health behaviors as well as the additive impact of exposure to different types of childhood maltreatment. METHOD: Two hundred and twenty-one women recruited from a VA primary care clinic completed questionnaires assessing exposure to childhood trauma and adult health behaviors. Regression models were used to test the relationship between childhood maltreatment and adult health behaviors. RESULTS: Sexual and physical abuse appear to predict a number of adverse outcomes; when other types of maltreatment are controlled, however, sexual abuse and physical abuse do not predict as many poor outcomes. In addition, sexual, physical, and emotional abuse and emotional neglect in childhood were all related to different adult health behaviors. The more types of childhood maltreatment participants were exposed to the more likely they were to have problems with substance use and risky sexual behaviors in adulthood. IMPLICATIONS: The results indicate that it is important to assess a broad maltreatment history rather than trying to relate specific types of abuse to particular adverse health behaviors or health outcomes.  相似文献   

Measuring quality in universities: An approach to weighting research productivity   总被引：1，自引：0，他引：1  

Murray Print  John Hattie 《Higher Education》1997,33(4):453-469

The aim of the study is to demonstrate, via the use of the discipline of Education, a procedure to identify and weight the importance of various indicators of research productivity which in turn have become significant components in determining quality within and between universities. The methodology allows for the identification of indicators that are most important, and ascertains if there are differences among academics as to the relative weighting of the various research indicators.Highly valued indicators of research productivity amongst the Education academics were refereed journal articles, peer reviewed books, and major competitive research grants. Refereeing was critical in the determination of quality in research productivity, and the findings generalized across many academics regardless of their own personal productivity. It is recommended that the methodology can serve to determine the tacit weights that academics within and across disciplines attach to various research products. At least, this method makes academics and administrators aware of the weightings they are actually using when making decisions about the quality of academic departments.  相似文献   

Embedding Interventions to Promote Self-Determination within Multitiered Systems of Supports     

Karrie A. Shogren  Michael L. Wehmeyer  Kathleen L. Lane 《Exceptionality》2016,24(4):213-224

Schools are increasingly exploring the implementation of multitiered systems of support. This article reviews the literature pertaining to efforts to promote self-determination to provide initial direction as to how interventions and supports to promote self-determination could be implemented within a tiered framework. The intent is to provide direction to the field on how such an approach can engage all students—including students with and without disabilities—in their learning across the lifespan to promote positive school and postschool outcomes. Specifically, we review interventions and supports that have been described in the literature pertaining to self-determination, organizing our review and analysis around the traditional three-tier approach. Implications for future research and development to promote the universal applicability of self-determination are discussed.  相似文献   

Making sense of technology in educational leadership programs     

Kay D. Woelfel  Kent Murray  Alice Hambright 《TechTrends》2004,48(5):29-33

Conclusion Identify standards, align curricula, support technology—these are the three strategies that bring clarity to the process. As technology changes, the standards, curricula and support must change. ACTIVStudio, interactive whiteboards and cyber diaries are not just buzzwords — they are the new language of technology. The Citadel School of Education is paying attention — making sense of the challenge of keeping current technology in educational leadership programs. She is a former teacher and school administrator and currently teaches graduate courses, including microcomputers and school management, to aspiring administrators. Ms. Alice B. Hambright, a former public school teacher.  相似文献   

Mega‐planning in Population     

Sarah C. Clark  Margo Murray 《Performance Improvement Quarterly》2005,18(3):17-25

ABSTRACT Clark and Murray examine the six Critical Performance Factors for Mega planning in an example drawn from the five‐year history of the population program of a major west coast philanthropy. In this article, the authors describe the salience and scope of the population issue as it is relates to other global trends; the steps the foundation took to “scope” the program and establish measurable impacts. It rates performance against the critical factors, then looks at some specific country impacts five years later. This analysis will be incorporated into the plan revision. Summary and What Next Indications are that our funding and the work of the grantees are having good impact in the country programs. Systematic, comprehensive reviews involving outside/inside experts, quantitative and qualitative data will be completed in all five country programs by mid‐2005. Also in 2005, the Board will work with staff and outside experts to examine the results of grant making and review and discuss our long term, overall approach. Much has changed since 1998. We will review those changes and see if any longer term shifts in funding emphasis will be appropriate. This effort to refresh our strategic thinking will allow us to revise, as appropriate, the stated missions of the population work, its assumptions, and how it fits into the overall work and goals of the Foundation.  相似文献   

REIMERS,Fernando, and McGINN,Noel. 1997. Informed Dialogue: Using Research to Shape Educational Policy Around the World     

Thomas  R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):269-270

International Review of Education -  相似文献   

“I'm just not that great at science”: Science self-efficacy in arts and communication students     

Eileen McBride  W. Wyatt Oswald  Lindsey A. Beck  Amy Vashlishan Murray 《科学教学研究杂志》2020,57(4):597-622

Research in science education confirms the importance of self-efficacy in students' persistence and success in the sciences. The current study examined the role of science self-efficacy in nonspecialist, arts and communication-oriented students encountering science in a general education context. Participants (N = 275) completed a beginning- and end-of-semester survey including a Science Self-Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open-ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self-efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self-efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self-efficacy, and achieved similar grades to their White/Non-Hispanic and US resident classmates. Contrary to expectations, science self-efficacy did not predict performance in the class. However, students' self-reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student-centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self-efficacy and student success in this unique, general education science environment.  相似文献