Virtual concerns: restrictions of the Internet as a learning environment     

Neil Selwyn 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(1):69-71

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A developing case study: A collaborative longitudinal experience of school change research     

Brenda Cherednichenko  Neil Hooley  Wes James  Tony Kruger  Denise Lawson  Rod Moore  Jane Partridge  Craig Tyson 《The Australian Educational Researcher》1999,26(3):57-71

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From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development   总被引：2，自引：0，他引：2  

Rupert Wegerif  Neil Mercer  Lyn Dawes 《Learning and Instruction》1999,9(6):593

This study explores the theory that individual reasoning ability, as measured using standard reasoning tests, has part of its origin in dialogue with others. In the study, 64 eight- and nine-year-old children were taught the use of ‘exploratory talk’, a type of talk in which joint reasoning is made explicit. The relationship between the talk of the children and the solving of Raven's test problems was studied using discourse analysis of groups working together. The findings of the study support four claims: that use of exploratory talk can improve group reasoning, that exploratory talk can be taught, that the teaching of exploratory talk can successfully transfer between educational contexts and that individual results on a standard non-verbal reasoning test significantly improved as a result of the intervention teaching exploratory talk. Our results offer support for the hypothesis that experience of social reasoning can improve scores on measures of individual reasoning. The stronger hypothesis that general cognitive development is a product of induction into social reasoning remains in doubt.  相似文献   

Approaches to Learning across Cultures: The role of assessment     

Neil Baumgart  Christine Halse 《Assessment in Education: Principles, Policy & Practice》1999,6(3):321-339

In the context of a broader research study on the intercultural understanding of teachers in Australia, Japan and Thailand, this paper focuses on approaches to learning and the role of assessment in shaping such approaches. Popular contrasts portray Asian learners as compliant and favouring rote memorisation and Western learners as independent and favouring deep, conceptual learning. Yet Asian students frequently outperform their Western counterparts in competitive tests purported to measure higher cognitive skills. Biggs and his associates have challenged the stereotypical view of Asian students as rote learners as a Western misperception. But data from the present cross-cultural study suggest it is more than a Western misperception, being shared by teachers in Japan and Thailand. With this background, this paper then explores the role of assessment through an analysis of examination papers in the three countries at the high stakes, year 12 level. This analysis of the ways in which knowledge and comprehension are assessed identifies different practices across cultures but not ones corresponding to the rhetoric on contrasting approaches to learning. Rather it concludes that assessment tasks classified superficially as comprehension can be approached through memorisation and conversely, those often classified as memorisation can require careful reading, thought and interpretation, while drawing from an extensive knowledge base. A shared understanding of the nature of assessment tasks in different cultures thus has the potential to dissolve the demarcation of culturally embedded learning styles and to enhance deep learning grounded in specialist knowledge for scholars, be they students or teachers, in all cultures.  相似文献   

Predicting teacher referrals of emotionally disturbed children     

Neil H. Schwartz  James N. Wolfe  Richard Cassar 《Psychology in the schools》1997,34(1):51-61

The degree to which teachers' perceptions of a student can be distorted by characteristics indigenous to teachers, as well as students, were investigated to determine whether teachers would initiate a referral for special education. Sixty-five teachers volunteered for participation. Twenty-seven of them were experienced, having had their own classrooms in a public school. Thirty-eight were preservice student teachers who had not yet had their own classrooms. Teachers were evaluated to have had either an internal or external locus of control and were judged to have had either a high or low opinion of self according to either of two separate scales. After viewing two video tapes of two elementary-aged students (one student was severely emotionally disturbed [SED] and the other non-SED), teachers rated the children on several child characteristics and referral questions. Results revealed that the locus of control and self-esteem of teachers, in conjunction with teaching experience and a child's characteristics, can predict teachers' inclinations to refer children. Findings point to the need to place greater care in the initiation of referrals. © 1997 John Wiley & Sons, Inc.  相似文献   

An Ancient Philosophical Perspective     

Neil B. Marks 《Decision Sciences Journal of Innovative Education》2009,7(2):343-344

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Exploring primary pupils’ experiences and understandings of ‘e-safety’     

Sue Cranmer  Neil Selwyn  John Potter 《Education and Information Technologies》2009,14(2):127-142

This paper examines the experiences and understandings of primary (K6) school pupils with regards to managing issues of risk and safety during their everyday use of information and communication technologies (ICTs). The paper is based on survey and interview data with pupils aged 7 to 11 years old in five English primary schools (n = 612). Analysis of these data shows that whilst most pupils recognised a general need to be mindful of ICT-related risks and dangers, their actual experiences of risk tended to be described in terms of operational problems encountered when using ICTs. Conversely, pupils’ understandings of potential risk were often based upon exaggerated fears deriving from a number of moral panics relating to child safety. These data suggest that official notions of ‘e-safety’ remain abstract and poorly understood concepts for many children. In considering what implications these data have for the ongoing ‘e-safety’ agenda in UK schools the paper concludes by suggesting three possible areas of change: (1) re-orientating the topic and tone of the official discourses surrounding e-safety; (2) increasing pedagogical interventions in primary schools aiming at enhancing pupils’ critical literacy skills; and (3) establishing a meaningful and sustained dialogue between pupils, teachers and parents about safety and risk when using ICTs.  相似文献   

Developing a framework for critical science agency through case study in a conceptual physics context     

Sreyashi Jhumki Basu  Angela Calabrese Barton  Neil Clairmont  Donya Locke 《Cultural Studies of Science Education》2009,4(2):345-371

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Punishment and Forgiveness: A Phenomenological Analysis of Archetypal Leadership Patterns and the Implications for Educational Practice     

Neil Remington Abramson  Yaroslav Senyshyn 《Interchange》2009,40(4):373-402

Archetypal psychology suggests the possibility of a punishment archetype representing the unconscious preferences of human beings as a species about what constitutes appropriate ways for leaders (students, teachers and educational leaders) to correct followers who do harm to others. Mythological analysis compared God’s process of punishment, in the Abraham myth, with the theories of Scheler (1973), Kierkegaard (1987) and modern management theory about punishment. While modern theory focused on a contingent tit-for-tat relationship between doing harm and reprisal for it, God used punishment and forgiveness to reestablish effective moral relationships between the harm-doer and the harmed persons. God always forgave harm done to himself, and generally punished harm done to others but then forgave unilaterally, without waiting for Abraham to improve. If students and educators are unconsciously predisposed to expect that punishment is a long term educational activity intended to allow the harm-doer to atone, repent and re-establish effective working relationships with harmed persons, then the focus of modern punishment theory on intimidation will be ineffective and generate unconscious resistance.  相似文献   

The Social effects of the Australian Higher Education Contribution Scheme (HECS)     

Gary Neil Marks 《Higher Education》2009,57(1):71-84

Australia’s Higher Education Contribution Scheme (HECS) is an income contingent loan scheme, in which university students pay back part of the costs of their tuition after their post-university income reaches a certain threshold, is an important policy innovation for the financing of higher education. However, its critics claim that HECS increases socioeconomic inequalities in higher education and the HECS debt reduces the ability of young people to make the transitions to adulthood. This paper investigates these claims. There is no evidence that socioeconomic inequalities in higher education in Australia increased after the implementation of HECS in 1989 or the 1997 reforms. The magnitude of the HECS debt was found to have a negative impact on the transition to parenthood, but had no negative impacts on other transitions to adulthood: leaving the parental home, marriage and home ownership. Its effects on parenthood were moderate compared to other influences, such as full-time work in the previous year, marriage and being in a de facto relationship. Furthermore, only a small proportion of young people who attended university have large enough HECS debts for it to affect their fertility decisions.

Gary Neil MarksEmail: URL: http://www.melbourneinstitute.com/people/gmarks/

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