Encouraging Professional Reflection in Early Education     

Joan Menmuir  Donald Christie 《International Journal of Early Years Education》1999,7(1):61-75

This article examines the use of the Repertory Grid technique derived from personal construct theory as a tool to aid the reflection of teachers and other professional working in Early Education. The main focus of the article is a study of the constructs used to describe children, elicited at the start and again at the end of a module ‘Children's Development and Learning’, which formed part of a continuing professional development postgraduate award in Early Education. Completed grids provided a focus for reflective written commentary and informal group discussion by practitioners. Additional information was obtained by interviews with practitioners after the module had been completed. The approach was evaluated by quantitative and qualitative analysis of the participants' grids using the Rep Grid 2 package and by evaluation of the end of module interviews. The potential of the personal construct approach for supporting professional reflection in general and its particular application in Early Education is then explored.  相似文献   

Why school based assessment is not a universal feature of high stakes assessment systems?     

Iasonas Lamprianou  Thomas Christie 《Educational Assessment, Evaluation and Accountability》2009,21(4):329-345

Accepting that school based assessment may have the potential to bring additional reliability to the assessment outcomes of an educational system, this research uses Generalizability Theory to address the question “why school based assessment is not a universal feature of high stakes assessment systems”? Three major issues are identified: (a) there is a conflict between the psychometric model and classroom assessment practice; (b) different schools are not equally effective; and, (c) teachers’ judgments are frequently accused of being biased. The role of public examination boards is discussed in this context.  相似文献   

‘Please remember we are not all brilliant’: undergraduates’ experiences of an elite,research‐intensive degree at a research‐intensive university     

Susan Howitt  Anna Wilson  Kate Wilson  Pam Roberts 《高等教育研究与发展》2010,29(4):405-420

Undergraduate research experiences are being incorporated into degree programs with increasing frequency. However, there has been little study into their effectiveness in preparing students for research or into the learning gains that students realise from one or more research experiences. We surveyed science students in an elite, research‐based undergraduate degree program at a research‐intensive university. These students complete six research projects during their degree and we aimed to delineate factors that students perceive as leading to either good or bad experiences. Two factors stand out as contributing to a successful research experience: the supervisor, with students reporting both pedagogic and affective benefits of good supervision; and the feeling that they are doing authentic science. Surprisingly, given the research‐intensive nature of this degree, the learning gains students report relate to both an appreciation of what research is like and life skills, such as time management, rather than scientific thinking skills.  相似文献   

Sport,Philosophy, and Good Lives     

Pam R. Sailors 《体育哲学杂志》2013,40(2):311-315

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The recruitment of VET teachers and the failure of policy in England’s further education sector     

Pam Hanley 《Journal of Education & Work》2019,32(2):103-114

England’s further education (FE) sector has been characterised by instability and policy churn for at least three decades during which time reform of vocational education and training (VET) has been piled on top of reform, with few resulting in lasting change. In the context of another ambitious new reform of VET in England, this article reports on a study that examined the chronic difficulties in recruiting teachers of vocational science, engineering and technology (SET) to FE colleges. We argue that these difficulties in recruiting SET teachers reveal persistent weaknesses in policy planning for the English VET sector and help to explain the serial failure of VET policy in England.  相似文献   

Classroom Organisation and Teaching Approaches at Key Stage One: meeting the needs of children with and without additional educational needs in five inner city schools     

Anne West  Jean Hailes  Pam Sammons 《Educational studies》1995,21(1):99-117

This study is based on case studies of five inner city schools and focuses on organisation and teaching approaches used by teachers of Year 2 classes. It also addresses teaching approaches adopted and support for children with ‘additional’ educational needs, operationalised in terms of both special educational needs (not necessarily statemented) and English language needs. Planning was almost universally carried out on a weekly basis, with longer‐term planning also being apparent. Varied responses in relation to teachers’ aims and teaching approaches adopted emerged. These were frequently reported to have changed as a result of the National Curriculum. The majority of teachers reported that they grouped children on the basis of their ability. Children with language needs and with special educational needs were not equally distributed amongst the schools in the study and the support available for these children differed markedly. The findings are discussed in the context of past research and current policy.  相似文献   

The use of virtual reality simulation to improve technical skill in the undergraduate medical imaging student     

Therese Gunn  Lee Jones  Pete Bridge  Pam Rowntree  Lisa Nissen 《Interactive Learning Environments》2018,26(5):613-620

In recent years, simulation has increasingly underpinned the acquisition of pre-clinical skills by undergraduate medical imaging (diagnostic radiography) students. This project aimed to evaluate the impact of an innovative virtual reality (VR) learning environment on the development of technical proficiency by students. The study assessed the technical skills of first year medical imaging students. The learning experience by each student was either via traditional laboratory-based simulation or VR simulation, for two specified anatomical protocols. Following the learning experience, the students performed role-plays and were assessed on their technical proficiency. The type of learning environment, laboratory-based or VR simulation, was recorded for each radiographic procedure, as well as demographic data. Data demonstrated an improved total role-play skill score for those students trained using VR software simulation compared with the total role-play skills score traditional laboratory simulation. Demographic multivariable analysis demonstrated no statistically significant association of age, gender, gaming skills/activity with the outcome. The novel medical imaging VR simulation learning tool facilitated technical skill acquisition, equal to, or slightly better than traditional laboratory training. Ongoing data collection will evaluate the impact this VR software has on the undergraduate medical imaging student.

Abbreviations: QUT: queensland university of technology; VR: virtual reality; SLE: simulated learning environment; PA: posterio-anterior; DP: dorsi-plantar; CP: central point; CR: central ray; SID: source image distance; HWA: health workforce Australia  相似文献   

Experiences of instructors in online learning environments: Identifying and regulating emotions     

Kelley Regan  Anna Evmenova  Pam Baker  Marci Kinas Jerome  Vicky Spencer  Holly Lawson  Terry Werner 《The Internet and Higher Education》2012,15(3):204-212

In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative.  相似文献   

Closing the feedback loop: physics undergraduates’ use of feedback comments on laboratory coursework     

Pam Donovan 《Assessment & Evaluation in Higher Education》2014,39(8):1017-1029

The laboratory notebooks of physics undergraduates taking two second-year practical courses were audited to discover whether they had used feedback comments in their subsequent coursework. Ninety-five per cent of the 37 students on the first course and 100% of the 14 students on the second course whose work was audited had used feedback. The marker’s comments were classified into two groups based on whether they addressed simple (mastery) or complex (developmental) learning outcomes. Mastery comments were more likely to be acted on than developmental comments which aimed to extend students’ skills and understanding to higher levels. This has implications for the use of feedback audit as a quality control process, since the feedback which is most commonly applied by students is not the most valuable for the development of higher order skills. Following reflection on the results for the first course, students taking the second course were given responsibility for checking their peers’ notebooks against preset criteria. Peer checking improved students’ marks but did not eliminate the need for mastery feedback. It is argued that a direct audit of students’ use of feedback is particularly valuable when undertaken by the teacher who provides the feedback.  相似文献   

Understanding Differences in Academic Effectiveness: Practitioners’ Views∗     

Pam Sammons  Sally Thomas  Peter Mortimore  Adrian Walker  Rosemary Cairns  John Bausor 《School Effectiveness & School Improvement》2013,24(3):286-309

As part of a large‐scale study of the ability of 94 secondary schools to promote academic achievement, case studies of six outlier schools were conducted and headteachers (principals) and their deputies were questioned about the processes of effectiveness. The analysis of their responses ‐ grouped by the performance of their school (measured by value added analyses of three years of public examination results) as effective, ineffective or mixed ‐ reveals considerable support for previously cited characteristics of effective schooling. Despite the limitations imposed by a reliance on the use of retrospective accounts, the study takes forward the field of school effectiveness in its search for generalisable findings and coherent theory.

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