Assessment for Learning: capturing the interest of diverse students on an academic writing module in postgraduate vocational education     

P. Strauss  S. Mooney 《Teaching in Higher Education》2017,22(3):288-303

This article discusses the complexities surrounding the teaching of a critical thinking and academic writing module on a vocational postgraduate programme. Students enrolled on this programme are strongly industry focused and often fail to see the relevance of such a module, despite the fact that most are international students with English as their second language. Obtaining student buy in has been challenging, and initial feedback from students and discipline lecturers was disappointing. However, this frustration was the trigger for an innovative approach that adopted assessment design as the starting point in the restructuring of the module. The approach is based on the principles underpinning Assessment for Learning. Taking varied student interests and backgrounds into account was crucial in the restructuring and has led to a marked improvement in both the attitude and engagement of students.  相似文献   

Toward Integration: From Quantitative Biology to Mathbio-Biomath?     

Pat Marsteller  Lisette de Pillis  Ann Findley  Karl Joplin  John Pelesko  Karen Nelson  Katerina Thompson  David Usher  Joseph Watkins 《CBE life sciences education》2010,9(3):165-171

In response to the call of BIO2010 for integrating quantitative skills into undergraduate biology education, 30 Howard Hughes Medical Institute (HHMI) Program Directors at the 2006 HHMI Program Directors Meeting established a consortium to investigate, implement, develop, and disseminate best practices resulting from the integration of math and biology. With the assistance of an HHMI-funded mini-grant, led by Karl Joplin of East Tennessee State University, and support in institutional HHMI grants at Emory and University of Delaware, these institutions held a series of summer institutes and workshops to document progress toward and address the challenges of implementing a more quantitative approach to undergraduate biology education. This report summarizes the results of the four summer institutes (2007–2010). The group developed four draft white papers, a wiki site, and a listserv. One major outcome of these meetings is this issue of CBE—Life Sciences Education, which resulted from proposals at our 2008 meeting and a January 2009 planning session. Many of the papers in this issue emerged from or were influenced by these meetings.  相似文献   

Impairment of teacher efficiency during extended sessions of test correction     

Joseph Klein  Liat Pat El 《欧洲师范教育杂志》2003,26(3):379-392

SUMMARY The relationship between monotonous work, mental fatigue, and reduction in efficiency has been discussed at length in the literature. This paper examines a theory, based on the interactions revealed in those studies, that uninterrupted examination of a large number of tests over an extended period of time, leads to inconsistency in grading. Three specialists judged typed compositions of seventh-grade pupils, and independently awarded the grade of 80% to 31 papers. These compositions were submitted to 60 female teachers. Each teacher received all 31 papers, stacked in one of three different, randomly arranged sequences. The subjects, unaware of the earlier review, were asked to read the compositions in one sitting and in the order in which they were stacked, and to assign a grade. There was no communication between teachers in the project with regard to the task. The variable found to contribute significantly to the grading pattern was the order in which the essays were arranged. The first tests received lower grades, on average, than those awarded by the specialists. As the teachers worked their way through the stack, the grades gradually rose, and eventually exceeded those given by the specialists. The discrepancy between the mean evaluation of the first papers and last papers in the pile was approximately 10%. Teacher seniority and other variables tested did not contribute significantly to the process.  相似文献   

The International Career Association Network: A survey of career associations     

Pat Nellor Wickwire 《Journal of Career Development》1989,15(4):213-220

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Paradise Restored: The significance of coincidence in some children's books     

Pat Pinsent 《Children‘s Literature in Education》1989,20(2):103-110

Pat Pinsent is a Principal Lecturer in English at the Roehampton Institute, London, where she teaches children's literature to undergraduates as well as courses on language and literacy for in-service teachers.  相似文献   

Who Pays the Price? Sexual Abuse and Education     

Pat Mahony 《Gender and education》1989,1(1):87-91

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Loss of the Sultana and Reminiscences of Survivors     

Pat Browne 《Journal of American culture (Malden, Mass. : 2003)》2006,29(1):75-75

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Normative Sportpädagogik     

B. G. Strauss 《Sportwissenschaft》1990,20(2):223-226

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BASIC UBRARY SKILLS: A CHOICE OF LEARNING MEDIA     

Pat Wisher 《Learning, Media and Technology》1977,3(4):114-116

The paper describes an attempt to provide students with a choice of learning media with which to absorb basic library skills. We were interested in seeing whether students particularly favoured one medium rather than another, and also, from the point of view of our Media Services section, we were concerned with comparing the various formats with regard to their effectiveness in communicating this particular information  相似文献   

Education, Democracy and the Public Interest     

Pat White 《Journal of Philosophy of Education》1971,5(1):7-28

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