Teacher Education and Teaching Qualit     

Collin Hunter  John Elliot  Elliot Marland  Eileen Eileen 《British Journal of Sociology of Education》1985,6(1):97-116

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Thinking while studying: A process tracing study of distance learners     

Perc Marland  William Patching  Ian Putt 《Distance Education》1992,13(2):193-217

Significant progress has been made in understanding the study orientations of tertiary learners, their processing styles and strategies, and the links between learning approaches and outcomes. Break‐throughs in this area have resulted mainly from research into students' self‐perceptions about how they study. What is not clear is whether, in actual study sessions, students do what they say they do. In other words, the extent to which mere is congruence between their espoused theories about how they study and their theories‐in‐use is not known. In fact, very little is known at all about the actual thought processes of students during study sessions. This paper reports an attempt to trace the moment‐by‐moment thinking of 17 tertiary students as they interact with textual materials in private study settings. All students were enrolled in undergraduate programmes offered in the distance education mode.  相似文献   

Tidy minds,untidy solutions: University organization in Ontario     

J. Percy Smith 《Higher Education》1984,13(5):569-581

In the years 1957–1966 the universities of Canada, as a result of a vast injection of federal funds directly into higher education, appeared to be at the beginning of a long period of development, largely autonomous, and national in scope and outlook. By the late 1960s the provincial governments, motivated partly by what they perceived as an infringement of their constitutional rights, partly no doubt by a sense that they could make better use of the vast sums involved, persuaded the federal government to direct its grants to them. The more populous provinces then found it desirable to develop advisory bodies to counsel the governments on the broader problems of universities, especially fiscal ones. In Ontario the Ontario Council of University Affairs was created for this purpose. It was conceived of as a buffer body to stand between government and universities, serving both. In fact it had no statutory authority. Its advice to the government on the growing financial needs of universities was persistently rejected, while its advice to the universities themselves to develop methods of genuine cooperation and coordination for the sake of the whole system was largely ignored. The Council began to assume a measure of authority, but the Minister was not satisfied with the state of affairs, and in December 1983 she abruptly announced the appointment of a three-man commission to devise a plan for reshaping the university system, including clarifying the role of the Ontario Council on University Affairs. That role is now almost totally unclear.  相似文献   

User Fees in Academic Law Libraries     

Kumar Percy 《Legal Reference Services Quarterly》2013,32(1-2):181-205

Summary

Fees for services in 58 academic law libraries are reviewed using results from a national questionnaire and interviews with law library staff. Five fee-based services were investigated: printing, document delivery, reference services, unaftiliatcd borrowing, and library access. The primary factors intluencing tees include: the reason for the fee, the type of services, geographic location, and whether the law school is private or public. Additional factors include the receptiveness of the student body to the fees and the impact the fee may have on fund-raising. Libraries should consider reevaluating fee policies based on the data presented.  相似文献   

Response to Clandinin and Connelly     

Freetna Elbaz  Perc Marland  Hugh Munby  Charlotte Spafford 《课程研究杂志》2013,45(6):501-509

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A comparison of student thinking in a mathematics and a science classroom     

John Edwards  Perc Marland 《Research in Science Education》1984,14(1):29-38

Conclusion This study represents the second phase of a major research project. Much of the data has confirmed what emerged in the first phase (Marland & Edwards, 1982), particularly the idiosyncratic nature of student functioning and the complexity of the teaching/learning process. In the mathematics and science classrooms studies it appeared that neither was more coercive of student attention or lesson-relevant thinking. However the maths lessons elicited more conscious application of learning processes and more involvement in wider classroom activities, particularly responding to teacher questions. The science lessons involved more interaction with the neighbour and a much greater variety of student mental and physical activity. The Grade 8 students in this study, when compared with the Grade 10 and 11 students from phase one, were much more straightforward in their reactions and interactions, and were much more compliant. The complex deception strategies and involved interpretations and attributions so prevalent with the more senior students were almost completely absent with the Grade 8 students. The size of difference was an unexpected result and appears a fascinating area for future research.  相似文献   

A Biography of Fran?ois Magendie     

Percy M. Dawson 《Journal of the Medical Library Association》1906,4(4):364-377

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Support Staff in Schools. By Vanessa Cooper     

Michael Marland 《Pastoral Care in Education》2007,25(1):43-44

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School Management and Pupil Care     

Michael Marland 《Pastoral Care in Education》2001,19(4):25-34

This paper opens with a debate about the importance of care in education and the author suggests it is not near the heart of current policy. He then explores some of the special challenges for care and this includes a focus on some pupils whose need for care is extra great. He then highlights key aspects of secondary–school management including issues around the curriculum, assessment, the role of pastoral leader, the use of ICT and the use of support staff. He uses his range of experience to critically review developments since his first writing on this topic in the 1970s.  相似文献   

Higher-order units in reading instruction     

Edward C. Caldwell  Don H. Nix  Percy D. Peckham 《Contemporary educational psychology》1981,6(2):127-134

Gibson and her colleagues have presented arguments and evidence suggesting that the most appropriate unit to teach in reading is neither the single letter nor the whole word but a higher-order unit determined from examining grapheme-phoneme correspondences. The present study employed a computer analysis of the most frequently occurring (approximately 18,000) words in the English language. All letter strings from two to seven letters in length (here after called ngrams) were output with all the words in which the ngram appeared printed beneath the ngram. In addition type and token frequencies of each ngram were calculated and printed in separate rank order and alphabetic lists. Preliminary analysis of the consistency of mappings of various ngrams suggests that many are potentially useful for reading instruction. Current research with the computer is designed to extend the preliminary analysis.  相似文献