The Use of Evaluation Criteria to Improve Academic Discussion in Cooperative Groups     

Percy Abram  Beth Scarloss  Nicole Holthuis  Elizabeth Cohen  Rachel Lotan  Susan E. Schultz 《Asia Pacific Journal of Education》2002,22(1):16-27

Teachers remark that during Cooperative Learning (CL), the academic nature of the group discussions and the resulting group products can be disappointing. Often, this may be due to a lack of understanding on the students’ part on the elements that make up an exemplary product. This study examined whether clearly articulated evaluation criteria (EC's) would alter the nature of the group's discussion and subsequently improve students’ learning. The groups using the EC spent more time evaluating their products, discussing the content of their unit and task than students not using the evaluation criteria. The evaluative and task‐focused talk at the group level were modestly, yet significantly correlated with individual scores on an essay test following the unit. These findings suggest that the presence of clear and accessible criteria for evaluation can improve the academic nature of group discussions and individual learning gains. The findings provide a practical way to apply current assessment practices to classrooms using CL strategies.  相似文献   

Student and staff perceptions and “the pursuit of excellence” in british higher education     

K. A. Percy  F. W. Salter 《Higher Education》1976,5(4):457-473

This article, using a variety of data from the Rowntree Research Project at the University of Lancaster, attempts to reconstruct student and staff perceptions of the teaching/learning reality of higher education, and in particular their perceptions of excellence. Ambiguities and confusions are noted in staff perceptions of excellence and important differences between staff and students in their perception of teaching/learning realities.It concludes by discussing implications for staff/student communication and for the admission of students to higher education.This article is a shortened and partly rewritten version of a paper of the same title delivered at the Third International Conference on Higher Education, University of Lancaster, September 1975.  相似文献   

Career education that works: an economic analysis using the British Cohort Study     

Elnaz T. Kashefpakdel  Christian Percy 《Journal of Education & Work》2017,30(3):217-234

There is significant policy interest in the issue of young people’s fractured transitions into the labour market. Many scholars and policy-makers believe that changes in the education system and labour market over recent decades have created a complex world for young people; and that this can partly be addressed by enhanced career education while individuals are at school. However, the literature lacks in-depth quantitative analysis making use of longitudinal data. This paper draws on the British Cohort Study 1970 to investigate the link between career talks by external speakers and employment outcomes, and finds some evidence that young people who participated in more career talks at age 14–16 enjoyed a wage premium 10 years later at age 26. The correlation is statistically significant on average across all students who receive talks at age 14–15; but remains the case for 15–16 year olds only if they also described the talks as very helpful.  相似文献   

Examination-Oriented knowledge and value transformation in East Asian Cram Schools   总被引：3，自引：0，他引：3  

Kwok  Percy 《Asia Pacific Education Review》2004,5(1):64-75

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Extracting energy from warm seawater     

Gregg Marland B.S.  Ph.D. 《Endeavour》1978,2(4):165-169

While the phrase energy crisis is widely used in the context of the rising cost and diminishing availability of fossil fuels, there is in fact no lack of energy from alternative sources. The present situation has led to much more intensive investigation of these, which has revealed formidable—but certainly not insuperable—technological and economic obstacles to their exploitation. This article reviews the prospects for generating power on a large scale from the warm surface waters of the ocean, which represent a massive energy storage system.  相似文献   

Demand intensity, market parameters and policy responses towards demand and supply of private supplementary tutoring in China     

Percy Lai Yin Kwok 《Asia Pacific Education Review》2010,11(1):49-58

Based on some longitudinal studies of private tutoring in twelve cities, towns, municipalities and provinces of China, the paper endeavours to depict demand intensity, articulate market parameters and reflect on policy responses towards the demand-supply mechanism of the vast shadowy educational phenomena at primary and secondary levels. Such educational phenomena are so hidden that there is a complete lack of official statistical figures in measuring the full scale of tutoring and identifying tutors in some cases. In Hong Kong and Macao, parents and their schooling children take up responsibilities to consume various types of tutoring without state intervention into quality assurance. In Mainland China, local ministries of education prohibit home tutoring delivered by daytime teachers to their daytime students whilst take a laissez-faire approach towards mass tutorials that run in private business sphere. Lastly, a multi-level societal movement framework is recommended with strategic action plans in school practitioners’ and policy-makers’ perspectives for effectively monitoring or hampering the growth of such shadowy educational phenomena in China.  相似文献   

A Biography of Fran?ois Magendie     

Percy M. Dawson 《Journal of the Medical Library Association》1906,4(1):45-56

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Spaces of teaching and learning: integrating perspectives on research and practice     

Alisa Percy 《高等教育研究与发展》2019,38(2):430-433

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Students' in-class thinking     

P. W. Marland  J. Edwards 《Instructional Science》1986,15(1):75-88

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A critical turn in higher education research: turning the critical lens on the Academic Language and Learning educator     

Alisa Jane Percy 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):881-893

This paper suggests that historical ontology, as one form of reflexive critique, is an instructive research design for making sense of the political and historical constitution of the Academic Language and Learning (ALL) educator in Australian higher education. The ALL educator in this paper refers to those practitioners in the field of ALL, whose ethical agency has largely been taken for granted since their slow and uneven emergence in the latter half of the twentieth century. Using the lens of governmentality, genealogical design and archaeological method, the historical ontology proposed in this paper demonstrates how the ethical remit of the ALL educator to ‘make a difference’ to student learning is not necessarily a unifying construct providing a foundational moral basis for the work, but a contingent historical and political effect of the government of conduct in liberal society. The findings of this approach are not intended to undermine the agency of the ALL educator, but to assist in making sense of the historical conditions that frame and complicate their institutional intelligibility as ethical agents in the academy.  相似文献