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31.
Shaun Michael Burns Larry H. Ludlow 《Journal of Personnel Evaluation in Education》2005,18(2):127-138
Institutions of higher learning employ compulsory attendance policies with the expectation that these mandates enhance students' academic performance and perceptions of course quality. However, numerous empirical investigations demonstrate equivocal and often contradictory findings regarding the relationship between attendance and various markers of student achievement. The present investigation extends this research by exploring the utility of student ratings of the need to attend class in predicting their perceptions of teaching excellence after controlling for class size, instructor availability, and small-group interactions. As hypothesized, ratings of the need to attend predicted excellence while accounting for a significant 5.3% of the variance. Discussion and conclusions highlight the utility of class attendance in understanding students' evaluations of teaching and course quality. 相似文献
32.
Kelly E. Matthews Shaun Belward Carmel Coady Leanne Rylands Vilma Simbag 《高等教育研究与发展》2016,35(3):545-559
Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed. 相似文献
33.
Eve Mayes Amanda Keddie Julianne Moss Shaun Rawolle Louise Paatsch Merinda Kelly 《Educational Philosophy and Theory》2019,51(4):391-403
Inequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political questions of the relation between particular human bodies and the earth. In this article, we question: What might it do to rethink the concept of educational inequalities beyond human relations, from within a specific geographical territory? We seek to rethink inequalities including but exceeding these human relations; we argue that inequalities between humans, and between humans and the more-than-human, are materially generated and perpetuated. We offer three theoretical trajectories that consider the affective, spatial and material dimensions of inequality to rethink the relations between inequality, deindustrialisation and schooling. Educational research is implicated in the (re)production of inequalities, as well as having the potential to be part of the production of more equitable relations. 相似文献
34.
Justin J. Couchman Noelle E. Miller Shaun J. Zmuda Kathryn Feather Tina Schwartzmeyer 《Metacognition and Learning》2016,11(2):171-185
Students often gauge their performance before and after an exam, usually in the form of rough grade estimates or general feelings. Are these estimates accurate? Should they form the basis for decisions about study time, test-taking strategies, revisions, subject mastery, or even general competence? In two studies, undergraduates took a real multiple-choice exam, described their general beliefs and feelings, tracked their performance for each question, and noted any revisions or possible revisions. Beliefs formed after the exams were poor predictors of performance. In contrast, real-time metacognitive monitoring – measured by confidence ratings for each individual question – accurately predicted performance and were a much better decisional guide. Measuring metacognitive monitoring also allowed us to examine the process of revising an answer. Should a test-taker rely on their first choice or revise in the face of uncertainty? Experience seems to show that first instincts are correct. The decision-making literature calls this the first-instinct fallacy, based on extensive analysis of revisions, and recommends revising more. However, whereas revisions have been analyzed in great detail, previous studies did not analyze the efficacy of sticking with an original choice. We found that both revising and sticking resulted in significantly more correct than incorrect outcomes, with real-time metacognition predicting when each was most appropriate. 相似文献
35.
Traditional theories of the “looking glass self” and “social mirroring” assume that people's views of their own group reflect the societal view. Crocker and colleagues (Crocker, J., Luhtanen, R., Blaine, B., & Brodnax, S. (1994). Collective self-esteem and psychological well-being among white, black, and Asian college students. Personality and Social Psychology Bulletin, 20, 503–513), however, found ethnic group differences in the extent to which private and public views correspond. We report data from two studies that further examine this correspondence in (a) a sample of first- and second-generation Black immigrants and (b) samples of first- and second-generation Asian/Pacific Islander, Black, Latino, and White immigrants. Study 1 shows significant shifts for Black immigrants, from a high correlation between public and private regard in the first generation to a non-significant relationship in the second generation. Study 2 replicates the findings for the Black sample and shows different patterns of association for the other three groups. It also shows that endorsement of multiculturalism moderates the relationship between public and private regard among first generation Black and Latino immigrants. We discuss these results in terms of managing the negative value associated with one's group in society and consider immigration as a site for studying social change. 相似文献
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Shaun Gallagher 《Educational Philosophy and Theory》2014,46(6):600-609
AbstractI argue for a broad education in narratives as a way to address several problems found in moral psychology and social cognition. First, an education in narratives will address a common problem of narrowness or lack of diversity, shared by virtue ethics and the simulation theory of social cognition. Secondly, it also solves the ‘starting problem’ involved in the simulation approach. These discussions also relate directly to theories of empathy with special significance given to situational empathy. 相似文献
38.
Shaun L. Gabbidon George E. Higgins Favian Martin 《Journal of Criminal Justice Education》2013,24(2):165-180
This research explored the perceptions of members (N = 454) from two national criminology/criminal justice organizations regarding the significance of book publications and publishing peer‐reviewed journal articles for tenure and promotion. The research revealed the sentiment that journal article publications were perceived to be important publications when it came to promotion to both the associate and full professor ranks. More specifically, white faculty, those employed at research institutions, held a doctorate, and had considerable journal article publications, felt peer‐reviewed articles were important for tenure and promotion. The authors close by arguing that tenure and promotion committees should be open to book publications. 相似文献
39.
Shaun McQuitty 《Structural equation modeling》2013,20(3):244-252
LISREL 8 invokes a ridge option when maximum likelihood or generalized least squares are used to estimate a structural equation model with a nonpositive definite covariance or correlation matrix. The implications of the ridge option for model fit statistics, parameter estimates, and standard errors are explored through the use of 2 examples. The results indicate that maximum likelihood estimates are quite stable with the ridge option, though fit statistics and standard errors vary considerably and therefore cannot be trusted. As a result of these findings, the application of the ridge method to structural equation models is not recommended. 相似文献
40.
Drawing on 435 telephone interviews in Australia and 498 in New Zealand, this paper investigates the ‘demand’ side of e-government. That is, we examine the use of and support for e-government measures. Whilst respondents were generally supportive of e-government on a number of measures, we find that the majority were reluctant to use some of the more sophisticated ‘transactional’ e-government measures, and less than half had even visited a government website. High users of information and communications technologies (ICT) were more likely to use e-government measures, and are more positive towards e-government in general across several measures. Similar to a number of U.S. studies, we find a ‘digital divide,’ where older age, and less education were associated with lower ICT and e-government use and support. Income level was not a statistically significant predictor in all cases however, and gender was not significant for e-government support. 相似文献