Anatomy In The Antipodes     

Helen MacDonald 《Metascience》2008,17(3):449-452

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Architecture for kids: Deinstitutionalizing the design of child-care centers     

Donald MacDonald 《Early Childhood Education Journal》1990,17(4):4-8

For many of the hundreds of thousands of American children who spend their days in child-care centers, the experience must be much like that of a prisoner on furlough. They're home nights and weekends, but stay the rest of the time in institutional environments designed to confine them safely and keep them under constant surveillance. The typical center is a large partitionable space built around a core of kitchen and bathroom facilities with proportions scaled to adults, small outside play areas, and interiors laid out to promote orderliness instead of creative exuberance. Essentially the design is custodial. Little consideration is given to the psychological and educational needs of the children.Donald MacDonald had designed the prototype for a child-care facility which opened at Stanford University in the fall of 1988. He is a registered architect with MacDonald Architects in San Francisco, CA.  相似文献   

Creating a space for student voice in an educational evaluation     

Roseanna Bourke  Jo MacDonald 《International Journal of Research & Method in Education》2018,41(2):156-168

Evaluation research focusing on educational initiatives that impact on the learning and lives of young people must be challenged to incorporate ‘student voice’. In a context of conventional evaluation models of government-led initiatives, student voice is a compelling addition, and challenges the nature of traditional forms of evaluation. It requires a student-first approach where young people actively report on their experiences, rather than being represented by others. This paper presents an evaluation that draws on large-scale ‘student voice’ contribution. Using the context of a mental health programme that was piloted in secondary schools in Aotearoa New Zealand, this paper explores the importance of a student voice agenda in evaluations. More than 2500 students participated through national surveys and an in-depth case study across five school sites. By foregrounding student voice as an evaluation tool, the ethics of student involvement becomes complex. When authentic student ‘data’ can change or challenge official thinking, students’ voice(s) can either be foregrounded or silenced. Commissioned evaluations are often fraught with wider political agendas, but evaluation researchers have a duty to ensure student voice is represented if it is to inform ongoing government policy that impacts on the lives and learning of young people.  相似文献   

Teacher Knowledge and the Disjunction between School Curricula and Teacher Education     

Doune MacDonald  Lisa Hunter  Teresa Carlson  Dawn Penney 《Asia-Pacific Journal of Teacher Education》2002,30(3):259-275

As partners in school curriculum reform, teacher educators have a responsibility to graduate students who are ready to take positions as competent and confident curriculum leaders. However, some curriculum initiatives such as those associated with the introduction of key learning areas in Australia have highlighted the disjunctions between teacher education programmes and contemporary curriculum documents. This article will explore the disjunctions from two perspectives: firstly, by examining the organisation of knowledge in schools and universities, and secondly, by presenting data from a school-based evaluation of the Health and Physical Education key learning area syllabus. The article conclude by raising implications for teacher education and the future organisation of knowledge.  相似文献   

Robinson Crusoe and the Island of Despair: heroic metaphors and contradiction in leading for social justice     

Katrina MacDonald 《Journal of educational administration and history》2019,51(2):133-148

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Delayed matching-to-successive-samples in pigeons: Short-term memory for item and order information     

Suzanne E. MacDonald 《Learning & behavior》1993,21(1):59-67

Short-term memory for order information in pigeons was explored by using a delayed matching-to-successive-samples task (DMTSS). Experiment 1 indicated that pigeons can accurately report the order of two successively presented samples. Experiments 2, 3 and 4 specifically addressed the representation of order information in short-term memory. Experiment 2 showed that when the duration of the first sample (S1) was very long, or when the duration of the second sample (S2) was very short, order errors increased relative to baseline (S1 and S2 of equal duration), suggesting that memory strength plays an important role in the discrimination of order. The possibility that strength information is necessary for accurate DMTSS performance was tested in Experiments 3 and 4. Pigeons continued to match accurately when memory strength and order were uncorrelated.  相似文献   

“It Takes a Village”: On UX Librarianship and Building UX Capacity in Libraries     

Craig M. MacDonald 《图书馆管理杂志》2017,57(2):194-214

With growing interest in applying user experience (UX) methods to improve library interfaces, spaces, and services, it is critical to gain a deeper understanding of the organizational factors influencing libraries' adoption and incorporation of UX expertise. This article reports the results of semi-structured interviews with 16 UX librarians and focuses on how the positions were created, the benefits they have brought to their library, their biggest challenges, and the extent that their work is understood throughout the library. The article concludes with a preliminary model of library UX maturity and six critical directions for the future of UX librarianship.  相似文献   

Parental influences on primary school children's mathematics achievement: insights from the Longitudinal Study of Australian Children     

Colin Carmichael  Amy MacDonald 《Education 3-13》2016,44(2):197-211

Results from international mathematics tests are focussing the attention of national leaders on the learning of mathematics in the primary years. With this attention, comes the need to explore the factors that contribute to and impede this learning. Though much of this focus is on classroom practices, it is timely to examine the important influence that parents have on their children's achievement. This paper reports on a secondary analysis of data from a large longitudinal study in Australia; in particular, the effectiveness of Australian parents’ involvement in their children's homework. The results suggest that the actual help with homework has, on average, a negative effect on children's achievement even after controlling for earlier achievement. Significantly, however, the other types of involvement, such as provision of a good home environment, have positive effects on achievement. The implications of these findings are also discussed.  相似文献   

Middle school classroom predictors of science persistence     

Shelagh A. Gallagher 《科学教学研究杂志》1994,31(7):721-734

Very little research has been conducted to determine whether instructional practices experienced by young adolescents have lasting effects that can be connected to persistence in the study of science years later. The current study examined the question of whether variables associated with middle school classroom practices and instructional emphasis would contribute to a prediction of science course placement in the 11th grade. A LISREL analysis was performed to create a model that ties middle school classroom experiences to later course placement. Variables associated with a holistic approach to science and with clarity of presentation were retained in the final model.  相似文献   

Part One Graduate student perspectives on the development of electronic portfolios     

Laurie MacDonald  Peilin Liu  Kay Lowell  Howard Tsai  Linda Lohr 《TechTrends》2004,48(3):52-55

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