Faculty Perceptions of ACRL's Information Literacy Competency Standards for Higher Education     

Shelley Gullikson   《The Journal of Academic Librarianship》2006,32(6):583-592

Faculty were asked how important for their students the Association of College and Research Libraries' Information Literacy Competency Standards'outcomes are, and when students should display the relevant skills. Faculty believe most of the Standards' outcomes are important but show little agreement on when students should acquire them.  相似文献   

Research Managers Uncovered: Changing Roles and 'Shifting Arenas' in the Academy     

Louise Shelley 《Higher Education Quarterly》2010,64(1):41-64

This paper draws on findings from a study that explored the changing roles and career experience of research managers and research administrators in English universities. It explores how research support has evolved during a period when the higher education sector was responding to changing science and higher education policy. These changes have impacted on research managers and research administrators roles, altered the occupational group and moved field boundaries. The paper draws on Bourdieu's theory of social practice to understand these changes and identifies a shared space of tension, the 'shifting arena,' where the research manager field crosses into the academic field. It is suggested that an increased understanding of this space will enhance the collaborative working of all those involved in research and help maximise research activity.  相似文献   

The Role of Digital Technologies in Numeracy Teaching and Learning     

Vince Geiger  Merrilyn Goos  Shelley Dole 《International Journal of Science and Mathematics Education》2015,13(5):1115-1137

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Hunting and gathering: new imperatives in mapping and collecting student learning data to assure quality outcomes     

Romy Lawson  Tracy Taylor  Erica French  Eveline Fallshaw  Cathy Hall  Shelley Kinash 《高等教育研究与发展》2015,34(3):581-595

Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes.  相似文献   

Differential risk for developmental reading disorders in the offspring of compensated versus noncompensated parents     

Jeffrey W. Gilger  Elizabeth Hanebuth  Shelley D. Smith  Bruce F. Pennington 《Reading and writing》1996,8(5):407-417

When one or both parents have a history of developmental reading disorder (RD) in childhood, the risk to their offspring for developing reading problems is substantially increased. However, risk research has usually assumed a stability of reading problems across the lifespan (i.e., if a parent was affected in childhood, he or she remains affected in adulthood). Yet, some individuals with RD in childhood compensate for the disorder as they grow older. Both an environmental and genetic hypothesis would predict that the risk for RD in offspring will vary as a function of parental compensation. This study examined whether risk to offspring was dependent on the parents' successful or unsuccessful compensation for their childhood reading problems. Two large family data sets were analyzed (N=907). Diagnoses with either an age discrepant or IQ discrepant criteria essentially showed that having at least one still affected parent (i.e., RD both as a child and as an adult) put the offspring at a higher risk for RD than having at least one compensated parent (i.e., RD as a child but not as an adult). The lowest risk to an offspring occurred when both parents were never affected (i.e., not RD as a child or as an adult). The implications of these findings are discussed with regard to counseling and early diagnosis of reading problems.  相似文献   

The fluid infusion of musical culture: embodied experiences in a grade one classroom     

Shelley M. Griffin 《Pedagogies: An International Journal》2017,12(1):21-40

ABSTRACT

Children’s daily, embodied music experiences are integral to how children live and function in the world. Growing out of a line of work focusing on the interplay between elementary children’s daily experiences of music, both in- and out-of-school and the impact on elementary music education curriculum, this research is nested within the theoretical discourses of experience, children’s musical culture, and children’s agency. Building upon this work, findings from a two-phase, 6-month inquiry, situated in an urban, Canadian, Grade 1 French Immersion classroom, draw upon the tools of ethnography and narrative inquiry, with the intention of deepening understandings of how informal music-making and sound function in children’s lives. Phase one findings highlight: (1) the frequency and spontaneity of children’s daily music experiences, both in- and out-of-school, (2) the nature of how music and sound function fluidly in a variety of contexts as integral to children’s experience, and (3) the power of musical behaviours in assisting young children to acquire French vocabulary and literacy skills. Important considerations for teacher education include: the necessity of creating space in elementary curriculum to engage children in music-making, integrating and infusing the Arts fluidly across the curriculum, and encouraging children autonomy in their musical engagement.  相似文献   

An exploration of participative motivations in a community-based online English extensive reading contest with respect to gender difference     

I-Fan Liu  Shelley S.-C. Young 《Interactive Learning Environments》2017,25(1):48-61

The purpose of this study is to describe an online community-based English extensive reading contest to investigate whether the participants’ intrinsic, extrinsic, and interpersonal motivations and learning results show significant gender differences. A total of 501 valid questionnaires (285 females and 216 males) from Taiwanese high school students and 15 interviewees from the students receiving awards were the subjects in this study. The findings show that females had a stronger participative intrinsic motivation, while males displayed a higher participative interpersonal motivation. Furthermore, female average scores were higher than the male ones on the comprehension tests. Even though the final results of the total scores for females were still higher than those of males, male scores for the interactivity tests were on average higher than those of females. The phenomena and implications behind the participative motivations are specifically discussed and explained.  相似文献   

Student and Teacher Perceptions of the Use of Multimedia Supported Predict–Observe–Explain Tasks to Probe Understanding     

Kearney  Matthew  Treagust  David F.  Yeo  Shelley  Zadnik  Marjan G. 《Research in Science Education》2001,31(4):589-615

This paper discusses student and teacher perceptions of a new development in the use of the predict–observe–explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming or dangerous scenarios as stimuli for these tasks. The program was created by the first author to be used by pairs of secondary physics students to elicit their conceptions of force and motion and encourage discussion about these views. In this computer learning environment, students were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. Other data sources for this study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper will report on some findings from the study, focussing on student and teacher perceptions of the computer-mediated POE tasks. The findings have implications for the effective use of multimedia to enhance meaningful learning in science classrooms.  相似文献   

Mary Boole and curve stitching: a look into heaven     

Innes S 《Endeavour》2004,28(1):36-38

Mary Everest Boole had a lifelong interest in the unconscious mind, the psychology of learning, and how these relate to the teaching of mathematics and science. She recommended many practical exercises and teaching aids, one of which was the technique of curve stitching, which she had invented while still a child herself.  相似文献   

eVALUate: an evaluation instrument for measuring students’ perceptions of their engagement and learning outcomes     

Beverley Oliver  Beatrice Tucker  Ritu Gupta  Shelley Yeo 《Assessment & Evaluation in Higher Education》2008,33(6):619-630

In the current climate in Australian higher education, quality assurance in university teaching is a priority. In particular, the introduction of the Learning and Teaching Performance Fund (LTPF) has refocused attention on universities’ internal student evaluation survey instruments. This paper reports the development, validation and implementation of a new unit survey instrument which prompts students to reflect on what helps their achievement of unit learning outcomes, and to report their levels of motivation, engagement and overall satisfaction with a semester‐long course or unit of study. The instrument (eVALUate) was created from precepts reported in the research literature, current practices in evaluating teaching, and sound quality assurance practices appropriate to a university outcomes‐focused education paradigm.  相似文献