Key questions in the development and use of survey-based journal rankings     

William H. Walters 《The Journal of Academic Librarianship》2017,43(4):305-311

This paper presents five key questions that should be considered by researchers and librarians who develop or use survey-based (stated preference) journal rankings. Many of the distinctions among the various rankings—their attributes, strengths, and weaknesses—are captured in the responses to these five questions: What construct is being measured? How are differences in the construct expressed and recorded? Who are the respondents? Which journals are included in the rankings? How is respondents' familiarity with the journals taken into account? The paper also summarizes the problems that may require attention when survey-based rankings are used.  相似文献   

Masking,mediators and agency: bilingual children and learning to read     

Sue Walters 《Journal of Research in Reading》2011,34(4):384-401

This paper begins with a discussion of some of the key insights of recent sociocultural research that consider bilingual children and learning to read and culminates in a discussion of Syncretic Literacy Studies (SLS). It then presents data from an ethnographic study that focused on the learning experiences of a small group of Year Three Bangladeshi‐heritage pupils during 1 year of their schooling in order to problematise some of the claims made in recent sociocultural work and in SLS, particularly the focus on children's agency. The findings from the study suggest that (a) there are limits to children's agency that are not recognised in recent work and in SLS; (b) that identity has an important role to play: children can successfully mask what they cannot do as readers in order to present a particular identity in the mainstream classroom; and (c) that the access some children have to mediators may be limited and can change over time.  相似文献   

Lifelong Learning Within Higher Education in South Africa: Emancipatory Potential?     

Shirley Walters 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,9(1):575-587

In South Africa under apartheid higher education was inaccessible to the majority. This article argues that in the new South Africa there is an opportunity to redress this situation and promote equity though lifelong learning. This would involve greatly widening access and providing programmes to develop broadly applicable abilities such as computer literacy and problem-solving skills, which would increase the economic competitiveness and personal empowerment of learners. At the same time, the author argues, new educational approaches are needed to promote active citizenship.  相似文献   

The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students     

Jessica B. Heppen  Nicholas Sorensen  Elaine Allensworth  Kirk Walters  Jordan Rickles  Suzanne Stachel Taylor 《Journal of research on educational effectiveness》2017,10(2):272-296

Students who fail algebra are significantly less likely to graduate on time, and algebra failure rates are consistently high in urban districts. Identifying effective credit recovery strategies is critical for getting students back on track. Online courses are now widely used for credit recovery, yet there is no rigorous evidence about the relative efficacy of online versus face-to-face credit recovery courses. To address this gap, this study randomly assigned 1,224 ninth graders who failed algebra in 17 Chicago public high schools to take an online or face-to-face algebra credit recovery course. Compared to students in face-to-face credit recovery, students in online credit recovery reported that the course was more difficult, were less likely to recover credit, and scored lower on an algebra posttest. There were no statistically significant differences by condition on any outcomes measured during the second year of high school (standardized mathematics test and algebra subtest scores, likelihood of passing subsequent math classes, cumulative math credits, or on-track rates). The benefits and challenges of online learning for credit recovery are discussed in light of the findings to date.  相似文献   

Sensitometry of photographic emulsions and a a survey of the characteristics of plates and films of American manufacture     

Raymond Davis  F.M. Walters 《Journal of The Franklin Institute》1922,194(1):97-98

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Lifelong learning,higher education and active citizenship: from rhetoric to action     

Shirley Walters  Kathy Watters 《International Journal of Lifelong Education》2013,32(6):471-478

This introductory paper provides the background to the Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution that appears in this Journal. It describes the journey of a network of adult educators and academics from the North, South, East and West through contested terrain from Hamburg, to Paris, Mumbai and Cape Town in 2000. At a conference held in Cape Town in October 2000, the delegates concluded that there were six essential characteristics of a higher education lifelong learning institution. This paper reviews the essential elements of these characteristics and comments on the journey of their development.  相似文献   

Creating a ‘world class’ programme: reciprocity and constraint in networked global collaboration     

David Boud  Lars‐Owe Dahlgren  Madeleine Abrandt Dahlgren  Staffan Larsson  Thomas J. Sork  Shirley Walters 《International Journal of Lifelong Education》2013,32(6):609-622

The article reflects on the construction of a common Master’s programme across four universities located on four continents, in order to explore the role of networks in international educational collaboration. The study draws on the documented processes of the principal members of the programme team. It is presented as a case study of the development of the programme that uses ideas drawn from actor‐network theory to draw attention to the conjunction of human and non‐human actors that shaped the resulting web‐based courses. Constraints arising from major institutional and systemic obstacles were addressed through the effects of the actor‐network. The reciprocity of action and de‐centring of individual activity made possible through the collaboration enabled the human actors to sustain a level of innovation within their own institutions that would not have been possible through them acting alone.  相似文献   

Some experiments in training personnel for the education of young children in the British Caribbean     

Elsa H. Walters 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(1):110-119

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Lifelong Learning Within Higher Education in South Africa: Emancipatory Potential?     

Walters  Shirley 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(5-6):575-587

In South Africa under apartheid higher education was inaccessible to the majority. This article argues that in the new South Africa there is an opportunity to redress this situation and promote equity though lifelong learning. This would involve greatly widening access and providing programmes to develop broadly applicable abilities such as computer literacy and problem-solving skills, which would increase the economic competitiveness and personal empowerment of learners. At the same time, the author argues, new educational approaches are needed to promote active citizenship.  相似文献   

Institutional change in a transitional economy: the reform of economics higher education in Mongolia     

Bernard Walters  David Hall  Frederick Nixson  Peter Stubbs 《International Journal of Educational Development》1999,19(6):639

This paper discusses the problems of implementing a European Union Technical Assistance to the Commonwealth of Independent States (of the former Soviet Union) (EU/TACIS) project to reform Mongolian Economics Higher Education with the ultimate objective of improving the process of economic policy making. It emphasises the importance of historical, economic and administrative context for the design and implementation of project activities. Project activities are reviewed and the problems of implementation discussed in terms of the aid relationship and the particular circumstances of transition economies. The paper concludes that, while the project's immediate objectives in terms of curriculum reform have been achieved, the sustainable change necessary to deliver the central, long-term objective remains elusive.  相似文献