Getting the Message Across: The problem of communicating assessment feedback     

Richard Higgins  Peter Hartley  Alan Skelton 《Teaching in Higher Education》2013,18(2):269-274

Current literature provides useful insights into the role of assessment feedback in student learning, yet fails to recognise its complexity as a unique form of communication. This article outlines ideas emerging from ongoing research into the meaning and impact of assessment feedback for students in higher education. We argue that new models of communication are required to understand students' responses to the language of tutors' comments, and that issues of discourse, identity, power, control and social relationships should be central to any understanding of assessment feedback as a communication process. Implications of adopting an alternative perspective for research and practice are identified and discussed.  相似文献   

Value conflicts in higher education teaching     

Alan Skelton 《Teaching in Higher Education》2013,18(3):257-268

This article explores value conflicts that people experience when teaching in higher education, drawing on in-depth interviews with staff from a research-intensive UK university. The article considers the relationship between values and teaching, illustrating how conflicts can occur between individual and different levels of the higher education system. Five value conflicts are then examined related to: dialogic forms of teaching; independent learning; not having enough time for students; large group lectures; and the struggle to be authentic in the classroom. These conflicts were highly personal yet speak to broader concerns within contemporary higher education. Individual responses to conflict varied. Drawing on previous research, the main response of participants in this study could be described as ‘strategic compromise’. Although one person responded to conflict by leaving the profession, the majority accepted structural constraints perceived to be beyond their control. Within these constraints people focused on aspects of practice where values could be realised, driven by personal concerns. The article concludes by discussing the potential of a deliberative approach to the study of value conflicts in higher education and its use on professional development courses for university staff.  相似文献   

Self-assessment in professional programmes within tertiary institutions     

Alan Skelton 《Teaching in Higher Education》2013,18(8):908-919

This article considers the impact of a masters' level professional development course about higher education teaching on participants from a UK research-intensive university. Drawing upon in-depth interview data, this article explores the perspectives and experiences of the participants, locating their responses within broader notions of teacher identity work and departmental, institutional and wider system-level policies and practices. Three main findings are discussed: personal and professional change, the value of critical interdisciplinarity and how developing an emphasised teaching identity for some individuals can be a ‘poisoned chalice’. This article concludes by considering the implications of these findings for course development, institutional strategy and the Higher Education Academy's Professional Standards Framework.  相似文献   

Discipline‐based educational development     

Alan Jenkins 《International Journal for Academic Development》2013,18(1):50-62

Abstract

This paper grows out of my academic journey from a long period teaching and researching geography to recently taking on the role of an educational developer. For most staff, their primary allegiance is to their discipline. In my experience, educational developers often fail to recognize and value staff's focus on their discipline ‐ or see it as an obstacle to improving the quality of their teaching. My central argument is that, to have a significant impact on the broad mass of staff, educational developers should work with these discipline‐based concerns. I detail how this can be achieved, drawing on much good practice from the UK, Australia and North America. Approaches include recognizing particular curricular and pedagogic concerns of the disciplines; helping staff to develop as scholars in the teaching of their discipline; for some staff to develop careers in the teaching of their discipline; and for educational developers to work with disciplinary organizations to promote discipline‐based teaching initiatives.  相似文献   

As if I was a real boy,by Gordon Mackenzie and Jeannie Mackenzie     

Alan Fox 《Emotional and Behavioural Difficulties》2013,18(4):451-452

  相似文献   

THE TEACHING OF THE GOD IDEA TO THE CONFIRMANDS     

Rabbi Alexander Alan Steinbach 《Journal of Jewish Education》2013,79(1):45-48

Abstract

From a Ruined Garden—the Memorial Book of Polish Jewry, translated and edited by Jack Kugelmass and Jonathan Boyarin, 275 pp. New York, Schocken Books, $18.95.

The Five Scrolls. Trans. and ed. Herbert Bronstein and Albert H. Friedlander. New York: CCAR Press, 1984. xiv + 383 pp. $12.  相似文献   

Scale values for highest and lowest levels of credibility     

Ruth Anne Clark  Roy Stewart  Alan Marston 《Communication Studies》2013,64(3):193-196

A synthesis of the rhetorical strategies employed by the Nixon campaign indicates that campaign's dominant task was avoidance. The essay examines the implications of that strategy on humanitarian and pragmatic grounds.  相似文献   

Creating Collaborative Workstations for Reference and Public Use in Academic Libraries     

Alan W. Aldrich 《College & Undergraduate Libraries》2013,20(3):364-377

ABSTRACT

The current focus on libraries as place involves the collaborative needs of library users for features such as movable furniture, group work areas, and amenities such as coffee shops. Additional attention needs to focus on how the technology infrastructure can support collaborative work in academic libraries. The one-user-one-machine setup common in many academic libraries does not do this. A collaborative workstation that is inexpensive and readily assembled is described along with equipment needs and costs. The impact of such a collaborative workstation for both reference work and public use is discussed.  相似文献   

Film Bibliographies     

Alan R. Dyment  Mel Schuster  A.G.S. Enser  Hollis Melton 《Communication Booknotes Quarterly》2013,44(9):117-118

Alan R. Dyment's The Literature of the Film: A Bibliographical Guide to the Film as Art and Entertainment 1936-1970 (Detroit, Mich.: Gale Research [London: White Lion Publishers, Ltd.], 1975---$35.00)

Mel Schuster's Motion Picture Performers: A Bibliography of Magazine and Periodical Articles Supplement No. 1 (Metuchen, N.J.: Scarecrow Press, 1976---$27.50)

A.G.S. Enser's Filmed Books and Plays: A List of Bpoks and Plays From Which Films Have Been Made 1928-1974 (New York: Academic Press [London: Andre Deutsch], 1975---$24.00)

American Film (December 1975, and January-Bebruary 1976 issues)

Hollis Melton's “Museums with Film Programs,” (Educational Film Library Association, 17 West 60th St., New York 10023---$5.00/$3.00 to members, paper)  相似文献   

Cable and Educational Media     

Mary Louise Hollowell  Alan Hancock  Kenyon C. Rosenberg  John S. Doskey 《Communication Booknotes Quarterly》2013,44(7):96-98

Mary Louise Hollowell, ed, The Cable/Broadband Communications Book, 1977-1978 (Washington: Communications Press [1346 Connecticut Ave. N.W., 20036], 1977—$16.25 including postage, paper)

1976 NCTA Cable Services Directory (National Cable Television Association, 918 Sixteenth St. NW, Washington D.C. 20006—$4.00, paper)

Regulatinzfable Television Subscriber Rates: A Guide for Local Officials (Cable Television Information Center, Yrban Institute, 2100 M St. NW, Washington, D.C. 20037—$17.50 including postage, paper)

Alan Hancock Planning for Educational Mass Media (London and New York: Longman, 1977—$20.00)

Kenyon C. Rosenberg and John S. Doskey Media Equipment: A Guide and Dictionary (Littleton, Colo.: Libraries Unlimited, 1976—$11.50)  相似文献