Time to reopen the germ-line file?     

Coghlan A 《New scientist (1971)》1993,140(1901):4-5

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Conditional cooperators: student prosocial dispositions and their perceptions of the classroom social environment     

Joshua Premo  Richard Lamb  Andy Cavagnetto 《Learning Environments Research》2018,21(2):229-244

A common problem in education is getting students to cooperate effectively in groups during learning. Because interdisciplinary research has established that cooperation is sensitive to specific contextual factors such as reciprocity, friendship and benefit, similar factors could be shaping student interactions in contemporary classroom environments. The present article reports an initial investigation of this idea by examining how student perceptions of their classroom environment relate to their willingness to expend energy and resources on classmates (through helping). This was accomplished through the structural equation modeling of survey data collected from 845 undergraduate life sciences students from 41 laboratory classrooms at a research-intensive university. Characteristics of the classroom social environment previously associated with benefits in other contexts also predicted (reciprocity β = 0.576; friendship β = 0.156) the educational benefit that students perceive as coming from their classmates. This perceived benefit in turn was highly associated (β = 0.605) with student willingness to expend resources on classmates (i.e. their prosocial disposition). Also both reciprocity (β = 0.298) and perceived benefit (β = 0.403) concurrently predict a student’s support for enforcing cooperation in the classroom. Potential insights into the contribution of classroom social environment to student dispositions towards cooperation are discussed.  相似文献   

A sequential analysis of responses in online debates to postings of students exhibiting high versus low grammar and spelling errors     

Allan Jeong  Haiying Li  Andy Jiaren Pan 《Educational technology research and development : ETR & D》2017,65(5):1175-1194

Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student’s grammar and spelling errors affect how other students respond to the student’s postings in four online debates hosted in asynchronous threaded discussions. Message-response exchanges were sequentially analyzed to identify patterns in students’ replies to arguments and challenges with counter-challenges, explanations, and evidentiary support posted by students that exhibited low versus high number of grammatical and spelling errors. Although no causal inferences can be drawn from this study, the findings nevertheless suggests that: (a) arguments posted by high-error students are more likely to be challenged than arguments posted by low-error students; (b) exchanges between high-error students can amplify the effects of grammar/spelling errors; and (c) higher levels of argumentation can be achieved by placing students into groups that are heterogeneous in writing skills in general. The findings and methods used in this study lay the groundwork for further research on strategies for managing individual differences in students’ grammar and spelling (and other student behaviors in general) and increasing the level of critical discourse in online discussions.  相似文献   

It's business as usual: legal loopholes could undermine Britain's attempts to keep cloning research on hold     

Coghlan A 《New scientist (1971)》1999,162(2193):4

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Gene test rules 'lack teeth     

Coghlan A 《New scientist (1971)》1996,152(2059):6

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Critical realist review: exploring the real,beyond the empirical     

Alison Edgley  Theodore Stickley  Stephen Timmons  Andy Meal 《Journal of Further & Higher Education》2016,40(3):316-330

This article defines the ‘critical realist review’, a literature-based methodological approach to critical analysis of health care studies (or any discipline charged with social interventions) that is robust, insightful and essential for the complexities of twenty-first century evidence-based health and social care. We argue that this approach, underpinned by a critical realist philosophy and methodology, will facilitate students and researchers to employ relevant theoretical insights from a range of disciplines that have necessary contributions to make to our understanding of health and social care practice and provision. We explore the limitations of randomised controlled trials (RCTs) and the systematic review for informing evidence-based health and social care. The article also offers some suggestions on method, although, as we argue, the approach deliberately eschews a ‘cookbook’ approach. A glossary of terms is provided in the Appendix.  相似文献   

Bottling fog? The quest for instructional management     

Joseph Murphy  Christine M. Neumerski  Ellen Goldring  Jason Grissom  Andy Porter 《Cambridge Journal of Education》2016,46(4):455-471

Elsewhere, the authors have unpacked instructional leadership and have documented that such leadership is associated with more effective schools. Indeed, there has been for a considerable time nearly universal acceptance that learning-centered leadership should provide the central platform on which leadership is enacted. In this paper, a less sanguine narrative is provided on instructional management. Specifically, it documents that for all the evidence and recognition of importance, learning-focused leadership remains a small domain of action for leaders at the school and district levels. It then focuses on both the culture of the profession of school administration and the nature of schooling to explain why in the face of considerable energy and effort only marginal improvements have been realized in deepening instructional leadership. It closes with an analysis of possible paths going forward.  相似文献   

Is it less cruel if the animals 'want' to do it?     

Coghlan A 《New scientist (1971)》2002,175(2350):22

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Could HIV tests land doctors in court?     

Coghlan A 《New scientist (1971)》1994,141(1910):6

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Engagement and kindness in digitally mediated learning with teachers     

Andy Cramp  Catherine Lamond 《Teaching in Higher Education》2016,21(1):1-12

This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the ‘delivery’ approach to online learning, suggesting that the flexible and explicit design of engagement opportunities from a sociocultural perspective is a more meaningful and human approach to learning online. The paper clarifies the term Digitally Mediated Learning (DML) to establish connections to important pedagogic positions. The research approach is based around a qualitative professional reflective enquiry. It considers the experiences of learners on a Masters in Education online module and concludes that design, engagement nurturing, community cohesion and kindness can become crucial aspects of successful DML, if institutions learn to value the life projects of others more fully.  相似文献