Managing Relationships: Insights from a Student Gratitude Model     

Fazal-e-Hasan  Syed Muhammad  Mortimer  Gary  Lings  Ian  Sekhon  Harjit  Howell  Kerry 《Research in higher education》2021,62(1):98-119

Research in Higher Education - This paper develops a student relationship model which highlights the role of gratitude in impacting students’ positive perceptions, attitudes, and behavioral...  相似文献   

Adult literacy,local languages and lifelong learning in rural African contexts     

Trudell  Joel  Cheffy  Ian  Trudell  Barbara 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):341-349

International Review of Education -  相似文献   

Practices and opinions reported by coordinators of graduate programs     

Edward A. Holdaway  Claude Deblois  Ian S. Winchester 《Interchange》1994,25(1):65-86

Information is presented about the organization of graduate studies, based on questionnaire responses of 582 coordinators of Canadian graduate programs. These coordinators, who were representative of disciplines and geographic regions, provided information about a wide range of matters, including enrolments, staff, admissions, supervision, research, publications, financial support, teaching experience, and completion rates and times. Many substantial differences were noted among the percentage frequencies of responses for departments classified by discipline and size. For example, students were perceived to choose their doctoral theses topics themselves much more frequently in education, social sciences, and humanities than in engineering, medical sciences, physical sciences, and biological sciences. Also, departments with smaller numbers of full-time graduate students tended to provide all doctoral students, with some teaching experience to a greater extent than did larger departments.  相似文献   

Funding of medical research in Australia by the National Health & Medical Research Council     

Ian Mccloskey 《Higher Education》1994,28(1):137-146

Australia invests a smaller percentage of its GDP, and a smaller percentage of total health expenditure, on medical and health research, than nations with which it often compares itself: some 16% of total national R&D expenditure is in the medical and health area (ASTEC). The National Health and Medical Research Council (NH&MRC) is an independent statutory body, with Principal Committees in medical and health research, health care, public health, and ethics. The Council is widely representative, meets in public, and is formally reviewed triennially. Its Medical Research Committee (MRC) advises on the distribution of $106 M for research projects, programs, units, and major institutes. Features of MRC's allocative procedures are emphasis on investigator-initiated proposals, extensive review, interviews, reporting in full, and blind determination of funding cut-offs. An extensive training and career support system is maintained, but no NH&MRC funded posts are tenured. There are extensive guidelines on Conflict of Interest, Good Scientific Practice, and Human and Animal Ethics.  相似文献   

An investigation of hierarchical relationships in children’s literacy attainments at baseline     

Marian Sainsbury  Ian Schagen  Chris Whetton  Louise Caspall 《Journal of Research in Reading》1999,22(1):45-54

This paper describes one element of the research basis for the Baseline Assessment Scales now published for optional use in baseline schemes nationally (SCAA, 1997a). The aim in developing these scales was to provide a range of criteria that would allow almost all children to show some attainment, whilst also acknowledging the attainments of the most able. For this purpose, four-point scales were required. The first point would be attainable by over 80 per cent of children in their first term of school, and the fourth by only 20 per cent or fewer, with two intermediate points. Four such scales were trialled for reading, and one for writing. As part of the trial analysis, an investigation was undertaken into the hierarchies amongst the items on each scale – that is, to what extent was it possible for a child to attain a more difficult item, whilst failing an easier item on the same scale? A ‘coefficient of dependency’ was calculated for each pair of items on each scale. The percentages of children achieving each item are reported, and the strength of the hierarchies amongst them. This provides some evidence as to the interrelationships between children’s literacy attainments at the start of school.  相似文献   

CITIZENSHIP EDUCATION AND CHARACTER EDUCATION: SIMILARITIES AND CONTRASTS   总被引：1，自引：0，他引：1  

Ian  Davies   Stephen  Gorard  Nick  McGuinn 《British Journal of Educational Studies》2005,53(3):341-358

ABSTRACT:  We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted.  相似文献   

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?          下载免费PDF全文

Marina‐Stefania Giannakaki  Ian David McMillan  John Karamichas 《British Educational Research Journal》2018,44(2):191-211

This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.  相似文献   

Changing patterns in community attitudes to child abuse     

Ian C. Lewis 《Child abuse & neglect》1981,5(1):19-22

Tasmania is the island state of Australia with a population of 416,000 people. A statewide programme on child abuse was commenced with the passing of a Child Protection Act in 1974. The results of the introduction of education programmes for professional groups and of providing information for the community have been analysed. Since 1972 notifications of suspected cases of child abuse have risen sixfold, but even now there are fewer cases reported in areas away from the main professional centre in the state. In the types of abuse being reported, there has been a sharp rise in self referrals and children deemed to be at risk. Sexual abuse may have been dealt with by other agencies before, but is now being notified. There has been a change in the age groups of children coming under notice with an increase in those between 2 and 12 years and a fall in those 0–2 years. The proportions of notifications from the various agencies have changed with considerably more coming from self referrals, from community referrals and from the education services. These trends would seem to indicate that both the professionals and the community are more aware of child abuse than formerly.  相似文献   

Using mobile technologies for mathematics: effects on student attitudes and achievement     

Khristin Fabian  Keith J. Topping  Ian G. Barron 《Educational technology research and development : ETR & D》2018,66(5):1119-1139

The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students’ attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobile-supported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students’ attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its’ effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.  相似文献   

Does the gender of the teacher really matter? Seven‐ to eight‐year‐olds’ accounts of their interactions with their teachers     

Bruce Carrington  Becky Francis  Merryn Hutchings  Christine Skelton  Barbara Read  Ian Hall 《Educational studies》2007,33(4):397-413

In recent years, policy‐makers in England, Australia and other countries have called for measures to increase male recruitment to the teaching profession, particularly to the primary sector. This policy of targeted recruitment is predicated upon a number of unexamined assumptions about the benefits of matching teachers and pupils by gender. For example, it is held that the dearth of male ‘role models’ in schools continues to have an adverse effect on boys’ academic motivation and engagement. Utilizing data from interviews with more than 300 7‐ to 8‐year‐olds attending primary schools in the north‐east and south‐east of England, the paper sets out to scrutinize these claims. The findings revealed that the gender of teachers had little apparent effect on the academic motivation and engagement of either boys or girls. For the majority of the children, the gender of the teacher was largely immaterial. They valued teachers, whether men or women, who were consistent and even‐handed and supportive of them as learners.  相似文献