Commerce Students’ Preferences in Teaching and Learning     

Pam Oliver  Tony Morrison 《高等教育研究与发展》1991,10(2):151-164

The introduction of a large (950 students) new first year class was an opportunity to design and implement a programme on student‐centred learning, where lectures, tutorials, and other teaching activities emphasised student participation and were integrated to promote a good learning environment The programme is described here, together with the results of an evaluation by students at the end of the second trimester. Students responses indicate that a well structured course which integrates content and process results in high student participation and satisfaction. The findings also show that Socratic teaching methods are entirely feasible with very large classes, and result in high student participation.  相似文献   

The early assessment conundrum: Lessons from the past,implications for the future     

Catherine M. Bordignon  Tony C.M. Lam 《Psychology in the schools》2004,41(7):737-749

The early childhood educational field has garnered attention with initiatives to foster skill acquisition in young children prior to kindergarten entry. These initiatives, in conjunction with the rigorous demands of curricular reform and a burgeoning accountability movement, invoke questions regarding the adequacy of the instruments used to assess young children and the inherent difficulties in conducting such assessments. Because the effectiveness of education relies critically on the sound diagnoses of children's readiness for learning and the measurement of their subsequent progression throughout the schooling process, critical issues in early assessment must be addressed. An examination of past practices was synthesized with recent research to focus awareness on the insufficient content domain, restrictive context, adverse timing and questionable psychometric properties, specifically the inappropriate norms and low predictive validity, of many instruments. Both the implications of and compensatory strategies for each issue are considered. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 737–749, 2004.  相似文献   

‘An Early Arrival of the Fascist Mentality’: Robert Morant's Rise to Power     

Tony Taylor 《Journal of educational administration and history》1985,17(2):48-62

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Countering fundamental misconceptions about light     

Tony Fetherstonhaugh  John Happs 《Research in Science Education》1988,18(1):211-219

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How multi-levels of individual and team learning interact in a public healthcare organisation: a conceptual framework     

Louise Doyle  Felicity Kelliher  Denis Harrington 《Action Learning: Research and Practice》2016,13(1):10-22

The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of how the multi-levels of organisational learning interact and a broadly accepted theory of organisational learning has not yet emerged. Organisational learning is a multi-level concept and while there has been some multi-level research, more is required to understand the mechanisms that facilitate the flow of learning between the levels. This paper explores multi-level learning, using action learning as a basis through which we consider how individual learning and team learning interact. The preliminary conceptual framework seeks to contribute to our understanding of the interaction between the individual and team levels of learning and the processes and conditions that facilitate or hinder the flow of learning. As this framework provides a means of exploring individual learning in a team setting it has the potential to develop understanding as to how to enhance the effectiveness of learning interactions in the healthcare sector and other sectors. In turn this exploration could lead to enhanced understanding of the mechanisms involved in the flow of learning.  相似文献   

Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings     

Jennifer Harrison  Tony Lawson  Angela Wortley 《欧洲师范教育杂志》2005,28(3):267-292

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An Epistemology of Presence and Reconceptualisation in Design Education     

Patrick Dillon  Tony Howe 《Interchange》2007,38(1):69-88

In this paper, the idea of coming into presence and an epistemology that recognises the agency of the learner in the construction of knowledge is developed as an organising framework for reconceptualising design education. Design is typically taught as a problem solving exercise based on a representational epistemology. A critique of the representational epistemology is presented. The idea of design as coming into presence is introduced and exemplified though considerations of implicate order, context, and closure. It is suggested that an epistemology of presence provides a better alignment between how people experience the world through design and the ways in which they engage with it both intellectually and practically.  相似文献   

A content analysis of research published in the Journal of Research in Science Teaching from 1985 through 1989     

Phillip B. Horton  Andrew A. McConney  Amanda L. Woods  Kevin Barry  Homer L. Krout  Barbara K. Doyle 《科学教学研究杂志》1993,30(8):857-869

To determine if actual practice was consistent with commonly recommended research methods and procedures, this study examined 130 studies reported over a 5-year period in three volumes of the Journal of Research in Science Teaching (JRST). The results were consistent with similar previous analyses (Shaver & Norton, 1980a, 1980b; Wallen & Fraenkel, 1988a) and indicate that appropriate generalizations beyond the confines of the reported studies may be impossible for most (64%) of the JRST studies surveyed. The findings also show that replication studies, which could be employed to offset deficiencies in generalizability, were not commonly encountered (3%) in these 130 reports. In addition, the study results indicate that many researchers (48%) do not properly restrict their conclusions based on the limits imposed by the accessible populations and samples used; nor do they typically provide possible alternative explanations for the outcomes obtained (76%). These findings prompt the following recommendations: 1. A greater awareness and use of replication as a check on generalizability should be encouraged by the science education community. 2. Clearly defined populations (target and accessible) and fully described samples warrant increased attention as report components from authors, reviewers, and editorial board members of JRST. 3. In light of the difficulties inherent in effecting random selection in educational settings, a greater emphasis should be placed on recognizing the limits that the underlying assumptions of inferential statistics place on research conclusions. The results of this study indicate that the methodological quality of published science education research should remain a concern for both practitioners and readers.  相似文献   

下载下载乐趣无穷     

Tony 《少年电脑世界》2003,(3)

《魔力软件》指路牌感觉像是眨眨眼的功夫,就开学了!欢迎大家来到《魔力软件》,这期有些什么内容呢?老规矩,看指路牌吧。本来以为下载是件简单的事儿,可有读者来信说不知如何下载。好吧,那就先看看《魔力工具箱》中好用的下载工具——FlashGet的使用方法和技巧。本期《魔力软件》中还介绍了一款好用的中文抓图软件——超  相似文献   

The Australian Science Teacher: A Typology of Teacher–Student Interpersonal Behaviour in Australian Science Classes     

Tony?Rickards  Perry?Den?BrokEmail author  Darrell?Fisher 《Learning Environments Research》2005,8(3):267-287

This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour. Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed with an American sample of secondary school teachers. The present study investigated the extent to which typologies found in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically, and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles as found in the statistical analyses. The resultant typologies and implications for professional development and research are presented.  相似文献