Education and development     

Zarestky  Jill 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):501-503

International Review of Education -  相似文献   

A students’ take on student–staff partnerships: experiences and preferences     

Samantha E. Martens  Annemarie Spruijt  Ineke H. A. P. Wolfhagen  Jill R. D. Whittingham  Diana H. J. M. Dolmans 《Assessment & Evaluation in Higher Education》2019,44(6):910-919

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Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(1):i-vi

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The Use of Self-Regulated Learning Measure Questionnaires as a Predictor of Academic Success     

Jackie L. Bruso  Jill E. Stefaniak 《TechTrends》2016,60(6):577-584

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The 1989 Research Selectivity Exercise: A Statistical Analysis of Differences in Research Rating between Universities at the Cost Centre Level   总被引：1，自引：0，他引：1  

Jill Johnes  Jim Taylor 《Higher Education Quarterly》1992,46(1):67-87

This paper reviews the outcomes of the 1988/9 UFC research selectivity exercise and uses these as a basis for recommendations to those undertaking the 1992/3 exercise. Attention is drawn to disparities between subjects which may result in inefficient allocations at institutional level. Of eight factors incorporated into a statistical model only size of cost centre is consistently associated with research selectively score. The only other variable that influences an individual cost centre's score in the majority of subject areas is that institution's score in other subjects - thus suggesting a 'halo' effect. Surprisingly, research expenditure per member of staff is not strongly associated with reseach selectively rating.  相似文献   

Rationalising for and against a policy of school-led careers guidance in STEM in the U.K.: a teacher perspective     

Richard Watermeyer  Pat Morton  Jill Collins 《International Journal of Science Education》2016,38(9):1441-1458

This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n?=?94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures.  相似文献   

Task performance and response to frustration in children with attention deficit hyperactivity disorder     

Melinda Scime  Jill M. Norvilitis 《Psychology in the schools》2006,43(3):377-386

The present study examined performance on an arithmetic task of increasing difficulty and a frustrating puzzle task for children with ADHD and comparison children. Emotional competence also was investigated in the two groups. Sixty‐four children, 21 previously diagnosed with ADHD, participated. Performance on the arithmetic task was measured in terms of completion and accuracy. Children with ADHD had similar rates of accuracy for all levels of difficulty, but completed fewer problems. Performance on the puzzle task was measured both through completion and persistence. Although children with ADHD persisted for a similar amount of time compared to children without ADHD, they were more likely to quit the task before completion. Children with ADHD also were more likely to report that they became frustrated with the task. Furthermore, they tended to report that in general, they become more frustrated than other children. With regard to emotional competence, children with ADHD did not differ from the comparison children on their reported understanding of their own emotions or attention to emotions; however, children with ADHD reported that they engage in less mood repair. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 377–386, 2006.  相似文献   

A critical discourse analysis of practical problems in a foundation mathematics course at a South African university     

Kate le Roux  Jill Adler 《Educational Studies in Mathematics》2016,91(2):227-246

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The instructional design portfolio: “Life of a Star” museum exhibit     

Jill Hughes graduate from Lehigh University’s Masters program in Instructional Design  Development 《TechTrends》2005,49(5):61-63

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Tracking the nomadic life of the educational researcher: What future for feminist public intellectuals and the performative university?   总被引：2，自引：0，他引：2  

Jill Blackmore 《The Australian Educational Researcher》2003,30(3):1-24

Is the idea of the liberal university dead, has the postmodern university any chance of being emancipatory, has the theory-practice divide merely collapsed in an era of ‘new knowledge work’, or has the university just become one aspect of market states and global capitalism? Knowledge-based economies locate universities as central to the commodification and management of knowledge, while at the same time the legitimacy of the university and the academic as knowledge producers is challenged by postmodernist, feminist, post-colonial and indigenous claims within a wider trend towards the ‘democratisation of knowledge’ and a new educational instrumentalism and opportunism. What becomes of the educational researcher, and indeed their professional organisations, in this changing socio-political and economic scenario? Is our role one of policy service, policy critique, technical expert or public intellectual? In particular what place is there for feminist public intellectuals in a so-called era of postfeminism and public-private convergence? The paper draws on feminist and critical perspectives to mount a case for the importance of the public intellectual in the performative postmodern university.  相似文献