Canadian outdoor adventure education: Hear the challenge — Learn the lessons     

Tom G. Potter  Bob Henderson 《Journal of Adventure Education & Outdoor Learning》2004,4(1):69-87

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The mind of a plagiarist   总被引：1，自引：0，他引：1  

Jon Baggaley  Bob Spencer 《Learning, Media and Technology》2005,30(1):55-62

The ease with which material may be ‘copied and pasted’ from the Internet into written work is raising concern in educational institutions, and particularly in those disciplines that use online sources and methods in their curriculum. A case of ‘serial plagiarism’ is discussed, in the work of a graduate student in an online distance education program. The complexity of the student’s thinking is emphasized, and the manner in which the case was handled by the teacher and the university. The use of an online plagiarism‐checking technology (Turnitin.com) and the value of such services are discussed. The case illustrates the importance of explaining the precise nature of plagiarism to students, of providing clear warnings about its consequences and of developing a careful institutional approach to plagiarism detection and prevention.  相似文献   

Exploring Visual Displays involving Beanie Baby Data     

Bob Perry  Graham A. Jones  Carol A. Thornton  Cynthia W. Langrall  Ian J. Putt  Cris Kraft 《Teaching Statistics》1999,21(1):11-13

This article describes the learning experiences of young children meeting stem-and-leaf plots for the first time.  相似文献   

Hearing Homer’s Scream Across Three Thousand Years     

Bob Lister 《Children‘s Literature in Education》2005,36(4):395-411

This article examines the challenges that faced two storytellers when developing an oral retelling of Homer’s Iliad for use with children aged 9–11. Drawing on evidence from two schools in a deprived area of London the discussion explores the extent to which the storytellers have been successful in creating a version of the story that is both faithful to the original in content and language, and accessible to the widest possible audience. Bob Lister is a lecturer in Education and Classics at the University of Cambridge, England. As Director of the Cambridge School Classics Project from 1996 to 2003, he was responsible for the development of a range of schoolbased resources on the ancient world, including War with Troy: The Story of Achilles. He has read Homer's Iliad and Odyssey with learners of all ages.  相似文献   

Dr Carolyn Baker, 26 May 1946–12 July 2003     

Bob Lingard  Martin Mills  Victoria Carrington 《Discourse: Studies in the Cultural Politics of Education》2004,25(2)

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Patterns and predictors of academic dishonesty in Romanian university students     

Bob Ives  Madalina Alama  Liviu Cosmin Mosora  Mihaela Mosora  Lucia Grosu-Radulescu  Aurel Ion Clinciu  Ana-Maria Cazan  Gabriel Badescu  Claudiu Tufis  Mihaela Diaconu  Amalia Dutu 《Higher Education》2017,74(5):815-831

Academic dishonesty in higher education is an increasingly visible problem throughout the world and in Romania in particular. A total of 1127 university students from six public Romanian universities were surveyed for their experiences and beliefs with 22 behaviors that might be considered academically dishonest. A five-factor solution to the frequencies of these behaviors was interpretable and accounted for more than half of the total variance. How acceptable students believed the behaviors were and how often students witnessed other students engage in these behaviors were consistent predictors of the frequency of the behaviors, with small to medium effect sizes. Demographic predictors of these behaviors, including gender, academic specialty, year in school, institution, grade average, and scholarship status, predicted very little variance in the behaviors. Implications and limitations of the study, as well as limitations of research in the field, are discussed.  相似文献   

Responsiveness and Affective Processes in the Interactive Construction of Understanding in Mathematics     

Kay Owens  Bob Perry  John Conroy  Noel Geoghegan  Peter Howe 《Educational Studies in Mathematics》1998,35(2):105-127

This paper reports on important learning processes emerging during adult mathematics classes that used a teaching approach compatible with a social constructivist theory of knowing. A cyclical teaching model encouraged much discussion about the mathematical problems presented to paired groups. Whole-class student-led sharing sessions allowed students to continue their interactive constitution of meaning and solutions.Comparisons of pre- and post-course scores on attitude and belief questionnaires indicated significant increases in positive attitudes and beliefs about mathematics and about themselves doing mathematics.The overall positive changes in scores on questionnaires are explained in terms of recurrent patterns in thinking inferred from data obtained by observation, interview, and reflective comments. Changes are explained in terms of the interactive effects of affective and heuristic processing during problem solving. Affective processes precipitated students' responsiveness, modifying the immediate learning context which, in turn, influenced the students' thinking, creating a snowballing effect on learning and affect. Changes were clearly facilitated by the interaction between students and by their shared understandings.  相似文献   

Introduction     

Greg Thompson  Glenn C. Savage  Bob Lingard 《The Australian Educational Researcher》2016,43(1):1-13

This paper conceptualises think tanks and edu-businesses in relation to education policy work in the Australian polity. It situates the enhanced influence of both in relation to the restructured state, which has lost some key capacities in relation to the generation of research and ideas for policy. This restructuring has been strongly influenced by the techniques of new public management, the auditing of education through national and international testing and new forms of network governance, which have opened up spaces for the increased influence of think tanks and edu-businesses across the policy cycle in education. We see here the workings of a ‘polycentric state’. The paper also considers changing concepts of ‘evidence’, ‘expertise’ and ‘influence’ in respect of the involvement of think tanks and edu-businesses in circulating policy ideas and affecting policy development in Australian education. This introduction to this special issue of The Australian Educational Researcher serves as a provocation to further research on this new policy scenario.  相似文献   

Feeling Deprofessionalised: the social construction of emotions during an OFSTED inspection     

Bob Jeffrey  Peter Woods 《Cambridge Journal of Education》1996,26(3):325-343

In a qualitative study of a primary school, it was found that the technicist approach of an OFSTED inspection impacted against the holistic and humanistic values of the teachers, producing a high degree of trauma among them. This trauma was not a simple emotional response of the moment, nor was it a product of school failure or lack of leadership, for neither of these applied. It was, rather, socially and politically constructed. The teachers’ reactions have to be seen against the background of government reforms over the last decade. In this context, the particular emotions released suggest that the inspection examined here had a latent function of deprofessionalisation. Professional uncertainty was induced, with teachers experiencing confusion, anomie, anxiety and doubt about their competence. They also suffered an assault on their personal selves, closely associated among primary teachers with their professional roles. This took the form of mortification, dehumanisation, the loss of pedagogic values and of harmony and changed and weakened commitment. One of the ways for teachers to avoid such negative trauma is by shifting identity and status from professional to technician.  相似文献   

Restructuring Teacher Education in Australia     

Leo Bartlett  John Knight  Bob Lingard 《British Journal of Sociology of Education》1992,13(1):19-36

Debate on teacher quality and quality in teaching and teacher education has been as vigorous in Australia as it has been in the UK and the USA. In Australia, however, reform in teacher education has been subsumed within a national metapolicy of corporate federalism which is an amalgam of beliefs or discourses including neo‐corporatism, economic rationalism, corporate managerialism and human capital. The paper analyses the most recent document on reform of teacher education in Australia (the Ebbeck Report) and shows how its policy formulation is influenced by the discourse of corporate federalism. It also shows how micro‐economic reform in this sector is related to reforms in other sectors of education.  相似文献