Uneasy alliances: University,workplace, industry and profession in the education doctorate     

Marie Brennan  Jane Kenway  Pat Thomson  Lew Zipin 《The Australian Educational Researcher》2002,29(3):63-83

The phenomenon of Professional Doctorates in Australia has come at a time of great change in the higher education sector. Such change includes an intensified imperative for universities to establish ‘partnerships’ with industry and the professions. The Professional Doctorate is, in part, a consequence of such changes and is also helping to effect them. However, in its examination of the Education Doctorate, this paper problematises the notion of partnerships and indeed the various policy constructions of the parties involved. Through fictionalised accounts of standpoints of a higher education policy maker, an EdD student, an academic in an EdD program and a member of the education industry, it identifies some of the tensions involved within and between such categories. In so doing it suggests some matters that require research and pedagogical attention.  相似文献   

Raising the quality and image of TVET: Lower-level training or motor for inclusive and sustainable growth?     

Paul Brennan 《Prospects》2014,44(2):183-195

Though viewed as second-class until fairly recently, Canada’s system for providing technical and vocational education and training (TVET) now provides relevant post-secondary education that meets the needs of highly skilled professionals in all job categories. As the system evolved, it changed the public view of skills education. This article analyses four lessons from that experience: on the importance of decentralised authority, close partnership with employers, attention to the needs of learners, and innovative leadership and language. It also reflects on the interests and needs of international partners with respect to the decentralized Canadian TVET system.  相似文献   

Training phonological awareness: a study to evaluate the effects of a program of metalinguistic games in kindergarten     

Brennan  Fiona  Ireson  Judith 《Reading and writing》1997,9(4):241-263

A phonological awareness program was evaluated in a small-scale study using thirty eight children from three intact kindergarten classes at an American school on the outskirts of London. The average age of the children was five years four months. There was one experimental class and two control classes. The experimental class received a Danish training program of metalinguistic games and exercises. One control class used a kindergarten reading and writing program called Success in Kindergarten Reading and Writing which incorporates phonological awareness skills, but in an informal way. The other control class followed the normal kindergarten program. The results showed that the children in the experimental group and the Success in Kindergarten group had significantly greater gains in reading and spelling measures given at the end of the year. They also did better on six of the metalinguistic tests, with the experimental group showing significantly greater gains in all the tests of phoneme awareness than the other two groups. The implications of a formal versus informal phonological awareness training program are discussed.  相似文献   

Steering Higher Education Towards the Workplace     

John Brennan  Brenda Little 《Higher Education in Europe》1997,22(4):531-537

This article examines the changing relationship between higher education and the state in the United Kingdom during a period of rapid higher education expansion and diversification. The roles, respectively, of the academic community, the labour market, and government in the steering of this relationship are considered. The paper concludes that, although external initiatives may have an important role to play in stimulating change in higher education, it is the academic community itself which determines the pace and direction of change.  相似文献   

Generalizability Theory   总被引：1，自引：0，他引：1  

Robert L. Brennan 《Educational Measurement》1992,11(4):27-34

Generalizability theory consists of a conceptual framework and a methodology that enable an investigator to disentangle multiple sources of error in a measurement procedure. The roots of generalizability theory can be found in classical test theory and analysis of variance (ANOVA), but generalizability theory is not simply the conjunction of classical theory and ANOVA. In particular, the conceptual framework in generalizability theory is unique. This framework and the procedures of generalizability theory are introduced and illustrated in this instructional module using a hypothetical scenario involving writing proficiency.  相似文献   

Methodology for Examining the Reliability of Group Mean Difference Scores     

Robert L. Brennan  Ping Yin  Michael T. Kane 《Journal of Educational Measurement》2003,40(3):207-230

This article treats various procedures for examining the reliability of group mean difference scores, with particular emphasis on procedures from univariate and multivariate generalizability theory. Attention is given to both traditional norm-referenced perspectives on reliability as well as criterion-referenced perspectives that focus on error-tolerance ratios and functions of them. The procedures discussed are illustrated using three cohorts of data for third- and fourth-grade students in Iowa who took the Iowa Tests of Basic Skills in recent years. For these data, estimates of reliability for norm-referenced decisions tend to be relatively low. By contrast, for criterion-referenced decisions, estimates of reliability-like coefficients based on error-tolerance ratios tend to be noticeably larger.  相似文献   

Some Problems, Pitfalls, and Paradoxes in Educational Measurement   总被引：1，自引：0，他引：1  

Robert L. Brennan 《Educational Measurement》2001,20(4):6-18

This article provides brief discussions of an eclectic set of problems, pitfalls, and paradoxes that challenge measurement theory and practice, especially for K–12 achievement testing. The technical issues considered are: true scores and error scores, fixed versus random facets, lower limits to reliability, the reliability-validity paradox, reliability of difference scores, equating and linking, and scaling. The practical issues considered are: validation, standard setting, instructional improvement and high-stakes accountability, multiple measures, adequate yearly progress, the National Assessment of Educational Progress as a confirmation model, and capacity.  相似文献   

Economic policy essay: Vertical integration,monopoly, and the first amendment     

Timothy J. Brennan 《Journal of Media Economics》2013,26(1):57-76

Tension between regulation of communication media and First Amendment values is explored by identifying conditions in which vertical integration by media monopolists into content provision will lead to changes in content. The author argues that although a profit maximizing monopolist is likely to raise prices, no predictable bias in content provision emerges, whether or not the monopolist is vertically integrated. More severe consequences attend integration by individuals or firms with non‐profit related motives or who expand into content markets to evade profit regulation.  相似文献   

De-Mystifying the U.S. News Rankings: How to Understand What Matters,What Doesn't and What You can Actually Do About It     

Joe Brennan  Robert Brodnick  Diana Pinckley 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):169-188

College rankings present challenges and opportunities for higher education marketers. Statistical analysis of data on the national universities reveals which measures are associated with peer assessment scores, whether it is possible to influence the score, and what underlying factors are present. Marketers can use the findings to counsel senior leaders and position their institutions more effectively with key constituencies.  相似文献   

Human resource development: managing learning and knowledge capital     

Barrie Brennan 《Studies in Continuing Education》2013,35(2):260-262

  相似文献