Change in Student Perceptions of Course and Instructor Following Curriculum Change     

Vipin K. Agrawal  Poonam Khanna  Vijay K. Agrawal  Larry W. Hughes 《Decision Sciences Journal of Innovative Education》2020,18(3):481-516

Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students’ course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students’ motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students’ perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm.  相似文献   

Measuring patrons' technology habits: an evidence-based approach to tailoring library services     

Jin Wu  Amy J. Chatfield  Annie M. Hughes  Lynn Kysh  Megan Curran Rosenbloom 《Journal of the Medical Library Association》2014,102(2):125-129

Librarians continually integrate new technologies into library services for health sciences students. Recently published data are lacking about student ownership of technological devices, awareness of new technologies, and interest in using devices and technologies to interact with the library. A survey was implemented at seven health sciences libraries to help answer these questions. Results show that librarian assumptions about awareness of technologies are not supported, and student interest in using new technologies to interact with the library varies widely. Collecting this evidence provides useful information for successfully integrating technologies into library services.  相似文献   

Using Young Adult Literature to Develop Content Knowledge of Autism for Preservice Teachers     

Elizabeth M. Hughes  Sarah Hunt-Barron  Jennifer Young Wagner  Lea Calvert Evering 《The Teacher Educator》2014,49(3):208-224

This promising practice explores the use of young adult literature as a supplement to texts in an undergraduate introduction to a special education course. Literature portraying adolescent characters with autism spectrum disorder (ASD) were used to build schema of preservice teachers. Participants' knowledge and attitudes about ASD were examined before and after reading a young adult novel of their choice. Results indicated that students in the literature group out-performed peers in the control group on measures of ASD content. Exemplars of students' responses suggested students who read the novel expressed increased knowledge and interest, recognition of commonalities, and complex and nuanced views of ASD. Participant satisfaction with reading the novels outside of class was also high, suggesting students found the authentic literacy experience enjoyable.  相似文献   

Student outcomes associated with use of asynchronous online discussion forums in gross anatomy teaching     

Rodney A. Green  Diane L. Hughes 《Anatomical sciences education》2013,6(2):101-106

Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy‐specific course. The forums are structured with a separate site for each course module and moderated weekly by staff. Students are encouraged to post to new threads (initial post) and answer queries in threads started by others (reply post). Analysis of forums was conducted separately for each course and included overall activity (posts and views) for a full semester and a detailed analysis for one week in the middle of semester. Students were classified as zero, moderate, or high contributors to the forums based on the number of posts. Final mark for the course was related to level of forum contribution using nonparametric tests. Forum threads were characterized as task‐focused, administrative, or other. A higher proportion of second year (36%) than first‐year (17%) students posted on the forums and the postings were more likely to be task‐focused and student initiated. Second‐year students that posted frequently to the forum gained a higher final mark for the course than those that did not post or only posted a moderate number of times (P < 0.01). This relationship was not evident for first‐year students who had a much higher proportion of administrative threads. Forums in anatomy courses can be powerful learning tools encouraging deeper learning and improved learning outcomes. Anat Sci Educ 6: 101–106. © 2012 American Association of Anatomists.  相似文献   

Providing Dental Current Awareness to Faculty and Residents     

Annie M. Hughes  John P. Glueckert 《Medical reference services quarterly》2013,32(1):29-38

Providing a current awareness service to patrons has long been a concern of many health sciences librarians. Dental librarians have a unique challenge in providing current awareness to patrons as the literature has not always been available in a timely manner through traditional systems. This article will discuss the evolution of current awareness systems, the issues facing dental librarians with regard to providing dental current awareness, and how the Wilson Dental Library addressed those issues.  相似文献   

Developing student criticality in higher education: Undergraduate learning in the arts and social sciences Brenda Johnston,Rosamond Mitchell,Florence Myles,Peter Ford, 2011 London,Continuum Studies in Educational Research,Continuum £75, 247 pp. (including references and index) ISBN 978‐0‐8264‐4117‐1 (hbk)     

Jonathan Hughes 《British Educational Research Journal》2013,39(3):607-608

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Administrative behavior and student dissatisfaction: A possible relationship     

Benjamin Cullers  Clarence Hughes  Thomas McGreal 《Peabody Journal of Education》2013,88(2):155-163

In postwar Bosnia–Herzegovina, segregation along ethno-nationalistic lines and divergent pedagogies within the education system have presented challenges to social cohesion and the long-term stability of a society that is still struggling to rebuild, reconcile, and regain trust (Jancic, 2008 Hromadzic, A. 2008. Discourses of integration and practices of reunification at the Mostar Gymnasium, Bosnia and Herzegovina. Comparative Education Review, 52: 541[Crossref], [Web of Science ®] , [Google Scholar]). This article examines the current state of the education system within (a) leadership, (b) primary and secondary schooling (i.e., segregation, language of instruction, textbooks, and curriculum), (c) school–community relations (parent–teacher associations and international organizations), and (d) higher education. Within each of the four aspects, the article explores the challenges and possibilities for social cohesion presented within schools and through education at the larger societal level in Bosnia–Herzegovina.  相似文献   

Cameos,supporting roles and stars: citation and reflection in the context of initial teacher education     

Jonathan Hughes 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):16-30

Background: Reflection is well established as an important part of teacher education, but it is also the focus of critical enquiry. This means that reflection is of interest to those who wish to explore its use to produce ‘better’ teachers. It is also of interest to scholars who are interested in the wider implications of reflection, for example, in relation to power and social control. Academic articles are the primary medium through which ideas and practices are communicated. However, they can only contribute if they are accepted for publication on the basis of making a contribution to knowledge. To be seen in this way, a journal paper needs to cite earlier work to show understanding of this work and how this is being augmented.

Purpose: This paper aims to initiate an academic debate of citation practices which, it argues, should be based on an awareness of current practices and a willingness to share, and even change, them. To facilitate the debate and the development of a better understanding of citing and its implications, the paper offers a tripartite citation framework.

Sources of evidence: The extensive citation analysis literature is reviewed to provide a context for an examination of the variety of citation practices found in 24 papers, which all focus on initial teacher education and which cite the same critical paper (Fendler, L., Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, no. 3: 16–25, 2003; doi: 10.3102/0013189X032003016).

Main argument: This paper argues that there is value in differentiating three categories of citation, labelled ‘cameo’, ‘supporting role’ and ‘star’. These categories do not make judgements about what counts as ‘good’ or ‘bad’ referencing. Rather, they provide a way for authors to assess how they are citing and what the possible consequences may be. These can include an apparent lack of understanding not just of a cited paper but also of the wider literature. This means that citation that is not being carefully managed can undermine an argument.

Conclusions: This paper concludes that there is there is a need to initiate an academic debate about citation which is premised on the development of self-awareness about current practice and its consequences. Such a debate could bring about a number of benefits. It would encourage individual scholars to develop self-aware and ethical citation; it would also clarify current expectations about citation and enable academic communities to reflect on whether enquiry is well served by them.  相似文献   

Chinese whispers? Investigating the consistency of the language of assessment between a distance education institution,its tutors and students     

Laura Hills  Anactoria Clarke  Jonathan Hughes  John Butcher  Isobel Shelton  Elaine McPherson 《Open Learning》2013,28(3):238-249

Ensuring the fairness of assessment is important in all areas of higher education. It is particularly so in distance education, where the communication around assessment and feedback is a principal method of supporting learning, and even more so when the students are at the entry point into higher education. This research explores the nature of the language used in explaining the purpose and process of assessment on an access programme at The Open University, UK, from the perspective of the module team, the tutors and the students. It takes a qualitative approach to examine the clarity and consistency of assessment tasks, assessment guidance and TMGs. Analysis revealed inconsistencies in the language used in relation to assessment, which has led to a revision of how assessment tasks and guidance are communicated to students and tutors.  相似文献   

Sourcing technological knowledge through corporate acquisition: Evidence from an international sample of high technology firms   总被引：2，自引：0，他引：2  

Panos Desyllas  Alan Hughes   《The Journal of High Technology Management Research》2008,18(2):157-172

We investigate the prevalence of the motive to source technological knowledge externally through corporate acquisition. Drawing on make-or-buy and organizational learning theories, we infer the implications of this explanation for the acquirers' pre-acquisition innovative characteristics. Using an international sample of 6106 high technology acquisitions during 1984–2000, we assess the contribution of innovative characteristics to the acquisition likelihood. For firms acquiring small private firms and former subsidiaries—but not public targets—the evidence is consistent with three propositions: (1) A firm's commitment to internal R&D is negatively affected by the decision to acquire; (2) Low R&D productivity increases the likelihood of acquisition; (3) A large knowledge stock predisposes firms to acquire because they perceive they are capable of selecting and absorbing targets. We conclude that acquisitions of small private firms and former subsidiaries are a viable R&D strategy to explore a range of potential future innovation trajectories for large public firms.  相似文献