Teaching and learning in higher education: Recent trends   总被引：1，自引：0，他引：1  

Marcel L. Goldschmid 《Higher Education》1976,5(4):437-456

In the last decade, the questioning of traditional teaching and learning methods and instructional systems and the search for more effective alternatives have gained momentum in higher education. Recent trends can be grouped as follows:

–	-facilitation of student learning with an emphasis on individualizing instruction, and increased use of multi-media systems, learning resource centers, and peer teaching;
–	-evaluation of teaching: the widespread and systematic use of student evaluations by means of questionnaires and greater use of these data for purposes of faculty selection and promotion;
–	-university-teacher training including the creation of pedagogical service units on many campuses, courses and workshops on instruction for faculty and graduate students, and increased collaboration between content specialists and instructional and media consultants in curricular reforms;
–	-new systems of higher education, such as the Open University or the University Without Walls, designed to offer radical alternatives to new as well as traditional types of students.

These trends, which have been accompanied by intense research and evaluation efforts, will be described and assessed.  相似文献   

Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint     

Marcel V.J. Veenman  Jos J. Beishuizen 《Learning and Instruction》2004,14(6):621-640

This study investigated the nature of the relation between intelligence and metacognitive skillfulness as predictors of novice learning from text studying. Additionally, effects of text difficulty and time constraint were examined. The intelligence of 46 social-sciences students was assessed before studying two texts on different topics. Half of the participants studied the difficult text under time pressure, while the other half did so for the easy text. Metacognition was scored from thinking-aloud protocols. Results show that metacognition, although correlated to intelligence, also uniquely contributed to comprehension of both texts. Time constraint on studying a difficult text impaired text comprehension.  相似文献   

Dimensions of faculty members' sensitivity to job satisfaction items     

Dr. Hubert S. Feild  William F. Giles 《Research in higher education》1977,6(3):193-199

Researchers have suggested that questionnaire item sensitivity may be a possible source of response bias in investigations using mail surveys. In conducting job satisfaction studies of faculty members in higher education, investigators have assumed that job satisfaction items are not highly sensitive to faculty members and do not vary in their degree of sensitivity. The purpose of the present research was to assess the degree of sensitivity of various job satisfaction items to faculty members and to identify dimensions of faculty members' sensitivity to these items. Results from a questionnaire returned from 354 faculty members at a large university showed that their sensitivity to job satisfaction items centered primarily in three areas: (1) concern with extrinsic job factors, (2) concern with department head actions, and (3) concern with promotion and salary. On the whole, item sensitivity appeared to be rather low. Implications and suggestions for future research are discussed.  相似文献   

The politics of research misconduct: congressional oversight, universities, and science     

LaFollette MC 《The Journal of higher education》1994,65(3):261-285

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Dutch Cooperation Schools as Democratic Communities: A Constructive Perspective from Dewey’s View on Democracy in Education     

Erik Renkema  André Mulder  Marcel Barnard 《Religious education (Chicago, Ill.)》2019,114(1):57-68

In this article, the authors reflect on the results of their previous research at cooperation schools in the Netherlands, where students and teachers from nonaffiliated and Christian backgrounds come together. Dewey’s perspective on educating democratic values is combined with empirical results of this research, answering the question what Dewey’s concept contributes to the reflection on the relation between values and religious education at these schools. This article shows that this reflection and the implementation of value-based religious education offers opportunities for schools that face the challenge of practicing encounter between students from different backgrounds.  相似文献   

Globalised vs averaged: Bias and ranking performance on the author level     

Marcel Dunaiski  Jaco Geldenhuys  Willem Visser 《Journal of Informetrics》2019,13(1):299-313

We analyse the difference between the averaged (average of ratios) and globalised (ratio of averages) author-level aggregation approaches based on various paper-level metrics. We evaluate the aggregation variants in terms of (1) their field bias on the author-level and (2) their ranking performance based on test data that comprises researchers that have received fellowship status or won prestigious awards for their long-lasting and high-impact research contributions to their fields. We consider various direct and indirect paper-level metrics with different normalisation approaches (mean-based, percentile-based, co-citation-based) and focus on the bias and performance differences between the two aggregation variants of each metric. We execute all experiments on two publication databases which use different field categorisation schemes. The first uses author-chosen concept categories and covers the computer science literature. The second covers all disciplines and categorises papers by keywords based on their contents. In terms of bias, we find relatively little difference between the averaged and globalised variants. For mean-normalised citation counts we find no significant difference between the two approaches. However, the percentile-based metric shows less bias with the globalised approach, except for citation windows smaller than four years. On the multi-disciplinary database, PageRank has the overall least bias but shows no significant difference between the two aggregation variants. The averaged variants of most metrics have less bias for small citation windows. For larger citation windows the differences are smaller and are mostly insignificant.In terms of ranking the well-established researchers who have received accolades for their high-impact contributions, we find that the globalised variant of the percentile-based metric performs better. Again we find no significant differences between the globalised and averaged variants based on citation counts and PageRank scores.  相似文献   

Children's Recall of Televised and Printed News as a Function of Test Expectation     

Johannes W. J. Beentjes  Marcel W. Vooijs  Tom H. A. Van Der Voort 《Learning, Media and Technology》1993,19(1):5-13

An exploratory study was carried out to investigate the relative effectiveness of news stories watched on television and news stories read by children. Children aged 10 to 12 (n = 123) either watched five news stories or read print versions of the same news stories. In each condition, half of the children expected a retention test, whereas the other children did not. Results indicated that children who did not expect a retention test learned more from television news than from printed news. Among children who expected a retention test, televised and printed news were recalled about equally well.  相似文献   

国际金融危机影响下的世界一流大学   总被引：1，自引：0，他引：1  

喻恺  胡伯特·埃特尔 《教育研究》2011,(9)

2008年爆发的国际金融危机对多国的实体经济造成了重创。金融危机对世界一流大学的捐赠基金造成了严重影响,但对捐赠基金支出的影响较为温和;相对而言,依赖地方政府的美国公立大学受到了金融危机的更大的冲击,而私立大学则依靠较为稳定的科研、学费和捐赠收入降低了金融危机的影响。在此种情况之下,世界一流大学采取了较为温和的措施应对金融危机。而多元化的收入结构、稳定的财政拨款、雄厚的捐赠基金基础以及优秀的前瞻性的制度设计对于大学平安应对复杂经济环境具有重要意义。  相似文献   

Theories of mind and personal epistemology: their interrelation and connection with the concept of metacognition     

Annick Fagnant  Marcel Crahay 《European Journal of Psychology of Education - EJPE》2011,26(2):257-271

This paper seeks to highlight the links and discrepancies between three contemporary theoretical fields. The first part is devoted to theories of mind and personal epistemology. Both fields deal with naïve theories relating to the nature of knowledge and can be integrated within the concept of folk epistemology (Kitchener New Ideas Psychol 20:89–105, 2002). We argue that analyzing both domains from a developmental perspective may provide evidence for the origins of epistemological beliefs and the reasons for their evolution. The second part of the paper extends the discussion to the concept of metacognition and to its potential links with the two previously mentioned fields. In the past, theories of mind and metacognition have mainly developed as independent fields, but recent studies have highlighted a possible developmental lineage between them that needs further investigation. As the influence of the procedural component of metacognition (the regulation process) seems obvious in the personal epistemology perspective, we suggest that conducting more in situ studies will enable us to deepen our understanding of the links between the multiple components of the epistemological perspective and the reasons for epistemic change.  相似文献   

Distance mathematics teaching in Flanders,Germany, and the Netherlands during COVID-19 lockdown     

Drijvers  Paul  Thurm  Daniel  Vandervieren  Ellen  Klinger  Marcel  Moons  Filip  van der Ree  Heleen  Mol  Amy  Barzel  Bärbel  Doorman  Michiel 《Educational Studies in Mathematics》2021,108(1-2):35-64

Educational Studies in Mathematics - The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance...  相似文献