Employability and work-related learning activities in higher education: how strategies differ across academic environments     

Magnell  Marie  Kolmos  Anette 《Tertiary Education and Management》2017,23(2):103-114

The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement work-related learning activities in curricula across academic environments in higher education. The study is based on case studies, including semi-structured interviews and analyses of course syllabuses in two higher education institutions. The results reveal divergent approaches between environments with limited and extensive work-related learning, and we present four different strategies for including work-related learning in curricula: add-on by someone else, add-on about the profession, integration of teaching and learning activities and integration with additional value. These four strategies represent a very diverse understanding of the role of education, ranging from education for academia to education for work outside academia, and contain various perceptions of the roles, types of work-related learning activities and integration in the ordinary curriculum.  相似文献   

Preschool children's comprehension of aSesame Street video tape: The effects of repeated viewing and previewing instructions     

Marie A. Sell  Glen E. Ray  LaNeel Lovelace 《Educational technology research and development : ETR & D》1995,43(3):49-60

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Contradictions between the virtual and physical high school classroom: A third‐generation Activity Theory perspective     

Elizabeth Murphy  María A. Rodríguez Manzanares 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1061-1072

This paper uses a third‐generation Activity Theory perspective to gain insight into the contradictions between the activity systems of the physical and virtual high school classroom from the perspective of teachers who had transitioned from one system to the other. Data collection relied on semi‐structured interviews conducted with e‐teachers as well as management/support personnel of an organisation charged with delivering web‐based high school courses in the Canadian province of Newfoundland and Labrador. Contradictions related to time and workload, physical presence, interaction and rapport building, and use of direct messaging and email. The contradictions can be explained by a difference between the mediating tools in each activity system. The absence in the virtual classroom of body language and visual presence as mediators requires e‐teachers to find new ways of interacting and building rapport and necessitates a shift from a practice of controlling to engaging students’ attention.  相似文献   

Gender balance amongst educational psychologists: an attempt to explain the male minority   总被引：1，自引：1，他引：0  

Anthony Murphy  Jeremy J. Monsen 《Educational Psychology in Practice》2008,24(1):29-42

The Equal Opportunities Commission (EOC) has begun an investigation into why most jobs currently have a gender imbalance within their workforce. The latest in a series of updates has been published by the Association of Educational Psychologists (AEP) on gender distribution amongst educational psychologists. This may therefore be an opportune time to look at issues of gender balance within the population of educational psychologists (EPs). Currently males are in a minority throughout the study and practice of psychology. The small and diminishing proportion of male EPs appears to be seldom discussed within the profession. This paper attempts to evaluate a range of possible explanations for the lack of male EPs. The process of gender stereotyping was offered as one theoretical framework which might help guide further investigations into this much overlooked area.  相似文献   

Teachers’ assessments of students’ learning of mathematics     

Michael A. Buhagiar  Roger Murphy 《Assessment in Education: Principles, Policy & Practice》2008,15(2):169-182

This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students’ learning of mathematics and the implications that this has for their classroom practices. It reveals that these teachers’ knowledge of their students’ understanding of certain mathematical concepts is fairly limited. It then goes on to discuss this phenomenon in terms of a process that can hinder rather than promote learning. The research illuminates the position of teachers who appear to lack certain detailed information about their students which, it can be argued, could inform more effective teaching strategies. The paper concludes by exploring possible implications for similar situations where learning could be enhanced by more effective classroom assessment strategies and their use to inform future teaching and learning activities.  相似文献   

Performance on Middle School Geometry Problems With Geometry Clues Matched to Three Different Cognitive Styles     

Karen L. Anderson  M. Beth Casey  William L. Thompson  Marie S. Burrage  Elizabeth Pezaris  Stephen M. Kosslyn 《Mind, Brain, and Education》2008,2(4):188-197

ABSTRACT— This study investigated the relationship between 3 ability‐based cognitive styles (verbal deductive, spatial imagery, and object imagery) and performance on geometry problems that provided different types of clues. The purpose was to determine whether students with a specific cognitive style outperformed other students, when the geometry problems provided clues compatible with their cognitive style. Students were identified as having a particular cognitive style when they scored equal to or above the median on the measure assessing this ability. A geometry test was developed in which each problem could be solved on the basis of verbal reasoning clues (matching verbal deductive cognitive style), mental rotation clues (matching spatial imagery cognitive style), or shape memory clues (matching object imagery cognitive style). Straightforward cognitive style–clue‐compatibility relationships were not supported. Instead, for the geometry problems with either mental rotation or shape memory clues, students with a combination of both verbal and spatial cognitive styles tended to do the best. For the problems with verbal reasoning clues, students with either a verbal or a spatial cognitive style did well, with each cognitive style contributing separately to success. Thus, both spatial imagery and verbal deductive cognitive styles were important for solving geometry problems, whereas object imagery was not. For girls, a spatial imagery cognitive style was advantageous for geometry problem solving, regardless of type of clues provided.  相似文献   

“Down with fiction and up with fact”:Publishers weekly, and the postwar shift to nonfiction     

Priscilla Coit Murphy 《Publishing Research Quarterly》1998,14(3):29-52

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50th anniversary of the fulbright program     

Karen L. Murphy 《Educational technology research and development : ETR & D》1996,44(2):82-83

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Adding sign language inserts on videotape     

R Jones  H Murphy  D Perrin 《American annals of the deaf》1979,124(5):627-634

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Teachers’ Beliefs About Rigor of Curriculum for English Language Learners     

Audrey Figueroa Murphy  Bruce Torff 《The Educational forum》2019,83(1):90-101

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