Benchmarking the environmental values and attitudes of students in New Zealand's post‐compulsory education     

Kerry Shephard  Samuel Mann  Nell Smith  Lynley Deaker 《Environmental Education Research》2009,15(5):571-587

How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research sought to benchmark the environmental worldview attributes of an incoming cohort of Otago Polytechnic students to support academic staff who need to know more about the sustainability interests and characteristics of their students, so that they may provide appropriate educational programmes. The research was also designed as the first stage of longer‐term research to evaluate the impact of these institutional changes on how students transform during the period of their tertiary education experience. The data and analysis presented here suggest that even before students start to study in the institution different groups have substantially different sustainability values‐sets. The authors anticipate that the research instruments and approaches used in the present study will contribute to a substantial national exploration of the sustainability value‐sets of tertiary students.  相似文献   

Student Learning Groups: Does Group Composition Matter?     

Christine L. Gardiner  Timothy A. Smith 《Journal of Criminal Justice Education》2018,29(3):349-369

There has been a shift in university teaching over the past decades to emphasize student achievement and persistence through high-impact practices and collaborative learning. While research supports the efficacy of these pedagogical strategies, it can be difficult to implement them on large campuses. Yet, many criminal justice professors assign students to work in small groups. This study, conducted at a university with a large underrepresented student population, found that the composition of student groups in one criminal justice class can affect the perceived benefits students receive in that class, in other classes, and in general. We found that students placed in a small group with classmates who shared some criminal justice classes reported more student-initiated collaborative learning, expanded support networks, and improved grades in shared courses compared to students in small groups with classmates who shared no classes. This simple intervention has the potential to mimic learning-communities with similar benefits.  相似文献   

Teaching second-grade students to write sequential text     

Sarah K. Clark  John Neal 《The Journal of educational research》2018,111(6):764-772

With the adoption of the English Language Arts Common Core State Standards, writing has become an increasingly important area of instruction. Moreover, there has been an increased sophistication in the types of writing required of young children and the use of textual evidence expected in student writing. Historically, children have not been routinely taught explicit strategies for writing, but have been exposed to less rigid writing instruction such as Writer's Workshop. The current study examined an explicit writing strategy, the Read-to-Write Strategy, to determine its effectiveness in teaching young children how to write sequential text. A single subject design (N = 40) was used to compare the writing of second graders before and after instruction. Results indicated that the Read-to-Write Strategy significantly increased the quality of sequential text from the pre- to post-instruction with a large effect size reported. Implications and recommendations for educators and researchers are provided.  相似文献   

Embedding external referencing of standards into higher education: collaborative relationships are the key     

Lesley Sefcik  Simon Bedford  Peter Czech  Judith Smith  Jonathan Yorke 《Assessment & Evaluation in Higher Education》2018,43(1):45-57

External referencing of assessment and students’ achievement standards is a growing priority area within higher education, which is being pressured by government requirements to evidence outcome attainment. External referencing benefits stakeholders connected to higher education by helping to assure that assessments and standards within courses are appropriate and comparable among institutions. External referencing takes many forms, which have different resourcing requirements, outcomes, and operational strengths and challenges. This paper describes the External Referencing of Standards (ERoS) approach developed, tested and adopted by a university consortium. ERoS draws on the strengths of existing methodologies to produce an evolved model that is effective, efficient, transparent and open, capability building and sustainable. The model enables participants to communicate directly and construct peer relationships, and findings suggest this is a significant design strength. The process facilitates capability building, such that participants garnered insights valuable to enact quality assurance and enhancement of existing courses, and fosters connections that facilitate collaboration and peer-learning. ERoS successfully used open source collaborative tools to review work samples, which can be used to benchmark costed systems.  相似文献   

Teachers as researchers in a major research project: Experience of input and output     

C. Smith  A. Blake  K. Curwen  D. Dodds  L. Easton  J. McNally  P. Swierczek  L. Walker 《Teaching and Teacher Education》2009,25(7):959

Teachers have long participated in collaborative research. However, they have generally had direct stakes in the outcomes. Teachers in the Early Professional Learning (EPL) Project used their insider status to gather data not directly related to their own practice. Lessons for integrating a group of teacher–researchers into a major project are discussed. Some of these are practical, but also cover their unexpectedly experienced initial isolation within the project team, that has relevance for both forming and theorising communities of enquiry. An outline for a new concept of teacher–researcher begins to emerge that may influence the direction of educational research.  相似文献   

Novice in secondary school – the coin has two sides     

Marit Ulvik  Kari Smith  Ingrid Helleve 《Teaching and Teacher Education》2009

The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway, and the research instrument was semi structured interviews. The main findings indicate that there are two sides of the coin of being a new teacher, positive as well as less positive aspects. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers. The two contradictory perceptions of themselves as professionals represent two sides of the same coin.  相似文献   

The Issue at a Glance     

Jonathan M. Smith  Jim Norwine 《Academic Questions》2009,22(4):399-401

THE ISSUE AT A GLANCE

The Issue at a Glance  相似文献   

我国自然旅游资源私有化后果动态管理研究   总被引：1，自引：0，他引：1  

黄向  保继刚  Stephen Smith 《软科学》2008,22(4):88-92

通过对"自然旅游资源私有化(NBTRP)"现象的机会和危险分析。NBTRP产生的影响既有正面影响也有负面影响,因此"NBTRP净影响监管模型"被设计用以动态综合评价目标目的地NBTRP的成效。  相似文献   

A Comparison of Professional Development Models for Teachers of Primary Mathematics and Science     

Russell Tytler  Ron Smith  Peter Grover  Sally Brown 《Asia-Pacific Journal of Teacher Education》1999,27(3):193-214

The authors have been involved in two substantial Australian teacher professional development projects, with the Mathematical Association of Victoria and with the Science Teachers’ Association of Victoria, which focused, respectively, on a whole‐school professional development and an extended workshop programme. The research described in this paper explores the experiences of participants in these two programmes, in order to identify the advantages and limitations of each type of professional development model in supporting teacher development, and the different needs of teachers in relation to mathematics and science. The findings from a questionnaire, supported by participant interviews, show a range of differences in experience and outcomes due to programme style and subject area. These are used to suggest a developmental framework for conceptualizing teacher professional development needs.  相似文献   

Classroom Learning Environments and Students' Approaches to Learning   总被引：1，自引：0，他引：1  

Dart  Barry  Burnett  Paul  Boulton-Lewis  Gillian  Campbell  Jenny  Smith  David  McCrindle  Andrea 《Learning Environments Research》1999,2(2):137-156

Four hundred and eighty-four students from two metropolitan secondary schools completed the Learning Process Questionnaire, the Individualised Classroom Environment Questionnaire and the Learner Self Concept scale. Relationships between perceptions of the classroom learning environment, approaches to learning and self concept as a learner were investigated. Gender and level of schooling (junior high versus senior high) differences were examined. Results showed Deep Approaches to learning were significantly related to classroom learning environments which were perceived to be highly personalised and to be encouraging active participation in the learning process and the use of investigative skills in learning activities. High learner self concept was positively associated with Deep Approaches to learning and with classrooms perceived as high in Personalisation. It was negatively associated with Surface Approaches to learning. Differences in perceptions of learning environments and approaches to learning in relation to gender and level of schooling were small. The implications of these findings are discussed and strategies for facilitating Deep Approaches to learning are referred to. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献