Planning for student involvement in a program of supplemental instruction     

J. Nicholls Eastmond  Gillian Bartlett  Noelene Terblanche 《Educational technology research and development : ETR & D》1997,45(3):134-140

Implementing a program of supplemental instruction (SI) in the present climate of transition in South Africa requires attention to involving students in planning and conducting the new program. Involved in this process are political opportunities and constraints. This paper recounts the steps (and missteps) taken in beginning an SI program in high risk courses in two academic departments at Border Technikon: Accounting and Management. It documents the steps taken to enlist support of the Student Representative Council (SRC) in setting policy, selecting tutors, and maintaining the program's funding base. We maintain that a successful SI program must draw upon the energies of tertiary level students, both in roles as learners in the high risk courses and as student leaders at an advanced level. Some students may experience both roles. For this process to be more than an imposition from the outside, the program must be a partnership with faculty and students sharing a stake in the outcomes. Both groups must see that they benefit from the smooth working of the SI system. Our results to date indicate that such a joint ownership is occurring. During 1996, he served as the Director of the Academic Development Centre at Border Technikon, East London, South Africa, under the Educators for Africa Program of the International Foundation of Education and Self-Help.  相似文献   

The influence of teachers’ interests,personalities and life experiences in intercultural languages teaching     

Gillian Peiser  Marion Jones 《Teachers and Teaching》2013,19(3):375-390

This paper reports on a study that investigated teachers’ perceptions about the significance of intercultural understanding (IU) in the modern foreign languages (MFL) curriculum. The research was conducted in the wake of a National Curriculum revision in 2007 in England that for the first time listed ‘IU’ as one of the four key concepts underpinning the study of languages in the Programme of Study. In contrast to other writers who frequently explain MFL teachers’ attention to intercultural learning as a consequence of their (lack of) knowledge about intercultural languages theory or pedagogy, or as the result of contextual factors, our findings suggest that the significance attached to IU seems to be profoundly affected by the interests, personalities and life experiences of individuals. This finding emerged from a qualitative study involving semi-structured interviews conducted with 18 teachers in 13 secondary schools in the North-West of England between May 2008 and June 2009. We illustrate our point by mapping the narratives of four teachers, conveyed through pen-portraits, with an adapted version of Kelchtermans’s personal interpretive framework, and thus draw on narrative inquiry as our research approach. We claim that our hitherto relatively unnoticed finding, i.e. the central influence of the teacher as an individual on intercultural language teaching, has important implications for MFL teacher education. We suggest that the stories of the four teachers could be used as a professional development tool to identify motivators and inhibitors in developing IU that may resonate with practitioners’ own beliefs and practice, and that parallel to this, our adapted Kelchtermans’s framework may be used as a blank template to scaffold self analysis. Whilst this article considers teacher development in intercultural languages education, it also seeks to make a contribution to the literature on the usefulness of teacher narrative as a professional development tool.  相似文献   

Changing Epistemological Beliefs in Pre-service Teacher Education Students     

Joanne Brownlee  Nola Purdie  Gillian Boulton-Lewis 《Teaching in Higher Education》2013,18(2):247-268

A teaching programme designed to foster the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching programme, students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching programme (the research group) were interviewed in relation to their beliefs at the beginning (Time 1) and conclusion (Time 2) of the teaching programme. Students in a comparison group were not encouraged to explicitly reflect on their epistemological beliefs. They were asked to complete written statements about their beliefs about knowing at the beginning (Time 1) and end (Time 2) of the year-long unit. Schommer's (1988, 1990) epistemological beliefs questionnaire was administered to both the comparison and research groups at Time 1 and Time 2. This questionnaire measured beliefs about knowing. The results of both the quantitative and qualitative data analysis indicated that the group of students engaged in the teaching programme experienced more growth in sophisticated epistemological beliefs. The success of the teaching programme has implications for how teacher educators develop learning environments.  相似文献   

Integrating performance measurement and quality assurance in the University planning process: A case study on the University of technology,Sydney     

Ken J. Doyle 《Tertiary Education and Management》2013,19(1):58-61

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Norms in Social Media: The Application of Theory of Reasoned Action and Personal Norms in Predicting Interactions With Facebook Page Like Ads     

Soojung Kim  Doyle Yoon 《Communication Research Reports》2013,30(4):322-331

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Assessment of curriculum quality through alumni research     

Gillian Saunders-Smits  Erik de Graaff 《European Journal of Engineering Education》2012,37(2):133-142

In today's output defined society, alumni are the output of higher education. This article shows how alumni research can be used as an important indicator of curriculum quality. This relatively unexplored area of engineering education research in Europe is highlighted using a case study carried out in the Netherlands, the outcomes of which have served as a useful input for curriculum development at the institute where it was carried out.  相似文献   

Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education     

Emily A. Dare  Elizabeth A. Ring-Whalen  Gillian H. Roehrig 《International Journal of Science Education》2013,35(12):1701-1720

ABSTRACT

As more and more science teachers in the United States are now expected to implement STEM education in their classrooms, it is important to understand how teachers conceptualise STEM education. This information can then be used to provide teachers with meaningful support as they move towards implementation of STEM education. Understanding that not all representations of STEM are equal, this mixed-methods study used a phenomenographic lens to examine science teachers’ perceptions of eight different models of STEM education through photo elicitation interviews. Part of this was done though an activity in which teachers ranked different models of STEM education by arranging them in a continuum. Findings reveal that teachers are most drawn to models of STEM education that show STEM beyond school settings and that include clear intersections between the disciplines represented in the acronym. This study sheds light on the importance of creating a shared conception of STEM education in order to have productive conversations across various stakeholders within the STEM education community.  相似文献   

Exit,choice and loyalty: the impact of parental choice on admissions to secondary schools in Edinburgh and Dundee     

Michael Adler  Gillian M. Raab 《教育政策杂志》2013,28(2):155-179

This paper analyses the effects of parental choice on first‐year admissions to 20 non‐denominational secondary schools in Edinburgh and ten in Dundee. Although Dundee is a more working‐class city than Edinburgh, the take‐up of placing requests in Dundee was somewhat higher than in Edinburgh. There was a substantial increase in the take‐up of placing requests in both cities over the period 1982‐85 (from 13.5% to 21.0% of the S1 intake in Edinburgh and from 14.0% to 23.7% in Dundee). In each city, there was evidence of bandwagon effects ‐ some schools gained an increasing proportion of their S1 intakes through parental choice while others lost an increasing proportion of their intakes for this reason. However, the imposition of intake limits on three of the ‘most popular’ secondary schools in Edinburgh not only decreased the number of requests for those schools but also reduced the outflows from the ‘least popular’ schools. The paper uses logistic regression to calculate the effects of extra travelling distance and a variety of school and catchment area variables on the odds of moving between all possible pairs of schools in the two cities. Distance was the best predictor of movement and few pupils moved to schools which would have entailed much extra travelling; after distance, school attainment measures were most highly correlated with movement. However, stepwise multiple regression indicated that, for schools which were a given distance apart and similar in terms of attainment, moves were towards schools in more working‐class areas. Thus, there was some evidence to suggest that parents were choosing more effective schools. Finally, the paper uses spatial methods to show how placing requests have resulted in large flows out of secondary schools serving the least prosperous local authority housing schemes into adjacent, often previously selective, schools with much more mixed catchment areas, and points to the growth of substantial inequalities among secondary schools which are formally equal in status.  相似文献   

Taxing times: an educational intervention to enhance moral reasoning in tax     

Elaine Doyle 《Irish Educational Studies》2013,32(2):183-205

This paper outlines the development and implementation of an online educational intervention designed to enhance moral reasoning in higher level tax students. Before decisions are made about how to behave ethically, cognitive moral reasoning takes place. The importance of education in developing morally sensitive individuals who use principled moral reasoning has been widely acknowledged. The literature contends that moral reasoning might be enhanced through certain forms of intervention studies. An online educational intervention designed to enhance moral reasoning in tax was developed and empirically tested for effectiveness through the use of a pre- and post-test and focus group feedback gathered from students. Students' contributions to ethical discussions were analysed to determine their perceptions of salient issues concerning ethics in tax. This paper will inform future educators and researchers designing effective ethics interventions.  相似文献   

The impact of education level and type on moral reasoning     

Elaine Doyle  Joanne O'Flaherty 《Irish Educational Studies》2013,32(3):377-393

The importance of education in developing morally sensitive individuals who use principled moral reasoning when facing dilemmas has been widely acknowledged. In the context of the criticism levelled at the Irish higher education system for failing to fulfil the role of intellectual leader and moral critic within the public domain, this paper examines the impact of education level (both undergraduate and post-graduate) and type (arts or technical/profession-based) on moral reasoning using 311 Irish participants from a wide variety of educational backgrounds. An enhanced understanding of the impact of education on moral reasoning will facilitate the development of educational initiatives aimed at augmenting moral reasoning in higher-level students.  相似文献